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<a data-mce-href="https://www.linkedin.com/pulse/neurodiverse-interventions-how-may-obscure-disa-stephen-m-keery-gwryc/?trackingId=zj2UzMddTxqoScMT3M6n3w%3D%3D" href="https://www.linkedin.com/pulse/neurodiverse-interventions-how-may-obscure-disa-stephen-m-keery-gwryc/?trackingId=zj2UzMddTxqoScMT3M6n3w%3D%3D" target="_blank" rel="noopener">Original article here</a><figure id="figure-a41rik9olm2gikzgd"><img id="a41rik9olm2gikzgd" src="https://cdn.durable.co/blocks/28Pdv63WjLSqphNqEabXocOaBpQGCcexliIy9PmI6Vu8eaxq3GpnJ87wVlb5vKdb.png" alt="three people sitting in front of table laughing together" title="three people sitting in front of table laughing together" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionX="undefined" data-positionY="undefined" data-fullWidth="false"/></figure>Neurodiverse individuals often exhibit coping mechanisms or traits that may obscure their natural DISA behaviour. The following are some ways that neurodiverse interventions could impact the typical expression of DISA traits:1. Coping Mechanisms Individuals with neurodiversity often develop coping strategies to manage stress or social situations, which can mask their typical behavioural style. For example, a neurodiverse Red might adopt Blue-like behaviours (over-focusing on details) to manage their anxiety or a neurodiverse Yellow might exhibit Green traits (avoiding the spotlight) in high-pressure social situations. Studies have shown that neurodiverse individuals may consciously or unconsciously adapt their behaviour to fit expectations. Sensory Sensitivities Many neurodiverse individuals, particularly those on the autism spectrum, experience heightened sensory sensitivities . This chow they interact in group settings like party planning. A typically outgoing Yellow may become more withdrawn if overwhelmed by noise, light, or the stress of too many tasks at once.3. Executive Functioning Challenges Conditions like ADHD often impair executive functioning, which includes the ability to plan, focus attention, and manage time . This can signifpact how a neurodiverse individual organises tasks. For example, a Blue, who typically excels at planning, might find it hard to stay on track and might appear more disorganised, akin to a Yellow under certain conditions.4. Social Anxiety and Avoidance Social anxiety, often seen in neurodiverse individuals, can lead to behaviours that obscure their DISA traits. A Green, who naturally avoids conflict, may become even more withdrawn when faced with social stress, potentially resulting in poor delegation or decision-making delays .Conclusion Understanding how neurodiverse individuals interact using the DISA behavioural model can provide valuable insights into their strengths and challenges, especially in collaborative scenarios like planning a Halloween party that I previously have written about. Neurodiverse traits often modify or obscure the typical behaviours associated with Red, Yellow, Green, and Blue behaviours, but with appropriate interventions, these individuals can still thrive in their roles.Recognising these nuances and providing tailored support allows neurodiverse individuals to contribute meaningfully to projects and events, making everyone feel valued and included. Ultimately, adapting leadership styles to accommodate neurodiverse needs ensures a more inclusive and successful outcome.References: Frith, U. (1991). Autism and Asperger Syndrome. Cambridge University Press. Baron-Cohen, S. (2008). The sensory world of autism. The Psychologist. Barkley, R. A. (1997). ADHD and the Nature of Self-Control. Guilford Press. Russell, G., &amp; Sofronoff, K. (2005). Anxiety and social worries in children with Asperger syndrome. Australian and New Zealand Journal of Psychiatry.

