Using Socratic Questioning in Coaching

Neenan, Michael

doi:10.1007/s10942-007-0076-z

Cited by 41 publications

(24 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is an important issue to address in future research. Additionally, Socratic questioning is also thought to help the patient to be more active in the process of treatment, and thus practice and better learn the skills emphasized in therapy (Neenan, 2009). Thus, Socratic questioning might impact symptoms by facilitating client engagement in treatment or fostering therapy skill acquisition.…”

Section: Discussionmentioning

confidence: 99%

“…In using Socratic questioning, therapists avoid a didactic style and instead use questions to help patients develop new perspectives (Overholser, 2011; Padesky, 1993). Socratic questioning is intended to foster active engagement and critical thinking, thereby aiding in the learning process (Neenan, 2009). While evidence for the facilitation of learning is limited in the context of psychotherapy, others have suggested that styles of interaction involving a reliance on questioning and seeking input may have advantages in the context of persuasion and negotiation (Grant, 2013).…”

mentioning

confidence: 99%

“…The importance of using a Socratic approach has been emphasized, with experts suggesting that the use of this approach helps patients to take new perspectives, use cognitive therapy skills, and experience improvements in depressive symptoms (Neenan, 2009; Overholser, 2011; Padesky, 1993). Even outside of CT, Socratic questioning is a key strategy in several psychotherapies, perhaps most notably Motivational Interviewing (Miller & Rollnick, 2012).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Therapist use of Socratic questioning predicts session-to-session symptom change in cognitive therapy for depression

Braun¹,

Strunk²,

Sasso³

et al. 2015

Behaviour Research and Therapy

View full text Add to dashboard Cite

Socratic questioning is a key therapeutic strategy in cognitive therapy (CT) for depression. However, little is known regarding its relation to outcome. In this study, we examine therapist use of Socratic questioning as a predictor of session-to-session symptom change. Participants were 55 depressed adults who participated in a 16-week course of CT (see Adler, Strunk, & Fazio, 2015). Socratic questioning was assessed through observer ratings of the first three sessions. Socratic ratings were disaggregated into scores reflecting within-patient and between-patient variability to facilitate an examination of the relation of within-patient Socratic questioning and session-to-session symptom change. Because we examined within-patient variability in Socratic questioning, the identification of such a relation cannot be attributed to any stable patient characteristics that might otherwise introduce a spurious relation. Within-patient Socratic questioning significantly predicted session-to-session symptom change across the early sessions, with a one standard deviation increase in Socratic-Within predicting a 1.51-point decrease in BDI-II scores in the following session. Within-patient Socratic questioning continued to predict symptom change after controlling for within-patient ratings of the therapeutic alliance (i.e., Relationship and Agreement), suggesting that the relation of Socratic questioning and symptom change was not only independent of stable characteristics, but also within-patient variation in the alliance. Our results provide the first empirical support for a relation of therapist use of Socratic questioning and symptom change in CT for depression.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Therapist use of Socratic questioning predicts session-to-session symptom change in cognitive therapy for depression

Braun¹,

Strunk²,

Sasso³

et al. 2015

Behaviour Research and Therapy

View full text Add to dashboard Cite

show abstract

“…To this end, Socratic questioning (McArdle and Moore, 2012) is used to develop metacognitive skills that enable athletes to non-judgmentally observe their own thoughts, and subsequently think logically and empirically in order to challenge, correct, and replace them. In cognitive-behavioral therapy, Socratic questioning, which consists of asking a person a series of open-ended questions to help promote reflection, is considered useful for raising awareness and improving problem-solving thinking (Neenan, 2009).…”

Section: Introductionmentioning

confidence: 99%

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

et al. 2019

View full text Add to dashboard Cite

This study prospectively followed the experiences of skilled athletes who were involved in an innovative reflexive self-talk online intervention targeting goal-directed self-talk. Four experienced female athletes between the ages of 20 and 40 years were invited to an initial interview, a 4-week intervention, and two post-intervention interviews. Two applied sport psychologists used an online Socratic questioning approach to encourage their athletes to describe challenging scenarios, think about their use of self-talk and its effectiveness, and explore alternative self-statements that could be used in future situations. Data were multi-sourced stemming from the psychologists, athletes, and third parties (e.g., coach). Three athletes completed the intervention, whereas one athlete withdrew prematurely, mainly because the Socratic questioning approach and the online mode of delivery did not meet her preferences. From the three athlete who had completed the intervention, there was endorsement and constructive criticism of the intervention and its online delivery mode. The intervention, largely due to the accompanying raised awareness of self-talk use and refined content, seemingly benefited a range of variables including emotions, motivation, and confidence, both inside and outside of the athletes’ sports life domain. Accordingly, this new type of online intervention warrants further consideration in the literature.

show abstract

“…Among the different instructional methods, SQ is one of the most popular and powerful teaching tools (Hernandez, Kaplan & Schwartz, ). Because the level of thinking that occurs is influenced by the level of questions asked (King, ), SQ promotes reflection and discovery of solutions rather than requiring the acceptance of answer provided directly by the teacher (Neenan, ). Aukerman () and Kovalik and Kovalik () also encourage debates between students wherein teachers served as facilitators rather than evaluators, in order to assist freshmen with both writing and CTS.…”

Section: Introductionmentioning

confidence: 99%

An online adaptive learning environment for critical‐thinking‐infused English literacy instruction

Yang¹,

Gamble²,

Hung³

et al. 2013

Brit J Educational Tech

View full text Add to dashboard Cite

Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.

show abstract

Using Socratic Questioning in Coaching

Cited by 41 publications

References 9 publications

Therapist use of Socratic questioning predicts session-to-session symptom change in cognitive therapy for depression

Therapist use of Socratic questioning predicts session-to-session symptom change in cognitive therapy for depression

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

An online adaptive learning environment for critical‐thinking‐infused English literacy instruction

Contact Info

Product

Resources

About