MODULE ONE

Ethics of
Recovery Coaching

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One of the greatest challenges to anyone in the

support or recovery field is to understand and maintain
the boundaries of their responsibilities.



Module One
Ethics of Recovery Coaching

In Module One, you will learn

The Definition of Ethics in Recovery.

The Four Positive Elements of Recovery Coaching.

The Values of Recovery Coaching.

Modern Communications and Ethical Behavior.

Definition of Telehealth Services and the Ethics of Provision.

Understanding Your Area of Expertise.

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The Definition of Ethics in Recovery

Persons serving as recovery coaches, rather than being legitimized through tradi-
tionally acquired education credentials, draw their legitimacy from experiential
knowledge and experiential expertise (Borkman, 1976). Experiential knowledge is
information acquired about recovery through the process of ones own recovery or
being with others through the recovery process. Experiential expertise requires the
ability to transform this knowledge into the skill of helping others to achieve and
sustain recovery.1

The ability to provide this support in the recovery process is extremely valuable to
both the individual and the coach. However, the vulnerability of both individuals,
especially the client is evident. The diagram below illustrates the strengths of the
coaching relationship in the recovery process.

Individuals can
Can be an Support coaching Recovery support
benefit from
adjunct to other spans a longer period relationships are
non-clinical based
services of time less hierarchical
service

1
http://www.bhrm.org/recoverysupport/EthicsPaperFinal6-8-07.pdf

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Four Positive Elements of Recovery Coaching 2

First, recovery support needs span the periods of...

Pre-recovery engagement

Recovery initiation

Recovery stabilization

Recovery maintenance

Second, recovery support relationships are less hierarchical (less differential of

power and vulnerability) than the counselor-client relationship, involve different
core functions, and are governed by different accountabilities.

Third, individual consumers of peer-based recovery support services differ in the

kind of non-clinical support services needed, and it is not uncommon for the same
person to need different types of support services at different stages of his or her
addiction and recovery careers.

Fourth, peer-based recovery support services can constitute an adjunct to treat-

ment (for those with high problem severity and low recovery capital) or an alterna-
tive to addiction treatment (for those with low-moderate problem severity and
moderate-high recovery capital).

The question is: How does does one maintain ethical behavior in whilst serving in
this role? On the next page, you will see an interactive exercise to test yourself
with regards to your own understanding of recovery coaching and ethical behavior.
This has been adapted from an existing exercise.3 Put a checkmark in the appropri-
ate box.

2
http://www.bhrm.org/recoverysupport/EthicsPaperFinal6-8-07.pdf

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Below, you will see an interactive exercise to test yourself with regards to your own under-
standing of recovery coaching and ethical behavior. This has been adapted from an existing
exercise.3 Put a checkmark in the appropriate box.
Zone of Zone of Zone of
Behavior of Recovery Coach in Recovery Safety Vulnerability Abuse
(Always okay) (Sometimes (Never okay)
Support Relationship okay; some-
times not)
Giving positive feedback
Giving constructive criticism or feedback
Giving compliments (You look terrific today)
Giving a hug
Giving a small gift or card (such as a birthday card)
Lending or borrowing money
Invitations to lunch or dinner
Invitations to your home or a friends home
Revealing personal details of your own problems
Giving examples of other peoples struggles
Attending a recovery meeting
Giving a client your cell number
Giving a client a non-personal cell number for emergency situations
Telling a client they can call you anytime, day or night
Engaging in a friendship outside of the coaching relationship
Engaging in a sexual relationship
Giving the client advice on a sexual matter
Advising the client you can give them other advice such as legal or
financial advice
Using profanity or drug slang to try and sound cool

3
http://www.bhrm.org/recoverysupport/EthicsPaperFinal6-8-07.pdf

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The fact is, ethics is an enormous topic and there is only the possibility of scratching
the surface here. Recovery coaches will be, to some extent, like professional coun-
selors, on their own. Although there are laws and there are association policies and
procedures, each individual must, to a degree, govern their own actions.

