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Running head: TRANSITIONS AND COACHING
Research Paper: Transitions and Coaching
Ashley N. Wright
Liberty University
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TRANSITIONS AND COACHING
Abstract
Transitions are a huge part of Coaching. When a client seeks help, they are more than likely
dealing with a transition in his or her life. Transitions and change are a part of life. Some are
voluntary and some are involuntary. Transitions and change can be very scary but also exciting at
the same time. This can be a very stressful time for a client. There are several different
approaches and theories when it comes to working through a transition. In this paper there are a
few that are examined. First, Hudson’s Four Phases of Change will be explained. Next, Houben’s
eleven principals for overcoming loss and grief will be examined. Social Cognitive Career
Theory will also be discussed. When it comes to transitions, it is very important to walk through
the transition in prayer asking for God’s will to be done. The client can also find peace by
reading scriptures and trusting that God is with him or her. All of these approaches will then be
applied to my life and coaching practice.
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TRANSITIONS AND COACHING
Research Paper: Transitions and Coaching
What Research Says
Change and transitions are inevitable in life. From the day a person is born, she is
constantly moving through transitions. The first developmental transition happens when an infant
transitions into a toddler, then the toddler transitions into the preschool years, and then she
moves into elementary school years as so on and so on (Palmer and Panchal, 2012). Life
transitions can be considered as opportunities for learning and development (Palmer and
Panchal, 2012). When a person seeks coaching, he or she is wanting something to change in his
or her life. A client does not come in when she is happy with life, rather the client comes in when
she is stuck in a rut or needing help working through a difficult transition in life (Collins, 2009).
Helping a client through a transition involves creating a vision for the future, overcoming the
grief of the past, and finding ways to move on. As with coaching in general, there are several
theories and approaches a coach can use to help a client walk through a transition.
First the coach must know what kind of transition the client is dealing with before
knowing what theory or approach to use. According to Palmer and Panchal (2012) transition is a
period of change from one stage to another, whether those stages are jobs, times of life or
changes in health. There are both positive and negative transitions; and also, voluntary and
involuntary transitions that a client might be going through (Collins, 2009). Positive voluntary
transitions include buying a better house, finding a better job, going back to college, getting
married, and having children just to name a few. A positive involuntary transition can be an
unexpected promotion, becoming an aunt, an uncle, or a grandparent, and transitioning into the
next stage in life such as turning 30. Negative voluntary transitions include moving away from
friends, a divorce, leaving a job, and dropping out of college. Negative involuntary transitions
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TRANSITIONS AND COACHING
include a death of a family member or a friend, divorce of parents, losing a job, and a diagnosis
of a sickness.
During voluntary transitions, clients will sometimes wonder whether they made the right
decision. Sometimes in extreme cases they will even consider going back to their old choices. In
these cases, the coach does not need to give advice rather the coach needs to “support the client
in hearing themselves; reviewing their vision, purpose, and values; allowing them to reach a
conclusion that they can live with long term” (Collins, 2009, p. 239-240). There are some
powerful questions that the coach can ask the client. When asking these powerful questions
remember not to over-dramatize or over-sympathize; do not assume the client see all aspects of
the process, keep track of the progress; do not underestimate the power of a support system, the
coach may be the only one to help keep balance in the client’s life; do not belittle the client by
always telling her she is right with false assurances; be proactive and ask the client where she
finds a sense of peace; the coach cannot assume that he knows everything about the client
because more than likely the client has not told the coach everything; and most importantly, this
transition is unique to the client and the coach cannot completely grasp everything the client is
feeling even if the coach has gone through a similar situation (Collins, 2009).
Collins (2009) lists several ways to make transitions easier. To begin, help the client
remember that life is a series of changes, there is no way around change it is inevitable. There are
both positives and negatives with every change, encourage the client to honor and acknowledge
her feelings of sadness and anticipation by keeping a journal and writing down what she is
feeling. Have the client acknowledge what is being left behind and want the future holds. It is
important for the client to have closure on what is being left behind and she may need to write
letters to those who are involved. Another way to make transitions easier is by keeping
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TRANSITIONS AND COACHING
somethings the same. Do not bring on too many changes at once; it can become overwhelming
for the client. Once the client has had closure on what is being left behind, have her look to the
future and write down what she is excited about in this new chapter of life. It would also be good
for the client to reach out to some of the people who will be involved with this new situation and
create a community with them. Finally, and most importantly, make sure the client is walking
through this transition in prayer and following God’s will for her life, knowing God’s grace will
be with her every step of the way (Collins, 2009).
