Personal Consultancy: An integrative approach to one-to-one talking practices

Abstract

Despite a proliferation of ‘one-to-one’ taking practices that include counselling, psychotherapy and coaching, the existing approaches do not seem to by fully adequate, starting from their very names to, more importantly, the help that they can offer to clients. Broadly speaking, counselling and psychotherapy are mostly remedial, and usually lack more ‘positive’ or pro-active elements. Coaching, on the other hand, can be charged with not addressing deeper, underlying issues, and consequently being superficial. Personal consultancy approach allows practitioners to integrate the depth perspective, offered by counselling and psychotherapy, with an opportunity to make constructive, practical changes, associated with coaching. This is possible because all of these practices, in fact, use similar skills, and their domains already overlap to a large extent. In building its framework three essential elements of ‘one-to-one’ practices are considered first: the client, the consultant and the interaction (relationship) between them. On this basis four stages of the personal consultancy process are suggested: authentic listening, re-balancing, generating and supporting. The paper will expand on them, discussing the appropriate attitudes, methods, and techniques that can be used at each stage, in order to assist the process. Published (publisher's copy) Peer Reviewed

Full text

University of East London Institutional Repository: http://roar.uel.ac.uk
This paper is made available online in accordance with publisher policies. Please
scroll down to view the document itself. Please refer to the repository record for this
item and our policy information available from the repository home page for further
information.
To see the final version of this paper please visit the publisher’s website.
Access to the published version may require a subscription.
Author(s):
Popovic, Nash.,
Boniwell, Ilona
Article Title:
Personal Consultancy: An integrative approach to one-to-one talking
practices
Year of publication:
2007
Citation:
Popovic, N., Boniwell, I. (2007) ‘Personal Consultancy: An integrative
approach to one-to-one talking practices' International Journal of Evidence Based
Coaching and Mentoring 5 (Special issue) 24–29
Link to published version:
http://www.brookes.ac.uk/schools/education/ijebcm/ijebcm-docs/Special-2007-4-
Personal-Consultancy-Boniwell-and-Popovic.pdf
DOI:
(not stated)
Publisher statement:
http://www.business.brookes.ac.uk/research/areas/coachingandmentoring

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 24
Personal Consultancy: An integrative approach to one-to-one
talking practices
Nash Popovic, Personal Well-Being Centre, 25 Russia Dock Road, London SE16 5NL, UK
Ilona Boniwell, School of Psychology, University of East London, London, E15 4LZ, UK
Email Contact: I.Boniwell@uel.ac.uk
Abstract
Despite a proliferation of ‘one-to-one’ taking practices that include counselling, psychotherapy and
coaching, the existing approaches do not seem to by fully adequate, starting from their very names to,
more importantly, the help that they can offer to clients. Broadly speaking, counselling and
psychotherapy are mostly remedial, and usually lack more ‘positive’ or pro-active elements. Coaching,
on the other hand, can be charged with not addressing deeper, underlying issues, and consequently
being superficial. Personal consultancy approach allows practitioners to integrate the depth
perspective, offered by counselling and psychotherapy, with an opportunity to make constructive,
practical changes, associated with coaching. This is possible because all of these practices, in fact, use
similar skills, and their domains already overlap to a large extent. In building its framework three
essential elements of ‘one-to-one’ practices are considered first: the client, the consultant and the
interaction (relationship) between them. On this basis four stages of the personal consultancy process
are suggested: authentic listening, re-balancing, generating and supporting. The paper will expand on
them, discussing the appropriate attitudes, methods, and techniques that can be used at each stage, in
order to assist the process.
Keywords: Personal consultancy, coaching, counselling, psychotherapy, integrative
What Personal Consultancy is
Personal consultancy is an attempt to provide a general framework for ‘one-to-one’ (or ‘helping by
talking’) practices. Starting from their very names, the existing approaches seem to be confusing and
not fully adequate, especially to clients who have not had previous experience with them. For
example, one thing that counsellors do not do is counsel, which is difficult to explain to new clients.
The term psychotherapy, on the other hand, has a connotation of deficiency, implying that there is
something wrong with a ‘patient’ and a need for a remedial intervention, akin to the work of
physicians. This often puts off potential clients and undermines developmental work that
psychotherapists do. Coaching may also leave a wrong impression with its name because of its
association with sport coaching, which is highly directive and instructional, something that coaches
largely tend to avoid.
The names, of course, are not the only problem. Although there is ever increasing evidence
that one-to-one practices can be beneficial, there is often a sense of incompleteness of the process
among practitioners and clients alike. Counsellors, for instance, customarily take a reactive role
(Whitmore, 1997). No doubt this has many benefits, but it also easily leads to ‘passivity’, which can
be a cause of frustration for clients. In our experience, the most frequent reason why clients decide to
leave or change their counsellors is that “they do nothing”. This is not to underestimate the skills
required to provide so-called active listening that may seem effortless from the outside. Only, for
many clients this may not be enough.