Neurodiverse Interventions: How They May Obscure DISA Behavioural Traits

<h3> </h3><figure id="figure-shlfn7cfjm2ghy3wq"><img id="shlfn7cfjm2ghy3wq" src="https://cdn.durable.co/blocks/c9KSZmO9orexmfCAbja860SDyI73ZMlvreH53lXyVzj958RnHDbSHAjbkgXH31rs.png" alt="windmill pointing east" title="windmill pointing east" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg selected" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/c9KSZmO9orexmfCAbja860SDyI73ZMlvreH53lXyVzj958RnHDbSHAjbkgXH31rs.png" data-mce-style="aspect-ratio: 16/9; object-position: center center;" data-mce-selected="1"></figure> Why It’s So Hard to Do Two Things at Once: Navigating Life with ADHDPicture this: I’m sitting here, watching NCIS, a show I enjoy. Then my phone alerts—a notification. Instinctively, I reach for it. I’m still interested in NCIS, but my attention has already shifted. That notification reminds me of a game I love. Now I’m toggling between watching the show, checking my phone, and trying to enjoy the game. Where am I? What should I be doing? I’m not fully here or there, just caught in the space between.For the next 45 minutes, this dance will continue. I hate it, but this is ADHD life. It feels like I’m juggling multiple things at once—watching a show, checking my phone, and engaging with the game. Yet, in reality, I’m not doing any of them fully. Despite appearing like I’m multitasking, the truth is that I’m doing none of these activities with complete focus. ADHD makes it difficult to split attention between multiple tasks, even though my brain constantly seeks stimulation.Why This Happens With ADHD, the brain craves novelty and stimulation. It’s why, when the phone alerts, I immediately shift my attention. That sound triggers a burst of dopamine, the brain’s feel-good chemical, and my brain chases that reward. The challenge is that while I want to stay engaged in the show, the phone offers an immediate hit of something new and exciting.The problem lies in the ADHD brain’s difficulty with executive function—the part of the brain responsible for planning, decision-making, and prioritisation. In a neurotypical brain, there’s a clear process of focusing on one thing at a time, filtering out distractions. But with ADHD, distractions are like loud neon signs—impossible to ignore. This makes it hard to resist jumping from one task to the next.How This Impacts Life This scattered attention doesn’t just affect how I watch TV. It impacts many areas of life:Work: Trying to focus on a task at work, only to get sidetracked by an email, a text, or even a random thought, means projects take longer than they should. It’s frustrating, knowing I have the capability but not the focus. Relationships: When I’m having a conversation, I might get distracted midway through, losing track of what the other person is saying. It’s not that I’m not interested; it’s that my attention has drifted, and it can seem like I’m not present. Daily Routines: Even simple tasks like cooking or cleaning can become disjointed. I might start cooking dinner, get distracted by a notification, and forget about the meal, only to return to a burnt pan. Mental Exhaustion: Constantly shifting focus is draining. It’s like trying to switch between different TV channels every minute—you don’t get to settle into anything, and by the end, you’re mentally exhausted without having truly engaged with any one thing. Why Multitasking Doesn’t Work Although I seem to be doing multiple things—watching a show, checking my phone, and playing a game—I’m not really “multitasking.” The human brain, especially with ADHD, can’t focus on more than one cognitively demanding task at a time. What I’m actually doing is task-switching—rapidly moving my focus from one thing to another. And each time I switch, there’s a lag. This lag means I lose information from the show, I’m not fully immersed in the game, and I’m not fully processing the text I just read.So, while it feels like I’m doing three things at once, I’m actually doing none of them fully, and that leaves me feeling unsatisfied and frustrated.What Does This Say About My Behaviour? According to the DISA model, I identify as a "Yellow," which typically represents someone who is enthusiastic, sociable, and driven by interaction and new experiences. Yellows thrive on activity, love engaging with others, and get bored easily when situations lack stimulation. This ties directly into my ADHD experience, where my brain constantly craves novelty. Every time the phone alerts, I’m seeking something fresh and engaging, even if I’m already invested in another activity, like watching TV.However, my scattered attention doesn’t fully reflect the true core of who I am as a Yellow. Normally, a Yellow individual enjoys spontaneity and variety, but it’s also about quality of engagement—being fully present in social situations and experiences. ADHD, on the other hand, keeps me bouncing between distractions, limiting the depth of my engagement. Instead of embracing the freedom and sociability of being Yellow, I’m constantly fighting with myself, unable to focus on the moment or the interaction fully.Does This Reflect My True Yellow? In a sense, yes. My ADHD tendencies amplify certain aspects of my Yellow behaviour—impulsiveness, a desire for stimulation, and a preference for variety. But it also hinders the more fulfilling aspects of being Yellow. Ideally, as a Yellow, I would be enjoying the experience of the show, immersing myself in the game, or engaging in meaningful conversations, one thing at a time. Instead, my brain drags me away before I’ve fully savoured any of it.ADHD distorts my natural Yellow traits, turning my love of variety into a scattered, restless existence. My ability to thrive on connections is often disrupted by my lack of focus, and this creates a cycle of frustration and self-doubt. So, while I might seem like a true Yellow in some aspects, I feel like I’m constantly being held back from fully embracing the positive sides of my personality because I can’t truly focus on or appreciate any single experience in the way I’d like.Living with It I know that for the next 45 minutes, I’ll be in this loop, going back and forth between the TV, phone, and game. It’s a part of how my ADHD brain works. I hate it, but I also recognise it’s part of my life. The challenge is finding ways to minimise the impact—whether that’s turning off notifications during the show or giving myself designated time to focus on just one thing.Living with ADHD means constantly managing distractions and understanding my brain’s limitations. It’s not about doing multiple things at once but finding ways to focus on what matters most in that moment. And while I can’t change how my brain works, I can find strategies to work with it, not against it, and perhaps then fully experience and enjoy the Yellow that I am.

