模塊 #1：對(duì)話導(dǎo)向象限（DOQ）

I had a beautiful (and quirky) dog, Cookie, who joined many of the online classes I taught as she practically lived on my lap until she crossed the rainbow bridge at her good old age. People often asked what breed she was and it was a mouthful: Cavalier King Charles Spaniel. It is so long that even the breed name is officially abbreviated as CKC. Each time I introduced her, it seemed rather amusing that a cute little lap dog would have such a serious brand.
我之前有一只漂亮有點(diǎn)古怪的狗，叫餅干施戴，它參加了許多我教授的在線課程，因?yàn)樗鋵?shí)趴在我的腿上蜕劝，直到它老了，魂過(guò)彩虹橋愿待。人們經(jīng)常會(huì)問(wèn)甥材，它是什么品種，可以脫口而出的是：騎士查理王獵犬蛙吏。這個(gè)血統(tǒng)名很長(zhǎng)，通承縮寫為CKC鸦做。每次我介紹它，這么可愛(ài)的小狗狗竟然有這么嚴(yán)肅的品種名稱谓着，我就覺(jué)得很有意思泼诱。
And here I am once again feeling that way introducing the beloved map we've been using in our coach training in the last two years or so. It's a simple (and possibly easy) map with a serious name with somewhat good reasons (see the posts Good Reason #1, and Good Reason #2 for more).
在這里，我將再次以這種方式介紹我們?cè)?jīng)在過(guò)去的兩年教練培訓(xùn)中使用的心愛(ài)的地圖工具赊锚。這是個(gè)簡(jiǎn)單（也可能容易）的地圖工具治筒，有一個(gè)嚴(yán)肅的名字，也有一些好的理由（參見(jiàn)下面的文章獲得更多信息：好的理由#1和好的理由#2）
This map is inspired by the work of the international microanalysis associates, Joel Simon, and Lance Taylor who taught me to focus on making the co-construction visible when I coach and teach by inductively examining how we respond in interaction.
這個(gè)地圖工具的靈感源自國(guó)際微觀分析協(xié)會(huì)的Joel Simon和Lance Taylor改抡，當(dāng)我通過(guò)歸納檢驗(yàn)來(lái)教練和教授如何在互動(dòng)中做出反應(yīng)時(shí)矢炼，他們教會(huì)我聚焦于讓共建可見(jiàn)系瓢。

Observation #1: Timeline of the Narrative 觀察#1:敘事的時(shí)間線

We hear this not only in dialogues that happen in a coaching setting but other ordinary conversations among friends, colleagues, and families. There seems to be an inherent timeline in our narrative. Here's a little excerpt from my conversation with Andrew who was going for a major change in his career.

我們可以聽(tīng)到這個(gè)阿纤，不只在教練設(shè)定中，也可以在朋友夷陋、同事和家人之間的日常對(duì)話里聽(tīng)到欠拾。在我們的敘事里似乎總有一個(gè)固定的時(shí)間線。這是我和Andrew對(duì)話中的一小段節(jié)選骗绕，他打算在他的職業(yè)生涯中做一個(gè)重大的改變藐窄。

I have been wanting to make this move, and now I feel that it's the right time. I used to be very anxious about confronting people but obviously, not anymore. I used to worry about how people might think or feel about me, and that took some time to get over. And now this opportunity came up a bit earlier than I thought and I started to panic a bit. But, oh well, you could never be fully ready, right? (Excerpt from Surfing the Landslide, 2016)

我一直想邁出這一步，現(xiàn)在我感覺(jué)到時(shí)候了酬土。我過(guò)去非常害怕面對(duì)別人荆忍，但是很明顯，不再是了。我過(guò)去很擔(dān)心人們對(duì)我的看法或者感覺(jué)刹枉，那花了好長(zhǎng)時(shí)間才克服∵闯現(xiàn)在，這個(gè)機(jī)會(huì)比我認(rèn)為的來(lái)的要早微宝，開(kāi)始的有點(diǎn)小恐慌棺亭。但是，對(duì)吧蟋软，你永遠(yuǎn)不可能完全準(zhǔn)備好镶摘。（節(jié)選自Surfing the Landslide, 2016）

What might you say here? Wait, before we think about what we might say next, what did you hear? What intrigues your next response - whether a statement or a question or a smile or all of the above? If we were to look at what Andrew said in terms of timeline, what did you hear that he said about his past, and what about his future? Where would you plot them on this horizontal timeline?