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 25
On the other hand, some other approaches, such as cognitive-behavioural therapy, NLP, and
coaching are usually far more proactive, but perhaps at the expense of paying insufficient attention to
deeper, underlying issues. In particular, coaching, that is still in the process of developing its
conceptual and evaluative basis (Peltier, 2001) is vulnerable in this respect. The briefness of currently
unregulated coaching courses can produce newly baked professionals that cling onto techniques and
tools (e.g. wheel of life, value elicitation, matching and mirroring) to see them through a session. Not
only may this not be conducive to a genuine interaction, but some of these techniques even contradict
what we know from psychology research. For example, a number of training courses in life coaching
emphasise an explicit commitment from clients to undertake an action, often by asking them to sign a
commitment form, or by attaching an external reward to a desired behaviour. Whilst this may be
effective in the short-term, research warns us about the long-term costs of relying on extrinsic
motivation that can undermine personal agency (Ryan and Deci, 2000). Probably the biggest danger
lies in the echoes of some largely discredited behaviourist ideas, such as that changing the behaviour
will automatically change thoughts and emotions, making their way into the coaching manuals1.
Pointing out possible and actual shortfalls should not, by any means, cast doubt on the good work put
in by various individuals and organisations towards establishing ethical and professional standards in
coaching (Palmer and Whybrow, 2005). Nor should the above undermine the value of proactive
practices that can provide a more focused approach and scaffoldings for personal development and
improvement of already functional individuals. Again, as in the previous case, our intention is only to
highlight their incompleteness. Concentrating on action and producing measurable outcomes fast will
not be fully beneficial if the underlying issues and conflicts, as well as the validity of clients’ goals,
are not examined and if a natural dynamic of change is ignored.
Various attempts to find a way to strictly demarcate the boundaries between different one-to-
one talking practices (Kampa-Kokesch and Anderson, 2001) do not make things better. Counselling,
psychotherapy and coaching are often artificially separated by a temporal perspective (apparently,
counselling and psychotherapy deal with the past, while coaching with the present and future), or by
specifying a client group (working with normal vs. clinically pathological population, which are
themselves fuzzy and controversial categories). Therapy as a remedial activity is sometimes contrasted
with the performance improvement objective of coaching (Carroll, 2003). Does it mean, we wonder,
that counsellors who are doing developmental work on a regular basis should be told off for not
sticking to the ‘remedial’?
The truth is that all these practices rely heavily on similar skills and their domains overlap to a
large extent. Summerfield admits that ‘…a good coach may be constantly switching between coaching
and counselling during a single session’ (Summerfield, 2002, p.37). We believe that getting rid of
ideological baggage associated with the above approaches (and their subdivisions) and combining
their strengths in a meaningful way would be beneficial for practitioners and clients alike. Personal
consultancy is an attempt to do so, by creating a new integrative approach to working with clients. The
term consultancy is defined as a meeting which is held to discuss something and to decide what should
be done about it – this, in our view, describes one-to-one talking practices better than other terms.
Personal signifies that it is about focusing on the person and personal matters (that, of course, may
include social and professional issues). The aim of personal consultancy is to help clients solve their
internal conflicts or problems, and also to facilitate personal development and improvement.
Therefore, it also focuses on clients’ strengths and enhancing their quality of life. This process is
described in the following model.
1 See, for example, ‘Rapid Results’ Coach Training DVDs of the Coaching Academy, 2004.

