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Journal articles on the topic 'Coaching psychology'

To see the other types of publications on this topic, follow the link: Coaching psychology.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Passmore, Jonathan, Marie Stopforth, and Yi-Ling Lai. "Defining coaching psychology: Debating coaching and coaching psychology definitions." Coaching Psychologist 14, no. 2 (December 2018): 120–23. http://dx.doi.org/10.53841/bpstcp.2018.14.2.120.

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As part of the current strategy, the SGCP has been reviewing its standards. Considered as fundamental to this journey, we have also taken the opportunity to revisit the nature of coaching psychology. What is ‘coaching’? How does it differ from ‘coaching psychology’? In this paper we aim to provide a short review of definitions and offer thoughts on a new definition for coaching psychology.

2

Stewart, Lorna J., Siobhain O’Riordan, and Stephen Palmer. "Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation." Coaching Psychologist 4, no. 3 (December 2008): 127–33. http://dx.doi.org/10.53841/bpstcp.2008.4.3.127.

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Coaching has become accepted as a valid and effective development strategy. This acceptance has been accompanied by an emphasis on professionalising coaching, has raised the profile of coaching psychology, and has resulted in a demand for evidence-based coaching. This article suggests that a theoretically-grounded means of evidencing coaching’s effectiveness and value is central to the evolution of coaching psychology as a discipline. It proposes that an holistic evidence-based coaching framework would provide a sound foundation for coaching evaluation.

3

Son, ChongNak. "Personal Construct Psychology, Coaching Psychology, and Personal Construct Coaching." KOREAN JOURNAL OF COACHING PSYCHOLOGY 2, no. 2 (December 31, 2018): 1–21. http://dx.doi.org/10.51457/kjcp.2018.12.2.2.1.

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4

Tokuyoshi, Yoga. "Coaching Psychology workshop for coaching skills." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): TWS—005—TWS—005. http://dx.doi.org/10.4992/pacjpa.79.0_tws-005.

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5

Whybrow, Alison. "Coaching Psychology in Australia: The Interest Group in Coaching Psychology: The Third National Coaching Psychology Symposium." Coaching Psychologist 4, no. 3 (December 2008): 188–89. http://dx.doi.org/10.53841/bpstcp.2008.4.3.188.

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6

McQuaid, Michelle. "Positive psychology coaching." Organisationsberatung, Supervision, Coaching 24, no. 3 (July 28, 2017): 283–96. http://dx.doi.org/10.1007/s11613-017-0510-8.

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7

Rowan, John. "Coaching psychology and positive psychology." Coaching Psychologist 1, no. 2 (November 2005): 20–21. http://dx.doi.org/10.53841/bpstcp.2005.1.2.20.

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8

Law, Ho, B. Les Lancaster, and Nikki DiGiovanni. "A wider role for coaching psychology – applying transpersonal coaching psychology." Coaching Psychologist 6, no. 1 (June 2010): 24–32. http://dx.doi.org/10.53841/bpstcp.2010.6.1.24.

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This paper aims to address the wider role of coaching psychology by showing how:1. The coaching profession is entering a new realm of coaching consciousness that is beyond the current state of engagement – that is – transpersonal coaching psychology.2. Transpersonal coaching can be grounded in transpersonal psychology.3. Transpersonal coaching psychology can be used to lever social change that could have a significant impact upon our environment.The above is based on our contributions to the 2nd European Coaching Psychology Conference’s symposium entitled ‘Transpersonal Coaching Psychology and the Environment’ in December 2009. The paper also forms a continuous dialogue in response to Outhwaite and Bettridge’s (2009) call for coaching to be used as a means to meet an organisation’s Corporate Social Responsibility (CSR) as well as an individuals’ psychological, cultural and spiritual needs.

9

Passmore, Jonathan. "Coaching Psychology: Applying Integrative Coaching Within Education." International Journal of Leadership in Public Services 2, no. 3 (September 2006): 27–33. http://dx.doi.org/10.1108/17479886200600031.

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10

Grant, Anthony M. "Developing an agenda for teaching coaching psychology." International Coaching Psychology Review 6, no. 1 (March 2011): 84–99. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.84.

