Schema coaching techniques part 2: Schema case conceptualisation and psychoeducation

Abstract

The role of the coaching psychologist is fundamentally that of facilitator of change, however when clients are stuck and troubled it can be helpful to use appropriate psychotherapeutic techniques. This should only be done after the coach has suitable training and after addressing the relevant ethical issues. This paper is the second in a series on the techniques of schema coaching and it explores schema case conceptualisation and schema psychoeducation. These are the first two techniques set out in the octagon model of schema coaching. Case conceptualisation is an important starting point in schema coaching as it generates the rationale and framework, underpinned by evidence, used to understand the client’s issues and to plan future coaching. Case conceptualisation has the following phases, generating the initial understanding based on the presenting issues, the psychosocial assessment including understanding of the social context, physical health, history, mental state, risks and strengths, the understanding of the origins of the presenting issues, the development of need statements and finally the formulation of goals. Case conceptualisation also includes the analysis and mapping of modes or mood states seen in the initial coaching sessions. The mode map is a simple diagram of the dynamic forces operating between the child, inner critic and healthy adult modes. By contrast, psychoeducation is the phase that provides information and support so that the client can better understand and cope with their Early Maladaptive Schema (EMS). Psychoeducation helps the client to understand the nature of basic human needs, how these can be met or thwarted, and how a range of life patterns develop. It helps the client to clarify their EMS that are at the heart of their presenting issues and to understand how these arose, how they impact their lives and how they can be treated.