Living with ADHD: How to Stay Focused When Distractions Take Over

<figure id="figure-7rq2r7ijram2gi5jpd" class=""><img id="7rq2r7ijram2gi5jpd" src="https://cdn.durable.co/blocks/39Xx0ZOWwu0j1dfPLhakhbcQrE5P4TDSjXjIYfihaQA6U5Fe5IaOwRQDFosNN8Fn.png" alt="woman sitting around table holding tablet" title="woman sitting around table holding tablet" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg" style="aspect-ratio: 16/9; object-position: 0% 0%;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="0%" data-positiony="0%" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/39Xx0ZOWwu0j1dfPLhakhbcQrE5P4TDSjXjIYfihaQA6U5Fe5IaOwRQDFosNN8Fn.png" data-mce-style="aspect-ratio: 16/9; object-position: 0% 0%;"></figure><a data-mce-href="https://www.linkedin.com/pulse/what-disa-model-according-surrounded-idiots-thomas-erikson-bmbyou-am2oe/" href="https://www.linkedin.com/pulse/what-disa-model-according-surrounded-idiots-thomas-erikson-bmbyou-am2oe/" target="_blank" rel="noopener">Original article here</a>The DISA model in Surrounded by Idiots is a behavioural framework that categorises people into four distinct types, represented by colours for simplicity. It’s an adaptation of the earlier DISC model, but Thomas Erikson presents it in a more accessible and practical way.&nbsp;Each colour reflects different behavioural traits:Red (Dominant) – These individuals are goal-oriented, assertive, and decisive. They thrive on challenges, focus on results, and can be seen as direct or even aggressive. Reds are often natural leaders, but their straightforward nature may come across as confrontational or insensitive at times. Yellow (Inspirational) – Yellows are sociable, enthusiastic, and optimistic. They enjoy being the centre of attention, love talking, and are skilled at motivating others. However, they can sometimes be seen as overly talkative or disorganised. Green (Stable) – Greens are calm, patient, and empathetic. They value harmony and avoid conflict. They make excellent listeners and team players, but they can struggle with change and may be perceived as indecisive or passive. Blue (Analytical) – Blues are detail-oriented, logical, and precise. They are driven by data, structure, and order, making them great problem solvers. However, their focus on accuracy can sometimes make them seem critical or emotionally detached.

What is the DISA model, according to Surrounded by Idiots by Thomas Erikson?

<figure id="figure-ibp1d48vzqm2gi2dcg"><img id="ibp1d48vzqm2gi2dcg" src="https://cdn.durable.co/blocks/30vW9wJYbaiFLvDLV5mgmOaDKbCQunBv3Rx9NCgltmazxCqTLSYNvGdSVoXeA7os.png" alt="person walking on beach during daytime" title="person walking on beach during daytime" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/30vW9wJYbaiFLvDLV5mgmOaDKbCQunBv3Rx9NCgltmazxCqTLSYNvGdSVoXeA7os.png" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><a href="https://www.linkedin.com/pulse/how-does-disa-model-help-improve-communication-relationships-bmbyou-2x9ee/" data-mce-href="https://www.linkedin.com/pulse/how-does-disa-model-help-improve-communication-relationships-bmbyou-2x9ee/">Original article here</a>This model explains why people think and act differently, and how understanding these behaviours can drastically improve communication and relationships. By recognising these colour-coded behavioural types, you can better interpret people’s actions and motivations, resolve conflicts, and create more effective interactions.<blockquote>"If you don’t understand and use the principles, you’ll continue to be surrounded by idiots," Thomas Erikson&nbsp;</blockquote>The above quote reflects his belief that mastering these insights can help avoid misunderstandings and improve social interactions.