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The research and practice of coaching psychology has developed considerably over the past 10 years. However, if coaching psychology is to continue to grow and develop, an educational and teaching framework needs to be established. Very little attention has been paid in the published literature to the teaching of coaching psychology. The aim of this paper is to stimulate discussion about the teaching of coaching psychology and to start the process of developing a teaching agenda, including delineating some of the concepts, theories and skills that can be seen to lie at the core of coaching psychology. Drawing on the Australian Psychological Society and the British Psychological Society definitions of coaching psychology it is proposed that the following areas should form the core of an education in coaching psychology; an evidence-based approach to practice; ethical principles; professional models of practice; mental health issues in coaching; cognitive-behavioural theory as applied to coaching; goal theory; change theory; systemic theory as applied to coaching (including group process and organisational applications); core applied coaching skills and their application to skills, performance, developmental and remedial coaching; and applications of coaching psychology to specialised areas of practice such as executive coaching, workplace coaching, health coaching, life coaching, and peak performance coaching, in addition to non-core specialist areas of theory such as applied positive psychology, solution-focused approaches, cognitive-developmental, narrative, psychodynamic and Gestalt approaches. Coaching psychology as a psychological sub-discipline is well on the way to developing a coherent area of research and practice. It now needs to develop and formalise a body of teachable knowledge that can sustain and advance this new area of behavioural science.

11

Antonova, N. V., and E. A. Naumtseva. "The Problem of Coaching Effectiveness: Research in the Framework of Coaching Psychology." Современная зарубежная психология 11, no. 1 (2022): 94–103. http://dx.doi.org/10.17759/jmfp.2022110109.

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The article analyzes the problem of coaching effectiveness in the framework of coaching psychology, which is the young developing discipline that focuses on the psychological mechanisms of coaching. Coaching as a helping practice has been actively developing during recent years, but its effectiveness is still under debate. The article analyzes various theoretical approaches to coaching and concludes that cognitive-behavioral coaching (CBC) has the most developed evidence-based methodology. The methods and approaches for assessing the coaching effectiveness both in organizations and in individual work are analyzed. A multilevel model for assessing the effectiveness of coaching “a clock tower model” is also described. It includes both objective and subjective methods of assessment, as well as “process oriented” and “result oriented” methodologies for assessing coaching. The conclusion about the need to increase the share of quantitative and objective methods for assessing the effectiveness of coaching is made.

12

Whybrow, Alison. "Coaching Psychology: Coming of age?" International Coaching Psychology Review 3, no. 3 (November 2008): 227–40. http://dx.doi.org/10.53841/bpsicpr.2008.3.3.227.

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What does it mean to be a ‘coaching psychologist’? At the turn of this century, the phrases ‘coaching psychology’ and ‘coaching psychologist’ had rarely been conceived and infrequently used. Here, in 2008, we find an emergent profession of Coaching Psychology and with thousands of practitioners spread across the globe, characterised by the diversity of their contribution and the energy that they bring to this area of practice. What has enabled coaching psychology to progress to this point, apparently so quickly?What is the scientific basis for coaching psychology? The research base informing coaching psychology has started to shift. Rather than relying on findings from other psychological applications, underpinning evidence to support the application of psychological theories, frameworks and concepts specifically in coaching practice is strengthening.What do coaching psychologists do? How do they serve their clients? How do psychologists and coaches become coaching psychologists? These questions require us to make explicit our shared framework and standards of practice as a profession. It is also strongly argued that individual coaching psychologist practitioners clearly articulate their framework of practice.In this paper, I look forward to exploring these dimensions of coaching psychology and what that might mean for this emergent professional area of psychological practice.

13

SELIGMAN, MARTIN E. P. "Coaching and Positive Psychology." Australian Psychologist 42, no. 4 (December 2007): 266–67. http://dx.doi.org/10.1080/00050060701648233.

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14

Peterson, David B. "Handbook of coaching psychology." Coaching: An International Journal of Theory, Research and Practice 2, no. 1 (March 2009): 89–91. http://dx.doi.org/10.1080/17521880902781680.

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15

Palmer, Stephen. "A coaching psychology perspective." Psychology Teaching Review 14, no. 2 (2008): 40–42. http://dx.doi.org/10.53841/bpsptr.2008.14.2.40.

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16

Short, Emma. "Coaching Psychology in Action." Coaching Psychologist 6, no. 1 (June 2010): 44. http://dx.doi.org/10.53841/bpstcp.2010.6.1.44.

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Short, Emma, and Max Blumberg. "Coaching Psychology in Action." Coaching Psychologist 5, no. 1 (June 2009): 43–44. http://dx.doi.org/10.53841/bpstcp.2009.5.1.43.