Collins (2009) mentions Hudson’s Four Phases of Change. These four phases are: 1) The
go for it phase: dreaming, planning, plateauing; 2) The doldrums phase: being out of sync; 3)
The cocooning phase: finding new passion and purpose; and 4) The getting ready phase: starting
a new chapter (Collins, 2009). During Phase One the client may feel invigorated, challenged,
fulfilled, and optimistic (Collins, 2009). This is where new projects are started, creativity,
dreams, and energy are found. During Phase Two the client may feel stuck, disappointed, or
bored. The client will be restless but still resisting change. Once the client has come to terms
with the change and reevaluated her dreams she came move on to the next phase. Phase Three is
the time for planning, reflection, and life evaluation. The client will feel sad, empty, angry, and
lonely. This is when soul searching takes place. This phase ends when the client is ready to move
forward and become more involved with others. Finally Phase Four is when the client is creating,
experimenting, networking, and prioritizing. She will feel hopeful, trusting, excitement,
confident, and focused (Collins, 2009). These phases can be applied to any transition that the
client may be going through.
Stress and coping viewpoints offer further insight. Recognizing that transitions can be a
stressful time, “one role of the coach is to build coping strategies and resources in individuals”
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TRANSITIONS AND COACHING
(Palmer and Panchal, 2012, p.30). These can range from stimulating thinking styles to physical
exercise. These strategies can be applied to any form of transition: For example, “if a teenager
learns how to maximize the benefits of social support and ‘ask for help’ during these years, they
can draw on these skills when negotiating later transitions, such as ‘turning 30’” (Palmer and
Panchal, 2012, p. 30). Schlossberg, Waters and Goodman’s transition theory “identifies four sets
of factors that influence a person’s ability to cope with transition – situation, self, support and
strategies” (Palmer and Panchal, 2012, p.30). At the extreme, transitions can be the facilitator for
severe clinical anxiety and depression (Palmer and Panchal, 2012). Palmer and Panchal (2012)
suggested that transition is a valuable theory when analyzing risk factors for suicide. Holmes and
Rahe created the Social Readjustment Rating Scale, a scale of stressful life events that offers
another valuable viewpoint on important life transitions. At the top of the list are “death of a
spouse, divorce and marital separation” (Palmer and Panchal, 2012, p. 32). A similar scale has
also been created for nonadults, which identifies “marriage, unwed pregnancy, and death of a
parent as the top three most stressful events” (Palmer and Panchal, 2012, p.32).
Examples: Types of Transitions
There are several different types of transitions that can be examined, however for this
paper, there will only be three transitions that will be discussed. The first type of transition that a
client might need help working through is the loss of a loved one. When working with a client
who is dealing with loss and grief, there are eleven principals Houben (2016) recommends
walking the client through:
Principle I: Accept Your Loss. We will learn how acceptance can be a choice. Your client
can choose between dwelling on what has happened or to accepting the new reality and do
something about it (Houben, 2016).
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TRANSITIONS AND COACHING
Principle II: Live Your Grief. We will learn how to validate the emotions we are experiencing.
Your client may be suppressing pain that could be affecting many areas of her or his life
(Houben, 2016).
Principle III: Go Deeper into the Spiritual Dimension. Your client will discover the spiritual
tools that can make a difference on how to live after a loss (Houben, 2016).
Principle IV: Express Your Feelings. Your client will learn how to connect with his or her inner
self and how to express emotions (Houben, 2016).
Principle V: Share with Others. Your client will develop tools to communicate with others in a
meaningful way. The better clients can communicate, the easier it is for other people to
understand them (Houben, 2016).
Principle VI: Take Care of Yourself. Your client will learn to pay attention to personal needs and
develop habits that bring comfort and well-being (Houben, 2016).
Principle VII: Use Rituals. Your client will find out about the value of rituals and learn how to
incorporate them into his or her life (Houben, 2016).
Principle VIII: Live the Present. Your client will learn to let go of the past and stop worrying
about the future (Houben, 2016).
Principle IX: Modify Your Thoughts. Your client will learn how to change the way he or she
feels by changing habits of thought (Houben, 2016).