Ethics and recovery coaching is also about the values that one adopts in their own
behavior on a daily basis. The ways in which we perform in our jobs and other obli-
gations reflects these values. Some of the values that have been recognized as being
important to the role of a recovery coach include the following:

Values of Recovery Coaching

Honesty | The ability to be honest with oneself, ones colleagues and clients
Self-awareness | Knowledge of oneself and the ability to understand and be
cognizant of ones boundaries and respect of these boundaries
Self-improvement | The ability and interest in continuous self-improvement
and continuing education in ones field
Credibility | The ability to be believable credibility also involves honesty
Walk what you talk
Self-compassion | While coaches are obviously expected to have compassion
for others, self-compassion is also extremely important forgive yourself for
your own mistakes (we all make them) and allow yourself to move forwards
Dignity | Perform your role with a sense of grace and understanding for the
human experience
Tolerance | The ability to be tolerant of oneself and others: this embodies the
ability to practice across cultures and religious beliefs
Self-care | It is absolutely critical to practice self-care (which will be covered
in more depth in another The fact is, ethics is an enormous topic and there is
only the possibility of scratching the surface here. Recovery coaches will be, to
some extent, like professional counselors, on their own. Although there are laws
and there are association policies and procedures, each individual must, to a
degree, govern their own actions.

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Modern Communications and Ethical Behavior

Modern communications has changed and challenged the ways in which we communicate today.
As discussed in the section on telehealth below, there is a need to adopt ethics in relation to tele-
health and telemedicine. But, what are the ethics of modern communications? What are the rules
we should adhere to? In this section, we will discuss some new territory in the area of recovery
coaching the ethics of emails, texts, phone calls, and videoconferencing.

Today, the notion of sending and receiving emails is almost like getting up and making ourselves a
cup of copy. Its so automatic, that we dont even think about it. But, sending and receiving emails
from a client (through establish channels only) IS a challenge. Heres a common way of sending
emails today:

SENDER: hey, how ya doin? me doin ok but don know what 2 do with my time as things
r a bit slow at the shop whatcha doin wit ur time 2day?

In terms of sending emails to a client, this could obviously not work.

Poor spelling
Poor grammar
Too informal

Unclear content

GUIDELINES FOR SENDING AND RECEIVING EMAILS

Use only an established professional email for contact, NOT a personal email
Obtain written permission from the client to send and receive emails
Provide clients with a list of issues and subjects that can and cannot be dealt with by phone
Provide the client with guidelines for what can and cannot be discussed via email
Advise the clients of the risk of sending personal information via email despite the fact that all
proper precautions will be in place (and advise the client of these precautions)

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Send only the barest necessities via email do not get into long emails that provide detailed
advice this should be saved for in-person meetings, or phone or videoconferencing
Always use a formal, professional tone NEVER be impersonal or informal for example:
Dear Ms. Smith.Regards, Jane Doe this level of formality provides an appropriate boundary
between coach and client
Never add a BCC this is inappropriate add CC only when necessary or required, or requested
Keep information short and practical
Be very clear in the email about what you want/need to say
Make sure clients know that emails are an IMPRECISE form of communication and there could be
misunderstandings ask them to follow up with clarification questions as needed
MORE ON EMAIL COMMUNICATIONS FROM THE ONLINE THERAPY INSTITUTE : Interacting Using
Email, SMS, @replies, and other on-site messaging systems: Practitioners are aware that third-
party services that offer direct messaging often provide limited security and privacy. Practitio-
ners remain aware that communicating on such systems with clients may expose confidential
client data to third parties. Practitioners inform clients at the beginning of treatment about
appropriate ways to contact them and let clients know that if they choose to send messages on
these networks, these messages may be intercepted by others. Practitioners are aware that all
messages exchanged with clients may become a part of the clinical and legal record, even when
strictly related to housekeeping issues such as change of contact information or scheduling ap-
pointments. All therapeutic communication should offer encryption security or the equivalent.
Practitioners should define the record according to the laws of their jurisdiction and according
to their defined professional scope of practice

GUIDELINES FOR PHONE CONTACT

Provide clients with guidelines for phone calls regular and emergency stick to these
guidelines and dont allow the client to misuse them
Obtain written permission from the client to send and receive emails
Provide clients with a list of issues and subjects that can and cannot be dealt with by phone
Make sure you have a secure line for the conversation a landline is best but if its a cellphone,
make sure the call cant be dropped
Make sure you have the amount of time available that you stated you would provide
Make sure the sound level is appropriate check with the client periodically to make certain
they can hear you

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Ask the client for feedback once the call is over did the call work for you? What could be
improved?
At the end of each phone call write down detailed notes just as if this had been an in-person
session and place them in the clients file

