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SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management

Nick Edgerton & Stephen Palmer

Abstract

This paper introduces 'SPACE', a comprehensive psychological model that can be used within cognitive behavioural coaching, therapy and stress management to aid assessment, explain the cognitive model to the client, and assist in the development of a coaching, therapeutic or training programme. Other models, coaching processes and acronyms will be briefly covered to put 'SPACE' into a coaching context. For illustrative purposes this paper will focus on coaching.

Over the past couple of decades a number of different coaching models, processes and associated acronyms have been developed by coaching practitioners to enhance and inform their practice, and provide a useful framework. These models are usually shared with the client in a transparent manner and help to facilitate the change and goal-focused process. The next section will highlight a number of the different models including the cognitive model. Then the SPACE model will be illustrated.

Original publication details: Edgerton, N., & Palmer, S. (2005, November). SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management. The Coaching Psychologist, 2(2), 25-31. Reproduced with permission of The British Psychological Society.

GROW MODEL

The GROW model of coaching has been popularised by Sir John Whitmore (e.g. 1996) although according to the literature (see Boyle et al., 2005) it was developed by Graham Alexander. It is probably one of the most well used models of coaching.

Whitmore (2004, p.54) describes the sequence for GROW as follows:

• GOAL setting for the session as well as short and long term;
• REALITY checking to explore the current situation;
• OPTIONS and alterative strategies or courses of action;
• WHAT is to be done, WHEN, by WHOM and the WILL to do it.

The last stage is also known as WRAP-UP by some practitioners. The GROW model appears to be taught by many coaching training centres throughout the UK. It is relatively straight forward and would be at the behavioural end of the coaching spectrum.

ACHIEVE MODEL

The ACHIEVE model was developed by Sabine Dembkowski and Fiona Elridge (2003). They believe that it is a logical progression from the GROW model and follows the development of a coaching relationship in a systematic manner:

• Assess current situation;
• Creative brainstorming of alternative to current situation;
• Hone goals;
• Initiate options;
• Evaluative options;
• Valid action programme design;
• Encourage momentum. The ACHIEVE model does allow for flexibility and individuality.

LASER: A COACHING PROCESS

Graham Lee (2003) describes LASER, a five-stage coaching process which provides a frame of reference for moving a manager through the journey of leadership coaching. According to Lee it is a flexible framework that indicates the core activities. The five stages are:

• Learning;
• Assessing;
• Story-making;
• Enabling;
• Reframing.

Unlike some of the other coaching models Lee does not conceive LASER as a rigid linear journey.

POSITIVE MODEL

Vincenzo Libri (2004) suggested the POSITIVE model developed from the GROW and ACHIEVE and influenced by psychological contributions that produce 'an optimum coaching relationship'. Examples of key questions in each phase are provided below:

• Purpose, e.g. what is it you want to achieve?
• Observations, e.g. what have you tried so far?
• Strategy, e.g. what does success look like for you?
• Insight, e.g. how committed are you in achieving this goal on a scale of 1 - 10?
• Team, e.g. who will you share your goal with?
• Initiate, e.g. when will you start to act on this?
• Value, e.g. how will you celebrate your success?
• Encourage, e.g. how are you going with your goals?

Libri (2004) provides a useful list of key questions at each stage.

TRADITIONAL PROBLEM-SOLVING MODELS

Wasik (1984) proposed a seven-step problem-solving sequence and accompanying questions that practitioners and more importantly their clients can ask themselves at each step of the process as below.

Even though it does not have a convenient acronym, this seven-step model has been adapted to coaching, therapy, training and stress management (Palmer $ Burton, 1996; Palmer, 1997a, b; Neenan $ Palmer, 2001a, b). Once the client becomes adept at using the seven-step model, Neenan and Palmer (2001a, b) suggest that the client may want to use a shorter model to quicken the problem-solving process. For example, STIR and PIE:

Select a problem
Target a solution
Implement a solution
Review outcome
Problem definition
Implement a solution
Evaluate outcome

They assert that shorter models of problem-solving are usually used for rapid processing of a problem in order to deal with a crisis or make a quick decision. However, with these shorter models, deliberation is exchanged for speed, so a less satisfactory outcome may be experienced by the client.

ABCDE COGNITIVE MODEL

The problem-solving models or frameworks described above form an integrated part of the cognitive or cognitive behavioural coaching approach. If the issue or problem can be addressed by focusing on the practical aspects of the problem then the problem solving models are sufficient. However, if the client experiences a psychological or emotional block largely caused by unhelpful, goal-blocking or performance interfering thoughts (PITs), then the practitioner uses the well known ABCDE model (Ellis et al., 1997). Often this need becomes apparent when the client cannot successfully complete Step 5 of the seven-step problem-solving model:

A - Activating event - stops working on the solution chosen at step 5.

B - Beliefs or PITs, e.g. 'I can't stand all this hard work. I'll never reach the deadline.'

C - Consequences: emotion - anxiety; behaviour - procrastinates; physiological palpitations.

D - Disputing - 'I don't like it but in reality I can stand it. If I start work NOW then I'm more likely to reach the deadline.

E - Effective new approach - reduction in of anxiety. Starts to focus on the tasks involved which would assist in reaching the project deadline with the proposed solution at step 5. Cognitive Coaching or Cognitive Behavioural Coaching or Rational Emotive Behavioural Coaching can all be considered as dual systems approaches focusing on the practical and/or psychological aspects of a client's problem or issue as and when required. Palmer (1997a, b) described the integration of the ABCDE and problem-solving models as 'an intrinsically brief integrative approach'.

INTRODUCING THE SPACE MODEL - AN OVERVIEW

The SPACE model was developed in 2002 and is an attempt to portray the interactions involved in psychological process in a manner that is more graphical than the two or five column worksheets that are commonly used in cognitive behavioural approaches. It is also an easy to remember acronym:

Social context
Physiology
Action
Cognition
Emotion

The model has two further components which are also referred to when in use with clients:

The literature relating to cognitive behaviour coaching and therapy deals largely with the importance of the Cognitions as determinates of Emotional states and the resultant Behaviours or Actions (see Beck, 1995; Ellis et al., 1997; Neenan & Palmer, 2001a, b). The 'ABCDE' model is one of the most widely used in cognitive behavioural approaches. Implicit in the model is the belief that Cognitions largely determine Emotions.

This can be depicted as:

As cognitions can lead to an emotional response, a person with anger provoking thoughts is likely to experience anger as an emotion. Cognitions include images or pictures a person may also experiences in their mind's eye. An example is provided below of a teacher in a specific...