Principle X: Rebuild Your World. Your client will learn to use inner resources to relocate a loss
and realize there is life after the loss (Houben, 2016).
Principle XI: Visualize the Life You Want. Your client will become the architects of his or her
own destiny (Houben, 2016).
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TRANSITIONS AND COACHING
Most people who are having a difficult time processing the loss of a loved one will seek
counseling. However, there are many people who want to seek help but do not want to go to
counseling (Grodzki and Allen, 2005). This is where coaching is a great resource.
Another major transition that a client might seek coaching for is her career. Career
Coaching has become very popular. Social Cognitive Career Theory (SCCT) can be used when
working with a client to help find her career path (Nota and Soresi, 2018). SCCT consists of
three inter-locking models designed to explain how people (a) develop career and educational
interests, (b) make and revise career and educational choices, and (c) achieve varying levels of
career and educational performance and stability (Nota and Soresi, 2018). Another framework
that can be used is discussed by Niles and Harris-Bowlsbey (2017). This framework consists of
three phases. During the beginning stage, career coaches provide clients with (a) structure
concerning the career coaching process, (b) opportunities to rehearse their career aspirations
either by themselves or in front of others, and (c) opportunities to uncover or identify conflicts
engendered by their aspirations (Niles and Harris-Bowlsbey, 2017). During the activation phase,
coaches provide support to clients as they process self-assessment data, test hypotheses about
their career aspirations based on the new data they acquire, and begin formulating a commitment
to particular career option (Niles and Harris-Bowlsbey, 2017). During the completion phase, the
career coach helps the client implement and sustain a commitment to a career choice while also
focusing on ending the career coaching process (Niles and Harris-Bowlsbey, 2017).
The final type of transition that will be examined is a new parent returning to the
workplace. Maternity coaching may be viewed by some as a light-touch activity, something that
simply brings working parents together for shared conversation and support (Seignot and
Clutterbuck, 2016). Coaching done well is this and so much more. Careful framework design,
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TRANSITIONS AND COACHING
planning, and preparation of coaches and clients are all essential, as is having an understanding
of the uniqueness of the setting in which coaches are working (Seignot and Clutterbuck, 2016).
As one coach put it, “With my professional coach hat on, I am wrestling with the skills required
to coach/mentor someone in normal circumstances, never mind hormone-induced potentially
fragile women” (Seignot and Clutterbuck, 2016, p. 2). The physical process of pregnancy and
giving birth is a course specific and unique to women. Having a baby and becoming a mother
typically “recalibrates a woman’s relationship with career and a life outside of work with
potential consequences for her employer” (Seignot and Clutterbuck, 2016, p. 2). Most places in
the US allow for six weeks of maternity leave. So, when the new mother returns to work, she is
more than likely still breastfeeding and still trying to figure out her new role as a mother. The
role of the Coach is to help her reorganize her priorities. The Coach and the client will work
together as a team to examine all the areas in her life, set goals, and figure out ways to achieve
these goals (Daly, Pollard, Phillips, and Binns, 2014).
Reflections
Transitions and change are a natural part of life. However, change can be uncomfortable
and scary. It is walking into the unknown without anyway of knowing how things will turn out.
When it comes to my personal ministry/business, I will acknowledge the fear and anxiety that
comes along with transitions and change. I will incorporate the information I have learned about
transitions to help walk my client through her transition with the least amount of fear and
anxiety. Being a Christian Coach I will lead by the Lord and interweave His scriptures. We are
told in Joshua 1:9 “Have I not commanded you? Be strong and courageous. Do not be afraid; do
not be discouraged, for the Lord your God will be with you wherever you go.” And also, in
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TRANSITIONS AND COACHING
Deuteronomy 31:8 “The Lord himself goes before you and will be with you; He will never leave
you nor forsake you. Do not be afraid; do not be discouraged.” I will reassure my client not to be
anxious or fearful, because God it with her. We are reminded in Philippians 4:6-8 to be prayerful
about everything; it says, “Do not be anxious about anything, but in every situation, by prayer
and petition, with thanksgiving, present your requests to God. And the peace of God, which
transcends all understanding, will guard your hearts and your minds in Christ Jesus. Finally,
brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure,
whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about
such things.”