GUIDELINES FOR VIDEOCONFERENCING OR SKYPE

Provide clients with guidelines for videoconferencing regular and emergency stick to these
guidelines and dont allow the client to misuse them
Obtain written permission from the client to provide services via Skype or other technology
Provide clients with a list of issues and subjects that can and cannot be dealt with in video
sessions
Make sure you have a secure line for the conversation
Make sure you have the amount of time available that you stated you would provide
Make sure you are in a private, quiet space and there will NO interruptions
Make sure the sound level is appropriate check with the client periodically to make certain
they can hear you
Dress professionally and appropriately just as if a client was to see you in person
Check in with the client 10 minutes ahead of time either by phone or email to let them know
the session will begin in case they need a few extra minutes to prepare themselves
Act just as you would in an in-person session; do NOT use this time to chat informally or discuss
inappropriate topics keep the client on track just as you would in person

FURTHER READING | PRACTICE GUIDELINES FOR VIDEOCONFERENCING TELEBASED MENTAL HEALTH: http://
virtualservices.kansasworks.com/About/Documents/Telemental%20Health2.pdf

4
http://onlinetherapyinstitute.com/ethical-framework-for-the-use-of-social-media-by-mental-health-professionals/

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Definition of Telehealth Services and the Ethics of Provision

Use of Electronics Exchanging
Transmission of Advise and Health Health Advice
for Long Distance Health Services
Medical Data Promotion by Phone
Care for Education

Telehealth5 is the use of electronic information and telecommunications technologies to support

long-distance clinical health care, patient and professional health-related education, public health
and health administration. Technologies include videoconferencing, the internet, store-and-forward
imaging, streaming media, and terrestrial and wireless communications.

The advancement of healthcare into telemedicine and telehealth has forever altered the ways in
which people receive care for their healthcare issues. This impacts on Recovery Coaches and the
ways in which they work with people who utilize their services. As stated above, ethical behavior is
the foundation for all work in recovery.

Some of the issues identified in telehealth are6:

Is telehealth the best option for patients?
What is the impact of telehome-care on patients and carers well-being/
How will it affect the doctor-patient relationship and the art of medicine?
Could telehealth exaggerate inappropriate adoption and utilization of medical technology?
Will it increase equity and equality of access to services or exaggerate differences between the
better off and the poor, the educated and the less educated?
Will it contribute toward social cohesion or amplify social isolation and exclusion?
Will telehealth be used for empowerment of patients or will its main aims be cost cutting and
control (e.g., standardization of medical practices)?

The Center for Health Ethics at the University of Missouri suggests the following could be issues
related to ethics and Telehealth7:
Professional expectations in meeting a new, higher standard of car
Telemedicine as a potential new form of access discrimination
Technology as added burden for patients with chronic and terminal illness
When virtual visits replace actual visits
5
http://www.hrsa.gov/ruralhealth/about/telehealth/
6
http://www.lse.ac.uk/LSEHealthAndSocialCare/pdf/PUBLICATIONS/conford_2_ethical.pdf
7
http://ethics.missouri.edu/docs/telehealth_challenges.pdf

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The impact of losing touch on trust and the healing relationship

The risk of exploitation when using new and expensive technology
Depersonalization in the use of store and forward technology
Privacy and confidentiality issues
Improving health care access in underserved populations

PRACTICAL STRATEGIES FOR RECOVERY COACHES

Maintain confidentiality in all aspects of service
Keep accurate and complete records of all services provided and all communications
Be familiar with all aspects of the technology being used
Be certain you have informed consent to provide services
Deveop strategies to establish rapport with clients via electronic communications
Transmission of data only via secure networks and methods of communication (using encryption
codes and firewalls)
Participate in continuing education to understand implications of telehealth and telemedicine

INTERACTIVE EXERCISE
I am I am not I have the I dont
Skills willing willing resources have the
I have Skills I to work to work I need resources
Recovery Coach confi- need to on this at on this at to work I need at
Skills dence in develop this time this time on this this time
Good communication
Understanding of telehealth
technologies
Understand informed consent
Know how to keep accurate
records
Understand all aspects of
confidentiality
Able to keep confidentiality
in all aspects of work
Participates in continuing
education
Able to establish rapport via
telehealth technologies
Knows the boundaries of
recovery coaching

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Recovery coaches should remember...