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18

Whiley, Lilith A. "Introduction to Coaching Psychology." International Coaching Psychology Review 16, no. 2 (2021): 93–94. http://dx.doi.org/10.53841/bpsicpr.2021.16.2.93.

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19

Joseph, Stephen. "Person-centred coaching psychology." Coaching Psychologist 1, no. 2 (November 2005): 3–5. http://dx.doi.org/10.53841/bpstcp.2005.1.2.3.

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Mullally, Ruth. "Coaching Psychology in Ireland: The inaugural meeting of the Coaching Psychology Group." Coaching Psychologist 4, no. 2 (August 2008): 96–97. http://dx.doi.org/10.53841/bpstcp.2008.4.2.96.

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21

Grant, Anthony M. "Responses to international commentary on the development of teaching coaching psychology." International Coaching Psychology Review 6, no. 1 (March 2011): 128–30. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.128.

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The international coaching psychology community is turning its attention to the development of an agenda for teaching coaching psychology. Discussion about the teaching of coaching psychology will occasion the international coaching psychology community to reflect and possibly redefine itself, its boundaries and its relationship with the broader coaching industry as well as its and its relationship to the boarder psychological enterprise. Such a process may be challenging, but essential as an agenda for the development of coaching psychology emerges.

22

Linley, P. Alex, and Susan Harrington. "Strengths Coaching: A potential-guided approach to coaching psychology." International Coaching Psychology Review 1, no. 1 (April 2006): 37–46. http://dx.doi.org/10.53841/bpsicpr.2006.1.1.37.

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As unlikely as it might seem, strengths have been a much neglected topic in psychology until relatively recently. In this article, we provide an historical context for the study of psychological strengths before going on to consider three approaches to understanding strengths. We locate a psychological understanding of strengths in the context of an assumption about human nature that is characterised by a constructive developmental tendency within people, showing how this assumption is consistent with theory and research about psychological strengths, and how it is consistent with the theoretical approach of coaching psychology. We then begin to examine what strengths coaching might look like in practice, together with considering some caveats and future research directions for the strengths coaching approach.

23

Kauffman, Carol, and P. Alex Linley. "The meeting of the minds: Positive psychology and coaching psychology." International Coaching Psychology Review 2, no. 1 (March 2007): 90–96. http://dx.doi.org/10.53841/bpsicpr.2007.2.1.90.

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As part of this special issue of theInternational Coaching Psychology Review, Carol Kauffman and Alex Linley sought the views of some leading figures in positive psychology about how they saw a positive coaching psychology. Here is what they had to say.

24

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (June 14, 2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>

25

Grant, Anthony M. "A personal perspective on professional coaching and the development of coaching psychology." International Coaching Psychology Review 1, no. 1 (April 2006): 12–22. http://dx.doi.org/10.53841/bpsicpr.2006.1.1.12.

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Coaching psychology can be understood as being the systematic application of behavioural science to the enhancement of life experience, work performance and well-being for individuals, groups and organisations who do not have clinically significant mental heath issues or abnormal levels of distress. Although psychologists have long acted as coaches, coaching psychology has only recently emerged as an applied and academic sub-discipline. As coaching psychology continues to grow there will be some exciting challenges from both within and outside of the profession of psychology. First among these there will be the issue of distinguishing the work and professional practices of coaching psychologists from coaches who are not psychologists. Secondly, will be the place of coaching psychology relative to other psychological sub- disciplines, and thirdly will be the development of a research and practice agenda for coaching psychology.

26

Corrie, Sarah, and C. Kovacs Louise. "The functions of formulation in coaching psychology." Coaching Psychologist 15, no. 1 (June 2019): 66–75. http://dx.doi.org/10.53841/bpstcp.2019.15.1.66.

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As an evolving field, coaching psychology continues to develop its own knowledge and evidence-base whilst also integrating approaches from related disciplines. Formulation is well-established in applied psychology and this article examines how coaching psychology can benefit from the use of formulation as a means for coaches to navigate the complexities of their practice whilst remaining grounded in the knowledge-base of our field. Following a definition and description of formulation, the article considers the relevance of formulation to coaching and outlines the different ways in which the task of formulation can be approached. Two case examples are used to illustrate these different approaches and provide examples of howformulation can support coaching practitioners.Keywords:Formulation; case formulation; coaching; complexity; coaching practice.

27

Passmore, Jonathan, and Yi-Ling Lai. "Coaching psychology: Exploring definitions and research contribution to practice?" International Coaching Psychology Review 14, no. 2 (2019): 69–83. http://dx.doi.org/10.53841/bpsicpr.2019.14.2.69.

