PARA IJSO EXCLIJSIVO EN CLASE

ESCIJELA DE POSTGRADO IJNIVERSIDAD DEL PACIFICO

THE CLINICAL FARADIGM: A FRIMER FOR

FERSONAL CHANGE

Manyphilosophers, poets, andotherthinkershavepositedthroughout the ages that the key to growth and happiness lies in knowing
and accepting oneself. A variation on this theme—that leadership
development starts with an exploration of, and by, the leader
himself or herself—will reappear in many chapters in this book. In
undertaking this kind of human adventure, we use a concise but
robust framework: the clinical paradigm.² The clinical paradigm
is based on several premises. The first premise is that all humixo
deviant
ise poses a huge challenge to a business school professor, an executive coach, or other professionals working with leaders; it means
they will have to use the tools and methods of a “psychological
detective” to uncover explanatory factors underlying the behavior
they perceive. Fortunately, the leader as an executive education
or coaching client can become a detective as well; the clinical
paradigm, when explained, offers the coach or educator a tremendous opportunity to use the leader’s own behavior as a real-life
case study, with the added advantage that this particular text is
sure to be of interest to the executive concerned.
The second premise of the clinical paradigm tells us that our ;

unconscious plays a tremendous
The
areas outside our direct rational observation and understanding
are enormous, although they directly impact what happens in
the so-called rational domain of our actions. Obviously, until
we grasp at least some of the content of our irrational domain,
it is unlikely that we can do anything with it. Moreover, the
unconscious can hold executives as prisoners of their own past,

Tornado de: Kets De Vries. 2007. Manfred et at Coach and Couch. The psychology of making better leaders. Cap 1. Ph. 3 -13.

Palgrave MacMillan 2007

This visit comes as a surprise at the end of a long class day and before a good dinner. we can access the more hidden parts of our identity: the type of emotion we express when doing certain things. Executive educators. Looking into this domain may require courage. By helping individuals acknowledge how they feel. we take participants to an exhibition about the life and work of Sigmund Freud. and in parallel. these insights therefore help explain our behavioral preferences and relationship patterns. and consultants may hnd the concept of the role of emotions important when working with people who have difhculties expressing their emotions. in one of our executive programs. though. and many of the executives initially try to avoid the visit. Faculty members and executive coaches may do well to begin by helping these individuals understand that being afraid of looking into the unconscious may be counterproductive to one’s development. and this is where the leadership development professional can provide help and support. imagining certain events. coaches. or dealing with certain people explains in part who we are. Plenty of executives refuse to consider the possibility that there may be issues in their work and life that originate in the area beyond their comprehension or their immediate awareness. acquire different ways of expressing and Throughout regulating emotion. As an example. our cognitive. once in the museum.eir dei•e1opment and growth as lead•r amet as iiuman beings. hearing about Freud’s cases and seeing examples of how the unconscious may affect their lives. leadership development professionals give their clients another lens for perceiving behavior and another key to changing it. By exploring our emotions. Cognition and emotion together eventually determine what we do and what we don’t do. and how their feelings affect their behavior. Emotional awareness also allows us to predict what kind of situations we naturally seek or avoid. or reveal their anxiety through complaints or negative comments. 4 . thinking side becomes more sophisticated.THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE not letting them get rid of things that become a hindrance to tF. The third premise of the clinical paradigm is that our emotions coiitrihute to our idexi it and _hehavior. and what kind of people we prefer or loathe. However. they start to realize how making the effort to look into oneself may signihcantly boost career and life success.