The nature of the professional-patient relationship changes dramatically, as tele-
medicine challenges traditional concepts of privacy and confidentiality (Telemedi-
cine Association of Oregon, 2004.)
http://www.nursingtimes.net/nursing-practice/clinical-zones/management/telemedicine-in-health-
care-2-the-legal-and-ethical-aspects-of-using-new-technology/5008068.article

Informed Consent
Download a samle form from http://www.protzeltherapy.com/

Advice on Ethics and Telehealth Services from American Mental Health Counselors Association8
Technology-assisted counseling includes but is not limited to computer, telephone,
internet and other communication devices. Mental health counselors take reasonable
steps to protect patients, clients, students, research participants and others from
harm. Mental health counselors performing technology-assisted counseling comply
with all other provisions of this ethics code. Mental health counselors:

1. Establish methods to ascertain the client's identity and obtain alternative methods of contacting
the client in an electronic emergency.

2. Electronically transfer client confidential information to authorized third-party recipients only

when both the mental health counselor and the authorized recipient have secure transfer and
acceptance capabilities as state and federal laws regulate.

3. Ensure that clients are intellectually, emotionally, and physically capable of using technology-assist-
ed counseling services, and of understanding the potential risks and/or limitations of such services.

4. Provide technology-assisted counseling services only in practice areas within their expertise.
Mental health counselors do not provide services to clients in states where doing so would violate
local licensure laws or regulations.

5. Confirm that the provision of technology-assisted counseling services are not prohibited by or other-
wise violate any applicable state or local statutes, rules, regulations or ordinances, codes of profes-
sional membership organizations and certifying boards, and/or codes of state licensing boards.

8
http://www.zurinstitute.com/ethicsoftelehealth.html

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Ethical Guidelines for Psychologists Providing Psychological Services

via Electronic Media 9

(Note: This comes from the Canadian Psychological Association and is currently the most complete
document on electronic services although it is for psychologists, recovery coaches can benefit from
these guidelines.)

Introduction

These guidelines apply to the evolving and increasing practice of providing e-services
to clients; that is, providing services through electronic media (e.g., telephone,
video-conferencing, e-mail, chat rooms). The guidelines apply to services that re-
quire a contractual relationship between a psychologist and client; they do not apply
to the use of these media to provide general educational or resource information.

The guidelines are derived from the ethical principles and values of the Canadian
code of ethics for psychologists (CPA, 2000), which provides an ethical framework
and standards for the professional activities of all members of the canadian psycho-
logical association, or of members of other bodies that endorse or have adopted this
code. However, the guidelines address issues that are unique to the use of electronic
media; they do not duplicate relevant standards in the code. As such, the guidelines
should be used in conjunction with the most recent version of the code. Each guide-
line is referenced with one or more ethical values used in the code.

As significant new technology is emerging continuously, the guidelines avoid being

technology specific.

9
http://www.cpa.ca/aboutcpa/committees/ethics/psychserviceselectronically/

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Guidelines

Principle 1 | Respect for dignity of persons

1. When obtaining informed consent for electronic provision of services, psychologists include
information about the particular nature, risks (including possible insufficiency, misunderstand-
ings due to lack of visual clues, and technology failure), benefits (including appropriateness and
advantages re distance, convenience, comfort), reasonable alternative service options (e.g.,
in-person services, local services from an available health service provider of another discipline),
and privacy limitations (including the possibility of interception of communications) of providing
services through the particular electronic medium/media to be used. (informed consent)

2. Psychologists providing services to clients for whom capacity to consent or freedom of consent
may be an issue to arrange for an in-person contracting session, either with themselves or with
another qualified health care practitioner. (informed consent, freedom of consent)

3. If a substitute decision maker is needed to provide consent (e.g., a parent), the identity of the
substitute decision maker is verified in person, either with themselves or with another qualified
health practitioner. (protection for vulnerable persons)

4. Psychologists educate themselves regarding current practices and security devices for electronic com-
munications, and use those systems and practices that are reasonably available, and that best protect
their clients privacy. (privacy, confidentiality)

5. Psychologists inform clients of their security practices, and reach agreements with clients regard-
ing maximization of security for each client, including whether the client will require any special
equipment (e.g., special software) to access and transmit information and, if so, whether the
psychologist provides the special equipment as part of the services. (privacy, confidentiality)

6. In situations where it is difficult to verify the identity of the client being served electronically,
steps are taken to address impostor concerns (e.g., by use of identity code words or numbers).
(privacy, confidentiality)

Principle 2 | Responsible caring

1. Psychologists keep up to date with the e-service literature, including research literature regard-
ing the efficacy and effectiveness of services using electronic media, and take this literature into
consideration when deciding what services to provide to which clients, with what methods, and
under which circumstances. (competence, maximization of benefit)