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This paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g. executive, health and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and non-psychologist coaching practice in the development of both traditions over the past two decades. As part of this paper we will summarise systematic reviews and meta-analyses in workplace coaching and outline the key messages for evidence-based practice. Three key messages are identified from this review. First, coaching itself is a professional helping relationship since the process mainly relies on reciprocal actions between the coach and coachee. Second, coachees should be placed in the centre of the coaching relationship, recognising their motivation to change is the essential antecedent for coaching success. Third, social psychological perspectives are an important element in dyadic coaching interactions. Our aim in this paper is to encourage coaching scholars and practitioners towards future research collaborations in the interest of developing evidenced based practice in coaching.

28

McKee, Michael G. "Psychology and Athletics: Coaching Coaches." Contemporary Psychology: A Journal of Reviews 30, no. 1 (January 1985): 62–64. http://dx.doi.org/10.1037/023497.

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29

Liston-Smith, Jennifer. "Highlighting the Psychology in Coaching." Coaching Psychologist 5, no. 1 (June 2009): 45–52. http://dx.doi.org/10.53841/bpstcp.2009.5.1.45.

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30

Law, Ho. "Ethical principles in coaching psychology." Coaching Psychologist 2, no. 1 (May 2006): 13–16. http://dx.doi.org/10.53841/bpstcp.2006.2.1.13.

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31

Liston-Smith, Jennifer. "3rd British Psychological Society Special Group in Coaching Psychology (SGCP) National Coaching Psychology Conference." Coaching Psychologist 4, no. 1 (April 2008): 42–48. http://dx.doi.org/10.53841/bpstcp.2008.4.1.42.

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32

Joseph, Stephen. "Person-centred coaching psychology: A meta-theoretical perspective." International Coaching Psychology Review 1, no. 1 (April 2006): 47–54. http://dx.doi.org/10.53841/bpsicpr.2006.1.1.47.

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Coaching psychology provides a new professional arena for thinking about psychological practice. Many will recognise the ethos of coaching psychology as different from the medical model and many coaching psychologists would not recognise a description of the profession as grounded in the medical model. It will be argued, however, that because coaching psychology has emerged in relation to other professional branches of psychology which do adopt the medical model, it has as a consequence implicitly adopted the values of the medical model. The implication of the medical model is the view that we ourselves are the expert on our client’s life. This stands in contrast to the person-centred model view which is that our client is their own best expert. It will be argued that coaching psychology should reject the medical model and instead adopt the person-centred meta-theoretical perspective.

33

Briggs, Mary. "Coaching researched: a coaching psychology reader for practitioners and researchers." Coaching: An International Journal of Theory, Research and Practice 15, no. 1 (December 1, 2021): 144–46. http://dx.doi.org/10.1080/17521882.2021.2011345.

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34

Cavanagh, Michael, and Stephen Palmer. "Educating coaching psychologists: Responses from the field." International Coaching Psychology Review 6, no. 1 (March 2011): 100–127. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.100.

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This paper responds to Grant (this issue), Developing an agenda for teaching coaching psychology. Representatives of key stakeholder groups were asked to respond to the issues raised in Grant’s article. These groups included practicing coaching psychologists, coaches, coach educators, Professional bodies in coaching psychology and corporate purchasers of coaching. An agenda for training is intimately bound up with issues of identity for coaching psychology. It raises the questions of how we define ourselves and our relationship to the world. Our respondents also focused on four key questions.Purpose/Agenda – What is the curricula trying to achieve and for whom?Contextual issues – important considerations beyond psychology that might shape training in coaching psychology education.Curriculum content – topic areas, theories, models, approaches and perspectives.Teaching process – Considerations about how the curriculum should be taught.A range of perspectives are brought to bear on these questions. The diversity of responses reflect the reality of working in a diverse world. This is not something to be overcome, but embraced by coaching psychology. Any discussion of the training of coaching psychologists should include multiple models of training, and multiple curricula. In this way we reflect the adaptive quality of the coaching conversation, and its ability to incorporate cross-disciplinary insights and understandings. This is what gives coaching its unique responsiveness to the emerging needs of our clients.

35

Waring, Paul A. "Coaching the Brain." Coaching Psychologist 4, no. 2 (August 2008): 63–70. http://dx.doi.org/10.53841/bpstcp.2008.4.2.63.