When a client comes in, I will see which Hudson’s phase she is in. This will allow me to
better understand where she is during the transition. For example, I would use the four phases to
help transition a mother who was to go back to college. I would use the same four phases. Phase
1, I would encourage my client to list her talents, gifts, interests, passions, and values. In Phase 2,
the client would re-evaluate her dream and talk with her spouse about her decision of going back
to college and also applying to college. In Phase 3, the client would seek the Lord’s will for her
life through prayer. She would also need to prepare financially during this phase. In Phase 4, my
client would be registering for classes and finding the correct material needed for those classes. I
would stay in contact with her to make sure she transitions smoothly into her new routine. She
would be creating and experimenting with daily schedules, networking with classmates and
professors, as well as learning to prioritize other activities around her class schedule (Collins,
2009).
Building a rapport, trust, and understanding are all key factors when it comes to
coaching, no matter what kind of coaching. Creating a connection and building trust are critical
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TRANSITIONS AND COACHING
parts of coaching. This connection starts with authenticity. Being real with a client is very
important. One way to be real with a client is by sharing my own journey. Opening up about
things God has brought me through is a great way to be authentic. Another way to create a
connection is being present. It is very important to be in the moment and turn off all of the
mental noise.
When it comes to transitions, whether voluntary or involuntary, there are three passages
from the Bible that I believe will help any client keep a solid faith. These are: Proverbs 3: 5-6
“Trust in the Lord with all your heart and lean not on your own understanding; in all your ways
submit to him, and he will make your paths straight.”; Psalm 32:8 “I will instruct you and teach
you in the way you should go; I will counsel you with my loving eye on you.”; and Romans
12:1-2 “Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies
as a living sacrifice, holy and pleasing to God—this is your true and proper worship. Do not
conform to the pattern of this world, but be transformed by the renewing of your mind. Then you
will be able to test and approve what God’s will is—his good, pleasing and perfect will.” These
verses are packed with wisdom and reassurance which is what every client is looking for.
References
Collins, G. R. (2009). Christian Coaching: Helping others turn potential into reality (2nd. ed.).
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Carol Stream: Tyndale House Publishers.
Daly, A., Pollard, C. M., Phillips, M., & Binns, C. W. (2014). Benefits, barriers and enablers of
breastfeeding: Factor analysis of population perceptions in western australia. PLoS One,
9(2) doi:http://dx.doi.org.ezproxy.liberty.edu/10.1371/journal.pone.0088204
Grodzki, L., & Allen, W. (2005). The business and practice of coaching: Finding your niche,
making money, and attracting ideal clients. New York London: W.W.Norton &
Company.
Houben, Ligia. (2016). Transforming grief & loss workbook: Activities, exercises & skills to
coach your client through life transitions. PESI Publishing & Media.
Niles, S. G., & Harris-Bowlsbey, J. (2017). Career development interventions. Boston: Pearson.
Palmer, S., & Panchal, S. (2012). Developmental coaching: Life transitions and generational
perspectives. Routledge.
Seignot, N., & Clutterbuck, D. (2017). Mentoring new parents at work: A practical guide for
employees and businesses. Abingdon, Oxon: Routledge, Taylor & Francis Group.
Daly, A., Pollard, C. M., Phillips, M., & Binns, C. W. (2014). Benefits, barriers and enablers of
breastfeeding: Factor analysis of population perceptions in western australia. PLoS One,
9(2) doi:http://dx.doi.org.ezproxy.liberty.edu/10.1371/journal.pone.0088204
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Running head: TRANSITIONS AND COACHING
RESEARCH PAPER - GRADING RUBRIC
Levels of
Achievement
Advanced 92-100 (A- to A)
Satisfies criteria w/
excellence
Proficient 84-91 (B- to B+)
Satisfies Criteria
Developing (C- to C+)
Satisfies most criteria
Below Expectations (F to
D+)
Does not satisfy criteria
Not
Present
Points
Earned
Content 70% (140 points)
Thesis
Statement
5 points
5 points
Thesis statement is clearly
identifiable and strongly
presented. It provides a
clear overview of the
paper’s contents.
4 points
Thesis statement is
identifiable and presented.
It provides an overview of
the paper’s contents.
3 points
Thesis statement is
identifiable but needs
improvement.
1-2 points
Thesis statement is not
identifiable and/or does not
provide an overview of the
paper’s contents.