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2. Psychologists do not attempt to address a problem using electronic media unless they have demon-
strated their competence to do it in in-person services. (competence)

3. Psychologists ensure that prospective clients for e-services receive an adequate assessment of their
needs. If the type of service being offered requires in-person assessment, psychologists provide such
assessment or arrange for another health care provider to conduct the assessment prior to beginning
e-services. (risk/benefit analysis)

4. Psychologists develop e-service plans that are consistent with the clients needs and the limita-
tions of e-services. (maximize benefit)

5. The clients record includes hard copies of all online communications of a material nature, and
notes regarding contacts of a material nature using other electronic media. (maximize benefit)

6. Prior to beginning e-service, the psychologist obtains from the client the name and phone
number(s) of someone for the psychologist to contact in an emergency. (maximize benefit,
minimize harm)

7. Prior to beginning e-services, psychologists discuss with clients the procedures to be followed in
an emergency. Psychologists collaborate with clients to identify a qualified health care provider
(e.g., the family physician) who can provide local back-up assistance, and to determine the local
crisis hotline telephone number and local emergency telephone numbers. (maximize benefit,
minimize harm)

8. Psychologists make adequate plans for accessing and responding to messages left by clients in
electronic form during times of psychologists unavailability, illness, or incapacity. (maximize
benefit, minimize harm)

9. Psychologists inform clients of alternative communication procedures if there is a technology

failure. (maximize benefit, minimize harm)

10. If a client is receiving only e-services (i.e., not combined with any in-person services), and it be-
comes evident that the client would receive significantly greater benefit from in-person services,
and such services are available, psychologists provide in-person services or refer the client to a
qualified professional who can provide such service. (maximize benefit, minimize harm)

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Principle 3 | Integrity in relationships

1. Psychologists set appropriate boundaries with clients regarding their availability. (avoidance of
conflict of interest)

2. Psychologists ensure that the possible convenience and financial advantages of providing e-servic-
es are never allowed to outweigh the best interests of clients. (avoidance of conflict of interest)

3. Psychologists inform themselves of jurisdictional requirements regarding licensure or certifica-

tion, and are licensed or certified in any jurisdiction that requires licensure or certification of
psychologists providing e-services to persons who reside in that jurisdiction. This may include be-
ing licensed or certified both in a clients home jurisdiction, as well as being licensed or certified
in the psychologists own home jurisdiction. (reliance on the discipline)

Principle 4 | Responsibility to society

1. To prevent the loss of security of assessment techniques, psychologists do not administer elec-
tronically any psychological tests for which such administration would put the security of the
assessment techniques at risk or would violate any copyright restrictions. (beneficial activities)

2. Psychologists obtain, where feasible, liability insurance coverage for their e-services. (beneficial
activities)

3. Psychologists provide to clients relevant contact information (e.g., mailing address, phone
number, fax number, website address, and/or e-mail address) of all appropriate certification/
regulatory bodies. (beneficial activities)

4. Psychologists familiarize themselves with and honor the relevant laws and regulations of all juris-
dictions to which they provide e-services. This includes such matters as age of consent or defini-
tions of capacity to consent, and requirements for mandatory reporting. (respect for society)

Understanding your area of expertise

One of the greatest challenges to anyone in the support/recovery field is to un-

derstand and maintain the boundaries of your responsibilities. To go beyond these
boundaries would imply that you are capable of and trained in a higher degree of
skills than you really are. This deceives the client and is an unethical way to practice
as a recovery coach. So, how does one know what they should and should not do as a
recovery coach?

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Here are some excellent guidelines10.

Relationship is primary. The relationship between recovery coach and participant is central
to recovery.

Services are strengths based and person-centered. Recovery coaches use a person-first ap-
proach; individuals are "people first" - with unique qualities -who have behavioral health and
other challenges and are in need of services.

Resources and supports are integrated into team practice. Clinical consultation and collabora-
tion with therapists, psychiatrists and nurses enriches service quality.

Peer support. Peer support, formal and informal, helps team members and people receiving services.
Assertive outreach and referrals. Teams establish personal relationships with key community
organizations and referral sources.

Recovery plans. Every person develops a recovery plan that reflects individual goals, services and
supports needed to help attain those goals, and includes the responsibilities of all parties involved.

Community. Recovery coaching is part of the community and helps create relationships that im-
prove knowledge, engagement, public health, safety, civic involvement and access to resources.

