Читать книгу Practical Applications of Coaching and Mentoring in Dentistry - Janine Brooks - Страница 2
ОглавлениеTable of Contents
1 Cover
7 Foreword
9 1 Introduction History Uses of Mentoring Distinctions and Boundaries What's Inside This Book How to Use This Book References
10 2 Mentoring In Its' Simplest Form the Mentoring Equation Is: Teacher + Coach = Mentor Who Is a Mentor? Reverse Mentoring Inter‐professional Group Mentoring The Roles of an Effective Mentor What Can Mentoring Achieve? Choosing a Mentor The Power Relationship in Mentoring Compatibility and Rapport Diversity Degree of Interest Logistics Personality Roles and Responsibilities Matching Mentor and Mentee Ethics Supervision The Current State of Play Conclusion References
11 3 Coaching What Is Coaching? Purpose of Coaching Example Some Coaching Examples Distinctions Between ‘Coaching’ and ‘Mentoring’ Ideas that Underpin Coaching Egan's “Skilled Helper” Model The Traditional Role of a Skilled Helper How Does Coaching ‘Work’? Conclusion References
12 4 The Forton Model Skills and Competencies of Coaching Definition of a ‘Skill’ Definition of Competency The Role of the Coach Tools for Mentoring and Coaching The Coaching ‘Journey’ Purpose Reality Plan Action Review The Forton Model Coaching Principles Partnership Principle Two: Trust The Coach Trusting Themselves Principle Three: Presence Principle Four: Possibility Principle Five: Accept, Blend, and Create (A, B, and C) The Skills of Coaching The Steps of the Coaching Conversation Current Reality Tapping into the Coachees' Resourcefulness New Insights – The Plan Step Review Steps The Review Step: From One Conversation to Another The ‘Field’, or the World of the Coachee References
13 5 Practical Case Studies Background to the Case Studies The Role of Coaching and Mentoring in Supporting Dental Service Quality The Case Study Projects Case Study One Case Study Three Case Study Four Case Study Five Case Study Six: Educational Supervisors and Foundation Dentists Case Study Nine: Smile Restorative Mentoring Programme Contributor: Dr. Jin Vaghela BDS Case Study Ten: Denplan Risk Management/QA (Contributors: Dr. Ewa Rozwadowska BDS and Dr. Catherine Rutland BDS) Case Study Eleven: Using Coaching Cards – Tools or Props? Contributor: Ms. Jane Davies‐Slowik MBE BDS Conclusion Case Study Twelve Contributor: Mrs. Shilpa Chitnis BDS References
14 6 Discussion Beyond One‐to‐One: Coaching and Mentoring Groups and Teams Coaching and Mentoring Boundaries How and When to Use Coaching and Mentoring Barriers to Introducing Coaching and Mentoring Typical Benefits of Coaching and Mentoring Impact of Coaching and Mentoring Themes from the Case Studies Integrating Mentoring into Structures and Systems Reflection Is Not Measurable; Therefore, Not Worthwhile A Note for Covid‐19 Conclusion References
15 Glossary of Terms – Organisations and Other Descriptors Organisations Other Descriptors
17 Index
List of Tables
1 Chapter 1Table 1.1 A comparison of various interventions.
2 Chapter 2Table 2.1 Matching criteria and the issues they raise.Table 2.2 Ethical checklist, COMSA.
3 Chapter 3Table 3.1 The emotional intelligence quadrant.
4 Chapter 5Table 5.1 Thames Valley PASS – lessons learned.Table 5.2 Dorset PASS – lessons learned.Table 5.3 Dentists in difficulty including PASS – lessons learned.Table 5.4 Birmingham PASS – lessons learned.Table 5.5 Reflective writing evaluation – lessons learned.Table 5.6 ES and FT – lessons learned.Table 5.7 Assessing how coaching and mentoring can impact dental students in ...Table 5.8 Year 1 post foundation dentists – lessons learned.Table 5.9 Smile restoration mentoring programme – lessons learned:.Table 5.10 The Denplan RAG traffic light system.Table 5.11 The Denplan risk table.Table 5.12 Denplan risk management – lessons learned.Table 5.13 Using coaching cards – lessons learned.
List of Illustrations
1 Chapter 2Figure 2.1 Experience + skill = mentoring magic.Figure 2.2 The impacts of mentoring.
2 Chapter 4Figure 4.1 The Forton ‘planets’ model. Student Guide, The Forton Group, 2005...Figure 4.2 The Forton ‘Ask/Tell’ model. Student Guide, The Forton Group, 200...Figure 4.3 The feedback loop. Student Guide, The Forton Group, 2005.
3 Chapter 5Figure 5.1 RDSPB quality improvement framework.Figure 5.2 Spheres of influence, Calluori & Associates Inc. and The People F...Figure 5.3 The Forton group professional leadership coaching model.Figure 5.4 P.E.A.R.L.S. – a model for communication.
4 Chapter 6Figure 6.1 Phases for PASS.
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