How does the DISA model help improve communication and relationships?

Many people express concern about behavioural models like Everything DiSC, INsights Discovery, DISC and DISA, fearing that they are being "put into boxes", siloed, or labelled. This hesitation stems from a misunderstanding of the purpose and flexibility of such models. Below, we explore why people feel cautious about these models and explain why this apprehension is often misplaced. Additionally, we’ll differentiate between popular models like Everything DiSC and Insights Discovery, which use colours for marketing purposes, and how they differ from the behavioural focus of the DISA model.<figure id="figure-biw3cqgtadm2hnjknv"><img id="biw3cqgtadm2hnjknv" src="https://media.gettyimages.com/id/79335910/photo/baseball-catcher.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=ocErCMdGwAzyYgtHABCa0nLfTKG7kWp-TPSgc0GhO2s=" alt="Baseball catcher" title="Baseball catcher" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/79335910/photo/baseball-catcher.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=ocErCMdGwAzyYgtHABCa0nLfTKG7kWp-TPSgc0GhO2s=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>1. Fear of Being Labelled or Boxed In Perception of Rigidity: One of the main concerns people have about behavioural models is the belief that they will be rigidly categorised into a single type, such as "Red" or "Blue," without room for complexity. This can lead to fears of being defined by one trait or having their behaviour limited to a narrow description.Fear of Stereotyping: People often worry that these models will oversimplify their individuality, reducing them to a stereotype or caricature based on their primary behaviour. They might fear being seen only as “Dominant” or “Steadfast” without recognition of their multifaceted personality.Resistance to Labels: Many people resist the idea of being labelled, especially in professional environments where they value their unique contributions. They worry that once they are identified as a certain behavioural type, they’ll be typecast and expected to always act a certain way, regardless of the situation. 2. The Truth: Behavioural Models Don’t Put You in a Box Focus on Behaviour, Not Personality: Unlike personality tests, the DISA model and similar assessments focus on behaviour, which is flexible and adaptable. Behavioural models like DISA explain how someone tends to act in different situations but don’t claim to define their entire personality. A person can exhibit different behaviours depending on the context, and the model helps individuals understand their primary behavioural tendencies, not a fixed identity. Recognition of Complexity: The model recognises that people are complex. While a person may primarily behave as a "Red" (Dominant), they may also display traits of other colours, such as "Blue" (Analytical), depending on the situation. The model is not about reducing a person to a single colour but offering insight into their dominant tendencies while acknowledging the broader range of behaviours they might exhibit. Opportunity for Growth: Behavioural models are tools for self-awareness and improvement. Once individuals understand their primary behaviours, they can work on adapting their approach in different situations. For example, a "Red" (Dominant) person can learn to be more patient and empathetic in situations that require collaboration, while a "Green" (Steadfast) person might work on being more assertive when necessary. 3. How Everything DiSC Uses Colours as Marketing DiSC vs. Colours: The Everything DiSC model focuses primarily on the DISC framework, which identifies behaviours as Dominance, Influence, Steadiness, and Conscientiousness (Compliance). While the model uses colours to visually represent each type (often Red for Dominance, Yellow for Influence, Green for Steadiness, and Blue for Compliance), the emphasis is still on the DISC framework itself. Marketing Purpose: The use of colours in Everything DiSC is often a marketing tool designed to make the model more accessible and engaging for users. Colours provide an easy visual shorthand for understanding the different types of behaviour, but the model’s core remains centred around the DISC traits rather than the colours themselves. No Box Mentality: Everything DiSC encourages individuals to see their behaviour as adaptable. The goal is not to box people into a single behavioural type but to provide a framework for understanding how they naturally tend to act in different situations. DiSC highlights the potential for behaviour change and growth through self-awareness.