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Described as a newly-emerging and applied sub-discipline of psychology (Green, Oades & Grant, 2006), it has been asserted that coaching psychologists are at the forefront of developments in the coaching field (Palmer & Cavanagh, 2006). This paper aims to draw attention to recent developments in psychology and neuroscience which may help us to synthesise knowledge about the coaching process and gain a deeper understanding of the effects of coaching in relation to brain functioning.

36

Linley, P. Alex, and Susan Harrington. "Positive Psychology and Coaching Psychology: Perspectives on integration." Coaching Psychologist 1, no. 1 (July 2005): 13–14. http://dx.doi.org/10.53841/bpstcp.2005.1.1.13.

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Wesson, Karen, and Ilona Boniwell. "Flow theory – its application to coaching psychology." International Coaching Psychology Review 2, no. 1 (March 2007): 33–43. http://dx.doi.org/10.53841/bpsicpr.2007.2.1.33.

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Purpose:Being ‘in flow’ or ‘in the zone’ enables individuals to focus on tasks more fully and to maximise performance. As this phenomenon results in pleasure being experienced whilst mastery is gained, it can be a natural aid to goal-oriented activities such as coaching. This paper explores the applications of flow theory to coaching psychology.Method:Various conditions are thought to influence the acquisition and maintenance of psychological flow. These are reviewed and linked to the work of coaches and coaching psychologists.Results:The literature and models reviewed indicate that flow theory has a number of applications to coaching psychology, and that it can provide a useful framework for coaching psychology practice.Conclusions:This paper suggests how these factors may be captured by coaching methodology thereby: (i) helping the client and coach to find focus and fulfilment during sessions; and (ii) encouraging the client to remain ‘on task’ whilst engaging in goal actioning activities afterwards.

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Spaten, Ole Michael, and Tia G. B. Hansen. "Should learning to coach be integrated in a graduate psychology programme? Denmark’s first try." Coaching Psychologist 5, no. 2 (December 2009): 104–9. http://dx.doi.org/10.53841/bpstcp.2009.5.2.104.

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For the first time coaching was embedded in a psychology graduate programme in Denmark. In the programme at Aalborg University the students concurrently followed cognitive-behavioural therapy courses and cognitive coaching modules. Spanning 1.5 academic years (16 full days) the coaching modules include 104 hours of lectures and action-reflection-workshops. Students’ coaching competences were measured pre-, mid-term and end course. The results show significant growth on the coaching competence scale and we propose that coaching should be included in upcoming psychology students’ graduate training.

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Pérez (María Fornet), María González. "Feminist psychology: A narrative perspective in coaching." Transpersonal Psychology Review 22, no. 1 (2020): 53–62. http://dx.doi.org/10.53841/bpstran.2020.22.1.53.

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Whilst there is an abundance of published literature on the area of Feminist Counselling Psychology, the same cannot be said when refereeing to Feminist Psychology applied to Coaching. To be used as an effective tool for change and transpersonal realm embodying the search for meaning, coaching cannot skip the gender question. The narrative perspective may provide answers on Gender Psychology applied to the field of Coaching Psychology. The construction of the self within a patriarchal society is fundamentally different both for men and women because of the process of gender socialisation. Such gender socialisation may have profound implications on every area of women’s development: from dreams to career aspirations, sense of value and belief in the narration of the self. Learning theorists provide us with an explanation on how the stories we consume become the stories we become. This review will explore the need for a feminist form of Coaching Psychology to wholly connect with the problematic nature attributed to gender and better understand client’s stories and implement more effective interventions with narrative coaching.

40

Castiello D'Antonio, Andrea. "Coaching psychology and positive psychology in work and organizational psychology." Psychologist-Manager Journal 21, no. 2 (May 2018): 130–50. http://dx.doi.org/10.1037/mgr0000070.

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Linley, P. Alex, and Carol Kauffman. "Guest Editors Editorial – Positive coaching psychology: Integrating the science of positive psychology with the practice of coaching psychology." International Coaching Psychology Review 2, no. 1 (March 2007): 5–8. http://dx.doi.org/10.53841/bpsicpr.2007.2.1.5.

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Yates, Julia. "positive approach to career coaching." Journal of the National Institute for Career Education and Counselling 30, no. 1 (March 1, 2013): 46–53. http://dx.doi.org/10.20856/jnicec.3008.