你在此會(huì)說(shuō)什么？等等岳守，在我們考慮接下來(lái)要說(shuō)什么之前凄敢，你聽(tīng)到了什么？是什么引起了你的下一個(gè)反應(yīng)-是一個(gè)陳述棺耍、一個(gè)問(wèn)題贡未、一個(gè)微笑，還是上面所有的蒙袍？如果我們從時(shí)間軸的角度來(lái)看Andrew所說(shuō)的俊卤，你聽(tīng)到他說(shuō)了什么關(guān)于他的過(guò)去，什么關(guān)于他的未來(lái)害幅？你會(huì)把它們畫在水平時(shí)間線的哪個(gè)位置消恍？

image.png

Observation #2: Content of the Narrative 觀察#2:敘事的內(nèi)容

In a conversation like coaching that can be a bit more polarized than other ordinary conversations, the content of people's narrative can be mapped on a spectrum between good stuff and not so good stuff. As you can imagine, the good stuff is what people want to see continue, increase, and grow in their life: interactions, moments, experiences, thoughts, decisions, attitudes, feelings, and hopes that people want more of in their life. The opposite end is the not-so-good stuff that people want less of. Borrowing from the work of Microanalysis of Face-to-Face Dialogue (MFD), these can be termed Positive Content and Negative Content. Going back to what Andrew said, how might you map what he said?

在象教練這樣的對(duì)話中，對(duì)話的內(nèi)容可能比普通對(duì)話更兩極化以现，人們的敘述內(nèi)容會(huì)在好和不好之間映射一個(gè)光譜狠怨。你可以想象，好的東西是人們想看到的邑遏，繼續(xù)佣赖、增加和在他們的生活中成長(zhǎng)：交互、時(shí)刻记盒、經(jīng)歷憎蛤、想法、決定纪吮、態(tài)度俩檬、感受，以及我們?cè)谏钪邢胍母嗟南Ｍ朊恕Ｏ喾吹囊欢耸遣缓玫臇|西棚辽，人們不想它。借用面對(duì)面對(duì)話微觀分析（MFD）的工作冰肴，這些可以被稱為積極內(nèi)容和消極內(nèi)容屈藐±谱椋回到Andrew所說(shuō)的，你會(huì)將他所說(shuō)的放到哪兒呢联逻？

image.png

As you may have noticed, mapping the content may not be as clear as the timeline. Partially because we are only looking at the written text here void of other audible and visible acts of his meaning, and perhaps we have more room for making inferences when we are trying to map, or judge, if the content indicates good things or not-so-good things in someone else's life. But you get the gist of it. Borrowing from Korzybski (1933), it is a map after all, not the territory.
你可能已經(jīng)注意到了瓷患，對(duì)內(nèi)容的映射可能不象時(shí)間軸那么清晰。部分因?yàn)槲覀儍H僅是看書面的文字遣妥，忽略了他意思里的其它聲覺(jué)和視覺(jué)行為擅编，可能當(dāng)我們?cè)噲D在別人的生活里去映射、判斷內(nèi)容代表好或者壞的時(shí)候箫踩，我們可以有更多的空間爱态。但是你已經(jīng)知道要點(diǎn)了。借用Korzybski（1933）的觀點(diǎn)境钟，畢竟是地圖而已锦担，而不是領(lǐng)土。

image.png

Putting the timeline and the content together, voilà, we have the quadrant. For now, let's call them: Positive Future (Q1), Positive Past (Q2), Negative Past (Q3), and Negative Future (Q4). Simple enough?
把時(shí)間軸和內(nèi)容放在一起慨削，瞧洞渔，我們就有了象限。現(xiàn)在缚态，我們可以稱它們?yōu)椋悍e極的未來(lái)（Q1）磁椒、積極的過(guò)去（Q2）、消極的過(guò)去（Q3）玫芦，以及消極的未來(lái)（Q4）浆熔。足夠簡(jiǎn)單吧？

Observation #3: Orientation of the Narrative 觀察#3:敘事的導(dǎo)向

In coaching, which quadrant(s) should a coach focus on? Which quadrant(s) would be most useful? Without overthinking it, most coaches answer Q1 (Positive Future). Yes, yes, Q2, Q3, and Q4, they are all useful although some may not be necessary. Whether you think Q1 or any other quadrants, the question isn't about which quadrant, but more so about are we doing what we say we are doing?