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 26
The model
In an attempt to minimise ideological bias, the model starts from the basic elements that are necessary
beyond doubt. It is proposed that there are three such elements: the client, the consultant and the
interaction (relationship) between them. These three elements can provide the three dimensions of the
process, which can be graphically presented in the following way:
Surface
Depth
Doing with the client
Existing pattern Emerging pattern
Being with the client
Figure 1:
The vertical axis relates to the consultant and encompasses two basic modes:
a) Being with the client - a non-directive, reactive, defused mode.
b) Doing with the client - a more directive, proactive, focused mode.
The horizontal axis relates to the client and encompasses two basic domains:
a) The domain of existing emotional, cognitive and behavioural patterns (that can include the
present and the past).
b) The domain of desired, strived for patterns (that can include the present and the future).
The diagonal axis refers to the level of interaction:
a) The depth focuses on the intra psychic, inner world of the client, emphasised in the
psychoanalytic approach, for example.
b) The surface focuses on the client’s reality (the external manifestations and events) and
behaviour, emphasised, for instance, in the cognitive-behavioural approach.
The relationship
Some practices pay only perfunctory attention to the relationship between a practitioner and a client,
and others, on the other hand, consider it to be the most important (even the only important) aspect. As
always, the truth is likely to be somewhere in the middle. ‘How’ (the relationship) is very important,
but not always sufficient on its own. In the worst case, the client can enjoy the relationship with the
practitioner to the point of self-indulgence, which would not contribute to a contractive change. In the
model above, it is proposed that the scope of the interaction is defined by the depth-surface axis
(which, of course, does not mean that this is the only important thing in the interaction). These terms
do not have value connotation. We do not consider that depth, for instance, is intrinsically superior to

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 27
the surface. It is not always appropriate or necessary to go into depth, but also it is sometimes futile to
stay on the surface. Practitioners need to be comfortable with both.
There are many characteristics of the practitioner that can contribute to the good relationship:
being genuine, reliable, trustworthy, conscientious, acting with acceptance and integrity. However, the
bottom line is that the relationship is a tacit component of the process that mostly depends on the
practitioner’s experience, talents and sensitivity, so little can be said about it. ‘Techniques’, such as
mirroring, for example, seem to be more of a hindrance than a help, because they inevitably lead to
losing spontaneity, an essential ingredient in a good relationship.
The stages of the process
The other two axes deal with ‘what’ (the content) rather than ‘how’ (although, of course, this is not
and does not need to be a sharp distinction). They provide four quadrants that can be identified with
the stages of the consulting process, as represented in the diagram below.
4. Supporting
3. Generating
1. Authentic listening
2. Re-balancing
Being with the client
Doing with the client
Existing pattern
N
ew patter
n
Figure 2:
Authentic listening. Listening, needless to say, is ubiquitous in one-to-one practices.
However, we believe that listening, which we name authentic, deserves its own quadrant because of its
unique emphasis: it is listening that is an end in itself, not a means to an end. The term authentic
indicates the need for a genuine focus on what the other person is communicating, rather than applying
techniques or procedures in order to leave an impression of listening. It is foremost about giving space
to clients, letting them talk and express themselves (cognitively and emotionally). This, of course,
does not mean being completely passive. A consultant needs to understand and gather information
(through observation too, beside listening), which may involve clarifying certain issues by asking
relevant questions, summarising what has been said, or categorising information into themes. Certain
methods, such as free association, drawing or visualisation (e.g. to describe an emotion) may
sometimes aid the process. Several attitudes can facilitate this stage: interest, (non-attached)
involvement, respect (including self-respect), and empathy. However, being with the client requires
taking a back seat, so a repertoire of techniques in this (as well as in the fourth quadrant) is, naturally,
limited. Phenomenological reduction, (used, for example, in existential therapy) is suggested as a
valuable tool. It consists of bracketing one’s own assumptions, judgements or expectations, in order to
gain insights from experience rather than existing mental constructs (for further description, see for
example, Young, 2000, p.75).