0
Research
Summary
90 points
83-90 points
The selected topic has a
direct focus on coaching
and is clearly outlined and
analyzed. The summary is
supported throughout
using relevant, current
research. Leading figures,
historical issues, current
events, assumptions, etc.
are identified.
76-82 points
The selected topic is
related to coaching and is
clearly outlined. The
summary is supported
using current research.
Leading figures, historical
issues, etc. are identified.
68-75 points
The selected topic is
marginally related to
coaching and is outlined.
The summary is supported
using some research. Few
contextual elements are
identified.
1-67 points
The selected topic lacks
connection to coaching.
Summary and outline need
additional development.
The summary lacks research
support. Contextual
elements are not
adequately identified.
Personal
Reflection
30 points
28-30 points
Topic is thoroughly
analyzed using personal
reflection and insight.
Ramifications for personal
coaching efforts are
addressed. Implications for
personal practice,
technique, and coaching
strategies are explored.
26-27 points
Topic is reflected upon
using personal experience.
Potential impact on
personal coaching is
considered. Implications for
personal practice are
identified.
23-25 points
Personal experiences are
identified with little
connection to the topic.
Marginal consideration
given to personal coaching
practice.
1-22 points
The assignment lacks clear
personal reflection as it
relates to the research topic
or future coaching
endeavors.
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TRANSITIONS AND COACHING
Sources
15 points
14-15 points
Sources are scholarly, high-
quality, and relevant. They
are critically evaluated and
correctly utilized.
13 points
Sources are scholarly and
relevant. They are
evaluated and utilized.
12 points
Most sources are scholarly
and most are relevant.
Most are evaluated and
utilized
1-11 points
Few or no sources are
scholarly or relevant. Few
or none are evaluated and
utilized.
4
Structure 30% (60 points)
Organization
20 points
19-20 points
All required elements are
included and presented
with strong headings and
organizational clarity.
There are clear transitions
between paragraphs and
sections. The treatment of
the topic is logically
oriented. The paper meets
the page length
requirement.
17-18 points
All required elements are
included and organized.
There are transitions
between paragraphs and
sections. The treatment of
the topic is logically
oriented. The paper meets
the page length
requirement or comes very
close.
16 points
Most required elements
are included and are
mostly organized. Most
paragraphs and sections
have transitions. The logical
treatment of the topic
needs improvement. The
paper may not meet the
page length requirement.
1-15 points
Few or no required
elements are included. Few
or no transitions exist
between paragraphs and
sections. There may not be
a logical treatment of the
topic. The paper does not
meet the page length
requirement.
Style
20 points
19-20 points
The paper properly uses
current APA style and
DCCC Professional Writing
Guidelines. Proper
headings, in-text citations,
and references are
formatted correctly. The
paper reflects a graduate
level voice and vocabulary.
There are very few spelling
and grammar errors.
17-18 points
The paper consistently uses
current APA style and DCCC
Professional Writing
Guidelines with few or no
exceptions. Proper
headings, in-text citations,
and references are
formatted with few or no
errors. The paper reflects a
graduate level voice and
vocabulary. There are few
spelling and grammar
errors.
16 points
The paper inconsistently
uses APA style and DCCC
Professional Writing
Guidelines. Headings, in-
text citations, and
references are
inconsistently formatted.
The paper does not
consistently reflect a
graduate level voice and
vocabulary. There are
spelling and grammar
errors.
1-15 points
The paper erroneously uses
or does not use APA style
and DCCC Professional
Writing Guidelines.
Headings, in-text citations,
and references are
erroneously formatted or
not present. The paper
does not reflect a graduate
level voice and vocabulary.
There are spelling and
grammar errors.
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TRANSITIONS AND COACHING
References
20 points
19-20 points
The Reference page meets
or exceeds the required
number of sources and all
sources are published
within the last seven years.
All sources are referenced
throughout the paper.
17-18 points
The Reference page meets
the required number of
sources and all are
published within the last
seven years. Most sources
are referenced throughout
the paper.
16 points
The Reference page does
not meet the required
number of sources, or
some sources are more
than seven years old. Not
all sources are referenced
throughout the paper.
1-15 points
The Reference page is not
present or contains few or
outdated sources. Not
enough sources are
referenced throughout the
paper, or none are
referenced.
Total Points Earned
150
Ashley, good work!