&nbsp; <figure id="figure-mjr5mgy4pfm2hnr83q"><img id="mjr5mgy4pfm2hnr83q" src="https://cdn.durable.co/blocks/0vKULDwygEw0xcG0tJ5qzxrAgvD8LpFD2Rysv2s9qTjTLkK5Kx0e5qOKmqq4uuvL.png" alt="person using laptop computer" title="person using laptop computer" class="object-cover bg-gray-100 rounded-sm md:rounded-md lg:rounded-lg" style="aspect-ratio: 16/9; object-position: 0% 0%;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="0%" data-positiony="0%" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/0vKULDwygEw0xcG0tJ5qzxrAgvD8LpFD2Rysv2s9qTjTLkK5Kx0e5qOKmqq4uuvL.png" data-mce-style="aspect-ratio: 16/9; object-position: 0% 0%;"></figure><a data-mce-href="https://www.discgb.co.uk/" href="https://www.discgb.co.uk/">Visit my friend and mentor Gary's business website for more information in relation to Everything DiSC.</a>4. How Insights Discovery Utilises Colours Focus on DISC with Colour Integration: Insights Discovery builds on the traditional DISC framework but adds a focus on colour psychology to create a memorable and accessible system. They associate different DISC behaviours with colours (Red, Yellow, Green, and Blue), much like Everything DiSC, but focus on using these colours as helpful representations rather than strict labels. Help Rather than Restriction: In Insights Discovery, the colours are designed to be helpful and serve as a visual tool to quickly understand how different behaviours interact. While someone may primarily identify with Red (Dominant), they aren’t locked into this behaviour; instead, they are encouraged to use other colours and adapt to different situations. Dynamic Behaviour: Like the DISA model, Insights Discovery emphasises the dynamic nature of behaviour. People are encouraged to understand their dominant colour but also to flex their style when needed, depending on the context. It doesn’t pigeonhole individuals but helps them understand their behavioural preferences. 5. Why the Caution is Misplaced Flexibility and Adaptability: Behavioural models like DISA, Everything DiSC, and Insights Discovery are flexible frameworks. They are designed to provide a foundation for understanding how someone behaves in certain situations, not a strict set of rules. Rather than boxing people in, these models help individuals see where their strengths lie and where they can improve their interactions. A Starting Point, Not the End: These models are intended to be starting points for personal growth, not final definitions of who someone is. They offer insights that allow individuals to improve communication, resolve conflicts, and build better relationships by understanding both their own behaviour and the behaviour of others. Holistic View: While each model identifies a person’s primary or most dominant behaviour, it also acknowledges that individuals are capable of displaying a variety of behaviours. No one is locked into being just a "Red" or a "Blue"; they can exhibit all colours depending on the situation. 6. Empowerment Through Self-Awareness Personal and Professional Development: Once individuals understand their primary behavioural style, they can use this knowledge to adapt their approach in different contexts. For example, a primarily Blue (Analytical) individual can focus on improving their communication with a more spontaneous Yellow (Influential) colleague. Similarly, a Red (Dominant) individual can learn to slow down and consider others' perspectives when working with a Green (Steadfast) team member. Improved Communication and Collaboration: Far from putting people in boxes, behavioural models empower individuals to understand their tendencies and communicate more effectively with others. By recognising behavioural differences, people can collaborate better and avoid unnecessary misunderstandings. The caution people feel about being labelled or put into boxes with behavioural models like DISA, Everything DiSC, and Insights Discovery is understandable but largely misplaced. These models are designed to provide self-awareness, not restrictions. By focusing on behaviour (which is adaptable) rather than personality (which is more fixed), these models offer valuable insights into how people tend to act and how they can grow. Colours are used as a marketing tool in some models to make the frameworks more accessible, but the underlying focus remains on behaviour, not limiting labels. When used correctly, these models help individuals and teams thrive by improving communication, collaboration, and self-understanding.

