About this course

Learning Objectives

• By the end of this training, participants will be able to: Define the concept of evoking client awareness and explain its role in facilitating client insight, learning, and forward movement. Differentiate between coaching-style questioning and clinical exploration, particularly in relation to thinking, feeling, values, needs, wants, beliefs, and behaviors. Demonstrate the use of open-ended, reflective, and forward-focused questions that expand client thinking beyond current patterns. Apply questioning strategies that promote client-generated insight rather than practitioner-led interpretation or direction. Identify the characteristics of powerful questions, including their ability to stimulate reflection, challenge assumptions, and evoke deeper inquiry. Utilize silence, pacing, and concise language to support client processing and awareness. Recognize the role of non-attachment in facilitating client autonomy and avoiding practitioner bias or agenda. Distinguish between low-power and high-power questions (e.g., closed vs. open-ended; “what/how” vs. directive or leading questions). Formulate questions that explore client current reality while supporting expansion into new perspectives and possibilities. Integrate observation, curiosity, and structured inquiry to support client insight and behavioral change.

Learning Levels

• All

Course Instructor(s)

• 

  Dr. Liz Lasky, PhD, LCSW, ACC

  Dr. Liz Lasky, PhD, LCSW, is the founder of The Coach Training Program For Helping Professionals™ and lizlasky.com. She is passionate about teaching therapists how to coach ethically and well. Dr. Liz Lasky is a Licensed Clinical Social Worker (NY State, MSW from Yeshiva University). She holds a PhD from Yeshiva University in Social Welfare. She is also a New York University Certified Coach and holds the International Coach Federation credential of Associate Certified Coach (ACC). She is an adjunct professor at Fordham University. She is a published author (both in peer reviewed academic journals and her own book), a professional expert for Bravo TV, and presents her research on coaching single women internationally, most notably at Harvard University. She is also a proud Fellow of The Institute of Coaching at McLean Hospital, Harvard University.

References

• American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. NASW Press. Hill, C. E., & Knox, S. (2021). Helping skills: Facilitating exploration, insight, and action (5th ed.). American Psychological Association. Miller, W. R., & Rollnick, S. (2023). Motivational interviewing: Helping people change and grow (4th ed.). Guilford Press. Norcross, J. C., & Wampold, B. E. (2021). Evidence-based therapy relationships: Research conclusions and clinical practices. Psychotherapy, 58(3), 303–315. Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press. Caston, J. C. (2021). Insight and behavior change: Mechanisms of transformation in psychotherapy. Journal of Psychotherapy Integration, 31(2), 123–137. Substance Abuse and Mental Health Services Administration. (2023). TIP 35: Enhancing motivation for change in substance use disorder treatment. U.S. Department of Health and Human Services. Agency for Healthcare Research and Quality. (2020). The SHARE approach: A model for shared decision-making. U.S. Department of Health and Human Services. Fleming, S. M. (2021). Know thyself: The science of self-awareness. Basic Books. Kolb, D. A. (2019). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.