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 28
Re-balancing consists of helping clients to locate and resolve internal conflicts that could be
cognitive, emotional, behavioural or complex (e.g. a conflict between one’s thoughts and feelings). It
is achieved by helping a client to reveal his or her pre-assumptions, bring to the surface suppressed
emotions, or examine the causes of undesirable reactions. This may involve analysis of material at
hand (e.g. dreams), challenging (e.g. thoughts that support client’s negative patterns or an inaccurate
conception of oneself), examining, exploring, uncovering or interpreting. Many techniques can assist
this process. Examples on the cognitive level may include laddering (Dryden, 1990), or resolving
contradictions by pointing at inconsistencies, incompleteness, incongruence with the facts, and
incoherence (redundant beliefs). Resolving emotional conflicts can be aided by methods such as
focusing (Gendlin, 1981), re-living the past experiences; systematic elimination (Popovic, 2005), or
developing acceptance. Behavioural conflicts can be tackled by, for example, helping a client to set
priorities or become more impartial. At this stage, positive aspects of the person can also be brought
forward, by locating client’s strengths and competencies.
Generating focuses on personal change and achievement. In other words, on developing new
more constructive patterns. On the cognitive side this may involve setting or clarifying goals;
identifying and exploring options; choosing solutions; developing an action plan. On the affective side
a consultant can help the client learn how to alter and control their affective states by using
visualisation, relaxation, breathing exercises or meditation. Well known methods such as
desensitisation, exposure or dis-identification can be utilised to modify one’s behaviour. Many
coaches locate their services within this quadrant, largely skipping the previous stages. However,
generating new patterns is more effective if the existing ones have been attended to.
Supporting. This stage is also about being with the client, and therefore the range of
techniques is limited. On the cognitive level, a consultant can help a client identify support
mechanisms (e.g. family members) and, on the other side of the coin, do a prediction check (of what
can go wrong). On the affective level, a consultant can provide stability and acknowledgement (of
difficulties). And on the behavioural level, encouragement (e.g. focusing on benefits) can help a client
sustain motivation.
The consultancy process should ideally follow the pattern 1, 2, 1, 3, 1, 4, 1… Returning to
authentic listening is essential. For example, it would be a mistake to point out certain inconsistencies
in a client’s views (2) and then immediately jump to generating different options (3). The client may
need time to absorb what has been discussed and the consultant needs to check if the new insights
have been internalised before moving on, which requires listening first. Of course, not all these stages
are always necessary. Sometimes a process may end with the stage 2, or certain specific practical
issues may need only a brief visit to the same stage. Nevertheless, it is important not to lose sight of
them all.
Conclusion
It can be only right that clients expect to get ‘value for money’ (or value for their time in the case of
free consultancy) and this means the whole package. Few clients nowadays are interested in lengthy
therapy that is supposed to reveal some hidden parts of their selves with little effect in real life. The
assumption that when the depth is sorted out, the surface will take care of itself has never been proven
in practice. On the other hand, clients soon become disillusioned by the short-term effects of practices
that build on weak or non-existent foundations. Most clients want to explore their depths but also
make constructive, practical changes. Personal consultancy is an attempt to provide a model broad
enough to satisfy such requirements. Its integrative character is what distinguishes this one-to-one
practice for counselling or coaching.

International Journal of Evidence Based Coaching and Mentoring
Special Issue, summer, 2007
Page 29
References
Whitmore, J. (1997) Need, Greed and Freedom, Shaftsbury: Element Books.
Peltier, B. (2001) The Psychology of Executive Coaching, Hove: Brunner-Rutledge.
Diploma in Life Coaching, Module 2: Know your Client. Newcastle College.
Ryan, R. M., and Deci, E. L. (2000) ‘Self-determination theory and the facilitation of intrinsic
motivation, and well-being’, American Psychologist, 55(1), 68-78.
Palmer, S. and Whybrow, A., (2005) ‘The proposal to establish a Special Group in Coaching
psychology’, The Coaching Psychologist, 1, 5-12.
Kampa-Kokesch, S. and Anderson, M. Z., (2001) ‘Executive coaching: a comprehensive review of the
literature’, Consulting Psychology Journal, 53, 205-228.
Carroll, M. (2003) ‘The new kid on the block’, Counselling Psychology Journal, 14 (10), 28-31.
Summerfield, J. (2002) ‘Walking the thin line: coaching or counselling?’, Training Journal, Nov, 36-
39.
Dryden, W. (1990) Individual Therapy, Milton Keynes, Philadelphia: Open University Press.
Gendlin, E. (1981) Focusing, New York: Bantam Books.
Popovic, N. (2005) Personal Synthesis, London: PWBC.
Young, S. (2000) ‘Existential Counselling and Psychotherapy’ in Palmer, S. (Ed) Introduction to
Counselling and Psychotherapy, London: Sage.