Breaking Free from Labels: How Behavioural Models Empower Growth Without Boxing You In

<h3>How Emotional Intelligence Transforms Coaching Experiences</h3>When it comes to coaching, not all coaches are created equal. While qualifications, experience and coaching models matter, one often overlooked yet critical factor is the coach's Emotional Intelligence (EQ). A high EQ coach can make all the difference in a coaching relationship, providing not just guidance but a deeply transformative experience for the coachee. But what exactly does it mean to have a high EQ coach, and why does it benefit the coachee so profoundly?Emotional Intelligence (EQ) is defined by Daniel Goleman (1995) as the ability to recognise, understand, manage, and influence emotions, both in oneself and others. High EQ involves key competencies such as self-awareness, self-regulation, motivation, empathy, and social skills. In a coaching context, these competencies allow coaches to navigate complex emotional landscapes, build strong rapport, and create a safe space for exploration and growth (Goleman, 1998). Research by TalentSmart (2022) found that 90% of top performers have high EQ, demonstrating its critical role in success, including within coaching settings.A high EQ coach is attuned to the emotional needs of the coachee, creating an environment of trust and psychological safety. This safety net is crucial, as it allows the coachee to open up honestly without fear of judgment. Edmondson (1999) found that teams and individuals who experience psychological safety are 35% more likely to engage in learning behaviours, take risks, and innovate. These are principles that align seamlessly with the coaching process. According to the Institute of Coaching (2022), 75% of coachees reported improved work relationships when coached by an emotionally intelligent coach, highlighting the tangible benefits of high EQ in coaching.<figure id="figure-5mex48scgm7xjtqmv"><img id="5mex48scgm7xjtqmv" src="https://media.gettyimages.com/id/1340905438/photo/shot-of-a-doctor-holding-hands-with-her-patient-during-a-consultation.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=uqtuLZ0ISPiZDxEvpMcMWK5KDQ3L4gxGI62LfgXfuEY=" alt="Shot of a doctor holding hands with her patient during a consultation" title="Shot of a doctor holding hands with her patient during a consultation" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/1340905438/photo/shot-of-a-doctor-holding-hands-with-her-patient-during-a-consultation.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=uqtuLZ0ISPiZDxEvpMcMWK5KDQ3L4gxGI62LfgXfuEY=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>Empathy is a cornerstone of high EQCoaches who listen not only to the words spoken but also to the emotions behind them provide support that feels personalised and validating (Goleman, 1998). Research by Batson et al. (1997) suggests that empathetic interactions can reduce stress, promote a sense of connection and encourage pro-social behaviour. This empathetic approach fosters a stronger connection, ensuring that coaching sessions meet the coachee’s unique needs and contributing to a 20% increase in coaching effectiveness (ICF, 2021).Coaching often involves discussing sensitive or challenging topics. High EQ coaches can regulate their own emotions, maintaining composure and objectivity. This skill is critical in preventing biases or emotions from clouding the coaching process (Grant, 2014). Coaches with high EQ also ask powerful, thought-provoking questions that challenge the coachee to reflect and gain insights. Self-awareness enables the coach to choose questions that guide the coachee to explore underlying beliefs and emotions. For example, instead of asking, "Why did you do that?" a high EQ coach might ask, "What feelings led you to that decision?" This subtle shift encourages deeper self-exploration and promotes a growth mindset (Rock, 2006).<figure id="figure-h0p73qda8jm7xjt34w"><img id="h0p73qda8jm7xjt34w" src="https://media.gettyimages.com/id/624116822/photo/cute-boy-is-showing-height-on-a-wall-scale.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=RA4r9KQ2jTAdt92NfixZlmM73Q6qyGsXTMzEcv3te08=" alt="Cute boy is showing height on a wall scale" title="Cute boy is showing height on a wall scale" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/624116822/photo/cute-boy-is-showing-height-on-a-wall-scale.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=RA4r9KQ2jTAdt92NfixZlmM73Q6qyGsXTMzEcv3te08=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>Coaching is not a one-size-fits-all practice. High EQ coaches adapt their approach based on the emotional state and needs of the coachee, shifting between being supportive and challenging as needed (Boyatzis &amp; McKee, 2005). This adaptability ensures that coaching remains relevant and impactful, leading to a 25% improvement in coachee satisfaction (Gallup, 2022).However, challenges can arise when there is a mismatch in EQ levels between coach and coachee. When a coach has high EQ but the coachee has low EQ, potential issues may include resistance to feedback, limited self-awareness, and emotional blockages (Goleman, 