模塊 #1：對話導向象限（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.
我之前有一隻漂亮有點古怪的狗，叫餅乾，它參加了許多我教授的在線課程，因爲它其實趴在我的腿上，直到它老了，魂過彩虹橋。人們經常會問，它是什麼品種，可以脫口而出的是：騎士查理王獵犬。這個血統名很長，通常縮寫爲CKC。每次我介紹它，這麼可愛的小狗狗竟然有這麼嚴肅的品種名稱，我就覺得很有意思。
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).
在這裏，我將再次以這種方式介紹我們曾經在過去的兩年教練培訓中使用的心愛的地圖工具。這是個簡單（也可能容易）的地圖工具，有一個嚴肅的名字，也有一些好的理由（參見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.
這個地圖工具的靈感源自國際微觀分析協會的Joel Simon和Lance Taylor，當我通過歸納檢驗來教練和教授如何在互動中做出反應時，他們教會我聚焦於讓共建可見。
Observation #1: Timeline of the Narrative 觀察#1:敘事的時間線
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.
我們可以聽到這個，不只在教練設定中，也可以在朋友、同事和家人之間的日常對話裏聽到。在我們的敘事裏似乎總有一個固定的時間線。這是我和Andrew對話中的一小段節選，他打算在他的職業生涯中做一個重大的改變。
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，現在我感覺到時候了。我過去非常害怕面對別人，但是很明顯，不再是了。我過去很擔心人們對我的看法或者感覺，那花了好長時間才克服。現在，這個機會比我認爲的來的要早，開始的有點小恐慌。但是，對吧，你永遠不可能完全準備好。（節選自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?
你在此會說什麼？等等，在我們考慮接下來要說什麼之前，你聽到了什麼？是什麼引起了你的下一個反應-是一個陳述、一個問題、一個微笑，還是上面所有的？如果我們從時間軸的角度來看Andrew所說的，你聽到他說了什麼關於他的過去，什麼關於他的未來？你會把它們畫在水平時間線的哪個位置？
Observation #2: Content of the Narrative 觀察#2:敘事的內容
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?
在象教練這樣的對話中，對話的內容可能比普通對話更兩極化，人們的敘述內容會在好和不好之間映射一個光譜。你可以想象，好的東西是人們想看到的，繼續、增加和在他們的生活中成長：交互、時刻、經歷、想法、決定、態度、感受，以及我們在生活中想要的更多的希望。相反的一端是不好的東西，人們不想它。借用面對面對話微觀分析（MFD）的工作，這些可以被稱爲積極內容和消極內容。回到Andrew所說的，你會將他所說的放到哪兒呢？
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.
你可能已經注意到了，對內容的映射可能不象時間軸那麼清晰。部分因爲我們僅僅是看書面的文字，忽略了他意思裏的其它聲覺和視覺行爲，可能當我們試圖在別人的生活裏去映射、判斷內容代表好或者壞的時候，我們可以有更多的空間。但是你已經知道要點了。借用Korzybski（1933）的觀點，畢竟是地圖而已，而不是領土。
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?
把時間軸和內容放在一起，瞧，我們就有了象限。現在，我們可以稱它們爲：積極的未來（Q1）、積極的過去（Q2）、消極的過去（Q3），以及消極的未來（Q4）。足夠簡單吧？
Observation #3: Orientation of the Narrative 觀察#3:敘事的導向
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?
在教練過程中，哪（幾）個象限是教練需要關注的？哪（幾）個象限最有用？如果不假思索，多數教練會回答Q1（積極的未來）。是的，是的，Q2、Q3和Q4，它們都是有用的，雖然有可能不是必要的。無論是你認爲Q1還是其它象限，問題都不是哪個象限，而是我們在做我們所說的我們在做的嗎？
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.
我在面對面對話微觀分析裏學到的最深刻的教訓之一就是觀察問題是如何工作的。正如Healing和Bavelas（2011）所說的，“所有問題都是‘加載了的問題’；實踐者的選擇是如何按對客戶有用的預設‘加載’它們”。客戶通常會接受我們的預設並按照我們所要求行事。
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場問題。預設是什麼？它們它我們的客戶導向哪個象限？這是如何運作的？
"What brought you here today?"
"How can I help you?"
"How will you know that this was useful for you?"
今天是什麼把你帶到這兒來了？
我怎樣能幫助到你呢？
你怎麼知道這會對你有用呢？
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，去向了問題讓他們關注的方向。這些沒有被挑戰的預設被接受爲共同認同的一致立場。這種導向發生在開始階段，發生在對話的中間位置，貫穿整個對話過程，包括我們的手勢、語言、公式和問題。畢竟，所有我們可以做的只是導向，而不是移動，讓客戶朝着他們想要的方向發展。這是教練輕鬆工作中最困難的部分。
Thoughts: Using the Tool for Its Intended Use 思考：按其預期用途使用工具
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是作爲一種特定目的的工具而開發的。我們發現，在觀察和反思時，這是一個很有用的學習工具。觀察需要一個觀察對象-在這種情況下是一場對話-而反思需要弄清楚我們所要注意的東西。
Inspired by many practitioners we've met on the way, the quadrants are named this way:
受到我們在路上遇到的一些實踐者的啓發，象限是如此命名的：
When taught as a concept without practice, this model carries a significant risk of reducing the sophisticated dialogic process to a clunky two-by-two. Pull out your old tape if you have one, record a new one with your phone, and sit and observe:
當它被作爲一個概念教授而沒有實踐時，這個模型會帶來很大的風險，即把複雜的對話過程簡化爲笨拙的二乘二矩陣。如果你有，就拿出你的舊磁帶，用你的手機錄上一段新的，然後坐下來觀察：
How are your questions orienting your clients?
Map your client's responses on the map as much as you can preserving their language.
Out of all the building blocks on the map (or not), which ones did you respond to? How come? How did you respond?
After your response (however micro or macro), what happened to the client's narratives and utterances? Does it shift from one quadrant to another? Does it stay?
What are some other ways of responding in each of the quadrants? (See Opportunities paper by Joel Simon and Lancy Taylor for this idea)
你的問題是如何引導你的客戶們的？
將客戶的回答映射到象限中，儘可能保留客戶的語言。
在映射中的所有內容中（或沒有），你迴應了哪些？怎麼來的？你如何迴應的？
在你迴應之後（無論是宏觀的還是微觀的），客戶陳述和話語發生了什麼變化？它從一個象限轉移到另一個象限了嗎？還是停留了？
在每個象限中，還有哪些其它的迴應方式？（關於這個想法，請參閱Joel Simon和Lancy Taylor關於機會的論文）
I hope this is useful and usable in your coaching conversations for many of you.
我希望對你們中許多人的教練對話是有用而且可用的。
Now, listen around, you'll hear it.
現在，仔細聽，你會聽到。
Reference: Healing, S., & Bavelas, J. (2011) Can Questions Lead to Change? An Analogue Experiment. Journal of Systemic Therapies, 30 (4), p.46).
轉自：對話導向象限（譯）