Empowerment - recovery coaches help participants identify personal goals and build skills to
attain those goals. Recovery coaches help participants develop.

Hope, individuality, choice, peer support, community connection, personal responsi-

bility, meaningful life, advocacy and resources are the core recovery concepts.
Hope is essential; it is the foundation for recovery, and supports the belief in the individuals
potential to experience a full and satisfying life connected to the community of ones choice.
Recovery is a process; it is not linear.
Recovery is a unique and personal journey.
Recovery focuses on the person, not the illness.
Recovery refers to the process of moving forward in dealing with illness, as well as dealing with
the stigma and catastrophic events that often occur as a byproduct of having a mental illness.
Outcome measures are oriented to peoples achievement, functioning and choice and quality of life.
People are responsible for life decisions; recovery is directed by the individual, with support
from a variety of services and resources. Access to community resources is necessary to promote
wellness and recovery; these resources include behavioral health services, self-help, education,
employment, advocacy groups and peer support.
10
http://www.montcopa.org/DocumentCenter/View/5433 Cultural competency supports respect for individuals cultural
and spiritual differences as well as their special needs.

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Individuals are encouraged to make their own informed choices about their lives and support
systems; these choices are respected.
Peer support is highly valued, offering hope through the unique empathy and understanding that
come from peer relationships.
Everyone is entitled to an individually determined meaningful life that allows for the pursuit of
roles, interests and activities that add richness and meaning to life.
Everyone is offered opportunities and support to be his or her own advocate and a voice for recovery.

Interactive Exercise
The exercise below is designed to help you get in touch with a sense of your own
skills as a recovery coach.
I know where
I am confi- I lack confi- I am to access
dent in my dence in my ready to resources to
ability ability develop develop this
Skills to do this to do this this skill skill
Knowledge of my boundaries as a
recovery coach
Understanding my role as a recovery coach
Ability to focus on the person and not the
illness or situation
Ability to accept that recovery is a
journey and a process with no specific
timeline
Ability to accept the individual is
ultimately responsible for their own
decisions and choices
Ability to maintain a proper relationship
between coach and client
Ability to respect other peoples belief
systems and cultural values
Ability to maintain hope and positivity in
the coaching relationship
Ability to work within the proper
boundaries
Ability to accept the need for advice and
support when needed
Ability to refer the client to appropriate
resources

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One of the ways recovery coaches can work within the proper boundaries is to con-
tinue their own education and training. A continuing education plan can assist in this
process. Three ways to do this11.

Shadow a Find and work Attend internal and

seasoned coach with a mentor external training

Here are additional guidelines for your work as a recovery coach12.

Listen without judgment to the persons experiences, thoughts and feelings about participating in
clinical services.

If the person has no clinical supports, explore the pros and cons of engaging in treatment; iden-
tify barriers and develop strategies to address the barriers.

Be familiar with the array of services available to people; explore options that best fit peoples
preferences.

For people with clinical supports, become familiar with the services they use and the clinicians
they see. Get authorizations to release and receive information, and communicate frequently.

Set up a recovery planning meeting with the participant and his/her treatment team.
Be sure that the treatment goals and the recovery goals are on the same page and mutually
supportive - one overall goal is best.

Discuss action steps, responsible parties, and communication pathways.

Encourage mutual learning (Recovery Coach and participant) about mental illnesses and symptoms
and related best clinical and support practices.

Use team clinical consultation meetings to increase your knowledge about mental illnesses,
symptoms, challenging behaviors, and Recovery Coaching techniques to help people with issues
they are experiencing.

Call therapist or psychiatrist directly for urgent needs; ask specific questions.
Accompany the person to an appointment if requested, or if there is a need for greater collabora-
tion. With the participant, clarify your role in the meeting.

Support strategies learned in treatment sessions and skill-based groups by helping people practice
new skills in the community.
11, 12
http://www.montcopa.org/DocumentCenter/View/5433

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Interactive Exercise
A final exercise. This one is designed to help you access your own feelings about your work.
My feelings This is This is This is
about my work completely true somewhat true not true at all
I am completely comfortable in my role
as a recovery coach
I feel I have all the training
I need to serve as a recovery coach

I feel I have access to all the resources

I need to serve as a recovery coach
I feel that in my role I am working in a
positive way
I am satisfied with how I perform
my role
I am satisfied with the responsibilities
I am given
I am satisfied with the support I receive
in my role

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