1998). A low EQ coachee may struggle with processing emotions and accepting feedback, leading to disengagement. According to a study by the International Coach Federation (ICF, 2021), 30% of coachees with low EQ reported difficulties in benefiting from coaching, underscoring the challenge. High EQ coaches can manage this by setting clear boundaries, offering structured support, and gradually introducing emotional awareness techniques (Grant, 2014).Conversely, a low EQ coach working with a high EQ coachee can also present difficulties. Coaches with low EQ may struggle with empathy, react dismissively, and fail to adapt to the coachee’s needs (Boyatzis &amp; McKee, 2005). Research indicates that 40% of coachees with high EQ felt disconnected when working with a coach who lacked empathy (Institute of Coaching, 2022). Low EQ coaches may also project their own emotions onto the coachee, creating a biased and ineffective coaching environment (Grant, 2014). A lack of empathy from the coach can increase the coachee’s stress, reducing their willingness to engage openly in the process (Batson et al., 1997).The benefits of a high EQ coach are rooted in psychological principles. At its core, coaching aims to facilitate change, which can often trigger resistance, anxiety, and fear (Lewin, 1947). A coach with high EQ can recognise these emotions early, helping the coachee navigate them in a healthy way. Psychological theories, such as Carl Rogers' (1961) Person-Centred Approach, align closely with high EQ coaching. Rogers emphasised the importance of empathy, congruence, and unconditional positive regard; all attributes of a high EQ coach. By providing a non-judgmental and understanding environment, a high EQ coach can support the coachee's journey of self-discovery and change (Rogers, 1961).Neuroscience also supports the impact of high EQ on coaching outcomes. <figure id="figure-ul359kil3im7xjs1tz"><img id="ul359kil3im7xjs1tz" src="https://media.gettyimages.com/id/2155262914/photo/cartoon-brain-lifting-weights-on-a-purple-background.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=HW3qNh4xYZPk_fXnLUeb1Wullx0KWsnCP9eiDTSF-DE=" alt="Cartoon Brain Lifting Weights on a Purple Background." title="Cartoon Brain Lifting Weights on a Purple Background." class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/2155262914/photo/cartoon-brain-lifting-weights-on-a-purple-background.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=HW3qNh4xYZPk_fXnLUeb1Wullx0KWsnCP9eiDTSF-DE=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>The limbic system, responsible for emotional responses, is more likely to trigger defensive behaviours when individuals feel threatened or misunderstood (Goleman, 2006). However, when a high EQ coach provides a safe and empathetic environment, it activates the prefrontal cortex, associated with rational thinking and problem-solving. This shift helps the coachee approach challenges more constructively, enhancing their ability to find solutions and achieve their goals (Rock, 2006).A high EQ coach is not merely a guide but a catalyst for deep, sustainable change. By creating a trusting and empathetic environment, regulating emotions, and offering insightful questions, high EQ coaches help coachees move beyond surface-level challenges to achieve meaningful growth. The contrast between high and low EQ coaching highlights how essential empathy and emotional intelligence are in promoting a positive and productive coaching experience.For anyone seeking a coach, considering their level of emotional intelligence is as important as their qualifications and experience. After all, the most impactful coaching relationships are not just about achieving goals but about transforming how individuals understand and manage their emotions—benefits that a high EQ coach is uniquely equipped to deliver.ReferencesBatson, C.D., Fultz, J., &amp; Schoenrade, P.A. (1997). Distress and Empathy: Two Qualitatively Distinct Vicarious Emotions with Different Motivational Consequences. Journal of Personality, 55(1), pp. 19-39.Boyatzis, R.E. &amp; McKee, A. (2005). Resonant Leadership. Harvard Business Press.Edmondson, A.C. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), pp. 350-383.Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bloomsbury Publishing.Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Hutchinson.Grant, A.M. (2014). The Efficacy of Executive Coaching in Times of Organisational Change. Journal of Change Management, 14(2), pp. 258-274.Institute of Coaching (2022). Coaching and Emotional Intelligence: Research Insights. McLean Hospital, Harvard Medical School Affiliate.International Coach Federation (ICF) (2021). Global Coaching Study. ICF Research.Lewin, K. (1947). Frontiers in Group Dynamics. Human Relations, 1(1), pp. 5-41.Rock, D. (2006). Quiet Leadership: Six Steps to Transforming Performance at Work. HarperCollins.Rogers, C.R. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Houghton Mifflin.TalentSmart (2022). Emotional Intelligence 2.0 Report. TalentSmart, Inc.

The Power of a High EQ Coach

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The Power of a High EQ Coach