在教練過(guò)程中桥帆，哪（幾）個(gè)象限是教練需要關(guān)注的医增？哪（幾）個(gè)象限最有用？如果不假思索老虫，多數(shù)教練會(huì)回答Q1（積極的未來(lái)）叶骨。是的，是的祈匙，Q2忽刽、Q3和Q4，它們都是有用的菊卷，雖然有可能不是必要的缔恳。無(wú)論是你認(rèn)為Q1還是其它象限宝剖，問(wèn)題都不是哪個(gè)象限洁闰，而是我們?cè)谧鑫覀兯f(shuō)的我們?cè)谧龅膯幔?/p>

One of the most profound lessons I learned from MFD is watching how questions work. As Healing & Bavelas (2011) said, “All questions are ‘loaded questions’; the practitioner’s choice is how to ‘load’ them with presuppositions that will be useful to the client.” Clients often accept our presuppositions and they orient toward what we ask for.

我在面對(duì)面對(duì)話微觀分析里學(xué)到的最深刻的教訓(xùn)之一就是觀察問(wèn)題是如何工作的。正如Healing和Bavelas（2011）所說(shuō)的万细，“所有問(wèn)題都是‘加載了的問(wèn)題’扑眉；實(shí)踐者的選擇是如何按對(duì)客戶有用的預(yù)設(shè)‘加載’它們”纸泄。客戶通常會(huì)接受我們的預(yù)設(shè)并按照我們所要求行事腰素。

Let's consider the following popular opening questions that you can easily find on YouTube. What are the presuppositions? Which quadrant are they orienting our clients to look? How might that function?

讓我們考慮一下可以在YouTube上很容易被找到的開(kāi)場(chǎng)問(wèn)題聘裁。預(yù)設(shè)是什么？它們它我們的客戶導(dǎo)向哪個(gè)象限弓千？這是如何運(yùn)作的衡便？
"What brought you here today?"
"How can I help you?"
"How will you know that this was useful for you?"
今天是什么把你帶到這兒來(lái)了？
我怎樣能幫助到你呢洋访？
你怎么知道這會(huì)對(duì)你有用呢镣陕？
Tape after tape, our clients cooperated by going where the questions directed their attention to. These unchallenged presuppositions were accepted as a mutually understood common ground to stand on. That orientation happens in the beginning, it happens in the middle of it, and it happens throughout the conversation with our gestures, mhms, formulations, and questions. After all, all we can do is orienting, not moving, the client toward what they want more of. That's the hard part of the easy work of coaching.
磁帶一卷又一卷，我們的客戶很配合姻政，去向了問(wèn)題讓他們關(guān)注的方向呆抑。這些沒(méi)有被挑戰(zhàn)的預(yù)設(shè)被接受為共同認(rèn)同的一致立場(chǎng)。這種導(dǎo)向發(fā)生在開(kāi)始階段汁展，發(fā)生在對(duì)話的中間位置鹊碍，貫穿整個(gè)對(duì)話過(guò)程，包括我們的手勢(shì)食绿、語(yǔ)言侈咕、公式和問(wèn)題。畢竟器紧，所有我們可以做的只是導(dǎo)向乎完，而不是移動(dòng)，讓客戶朝著他們想要的方向發(fā)展品洛。這是教練輕松工作中最困難的部分树姨。

Thoughts: Using the Tool for Its Intended Use 思考：按其預(yù)期用途使用工具

As mentioned earlier, the DOQ is developed as a tool with a specific intention. We have found this to be a useful learning tool when used for observation and reflection. Observation needs an object to watch - a conversation in this case - and reflection requires making sense of what we notice.

如前所述，DOQ是作為一種特定目的的工具而開(kāi)發(fā)的桥状。我們發(fā)現(xiàn)帽揪，在觀察和反思時(shí)，這是一個(gè)很有用的學(xué)習(xí)工具辅斟。觀察需要一個(gè)觀察對(duì)象-在這種情況下是一場(chǎng)對(duì)話-而反思需要弄清楚我們所要注意的東西转晰。

Inspired by many practitioners we've met on the way, the quadrants are named this way:

受到我們?cè)诼飞嫌龅降囊恍?shí)踐者的啟發(fā)，象限是如此命名的：

image.png

轉(zhuǎn)自：對(duì)話導(dǎo)向象限（譯）