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Seligman and Csikszentmihalyi took the psychology research community by storm in 2000 with their paper on positive psychology, introducing it as an academically rigorous antidote to the pathology driven paradigm that had dominated the discipline for nearly a century. The growing body of evidence around both theory and practice is making the links between positive psychology, career development and career coaching, increasingly clear. This paper will describe the contribution that positive psychology research makes to our understanding of the career context, and will explore how positive psychology can inform and enhance both the process and content of career coaching interventions.

43

Lane, David A., and Sarah Corrie. "Does coaching psychology need the concept of formulation?" International Coaching Psychology Review 4, no. 2 (September 2009): 195–208. http://dx.doi.org/10.53841/bpsicpr.2009.4.2.195.

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The aim of this paper is to raise awareness of some of the debates and controversies surrounding formulation, and to highlight ways of navigating these debates more successfully for the benefits of ourselves, our clients and the future development of our profession. The concept of formulation, that is an explanatory account of the issues affecting a client, is widely used in sister disciplines such as clinical, counselling, forensic psychology and psychotherapy. Its purpose is to provide a descriptive and explanatory narrative that the client and practitioner can use to plan interventions. While coaching psychology has used many ideas from its sister disciplines this concept has not appeared as a feature of much in the coaching psychology literature (with a few exceptions). The reasons why this might be so are explored. The paper provides an overview of the role of formulation in psychology and some of the arguments for and against its use. The position of formulation in coaching psychology is discussed with reference to the purposes of coaching and some boundary issues between this and related fields. A framework for using formulation in coaching psychology is outlined through consideration of purpose, perspective and process. Such a framework it is argued provides a format to enable coaching psychologists whatever their theoretical orientation to use the concept of formulation to assist client change.

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Mouton, Angela R. "Performance coaching in sport, music, and business: From Gallwey to Grant, and the promise of positive psychology." International Coaching Psychology Review 11, no. 2 (September 2016): 129–41. http://dx.doi.org/10.53841/bpsicpr.2016.11.2.129.

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The purpose of this paper is to explore performance coaching in sport, music, and business. The paper begins by describing some of the popular, lay methods used by coaches in each field, many influenced by The Inner Game books of Timothy Gallwey. Next, the paper discusses the scientifically grounded theories, principles, and methods that underlie performance coaching today, primarily derived from sport psychology, music psychology, organisational psychology, and coaching psychology. Finally, the paper examines the contribution that positive psychology has and could make by providing new theories, constructs, perspectives, and methods to the art and science of performance coaching in sport, music, and business.

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Stelter, Reinhard. "Coaching as a reflective space in a society of growing diversity – towards a narrative, postmodern paradigm." International Coaching Psychology Review 4, no. 2 (September 2009): 209–19. http://dx.doi.org/10.53841/bpsicpr.2009.4.2.209.

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We live in a hypercomplex society where the individual faces growing diversity in all areas of life. The idea of a stable identity has become an illusion, and self-reflexivity has become the central basis when dealing with the post-traditional order of our society. We feel obliged to constantly develop – at work and in our private and social lives.A brief analysis of societal changes will be presented as the basis for justifying the use of coaching and coaching psychology in general. The main question is: How can we best help clients to navigate in a social world characterised by growing restlessness, diverse lifestyles, social disorientation, multitudes of ‘local truths’ and, therefore, a loss of commonly accepted values and meanings?The purpose of this article is to formulate some key societal pre-requisites for coaching psychology, pre-requisites that can also serve as an argument for: (1) the growing importance of values as a central dimension in a reflective coaching process; (2) focusing on meaning-making as a central dimension in the coaching dialogue; and (3) a relational and narrative foundation of coaching psychology.A practical consequence can be concluded: It is not always beneficial to define a goal at the beginning of the coaching session, but to allow narratives to unfold and to reflect on our values and those of others as the basis for our thinking and conduct.

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Linley, P. Alex, Linda Woolston, and Robert Biswas-Diener. "Strengths coaching with leaders." International Coaching Psychology Review 4, no. 1 (March 2009): 37–48. http://dx.doi.org/10.53841/bpsicpr.2009.4.1.37.

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Positive psychology and coaching psychology share a number of common themes and fundamental assumptions. Blending positive psychology, strengths approaches and coaching psychology, our work in strengths coaching with leaders enhances both leadership and organisational capability. In this article, we explore the role of leaders as climate engineers and provide a brief history of strengths approaches, together with definitions of what we mean by strengths and strengths coaching, and how we use these in practice. We introduce the integrative Realise2 model of strengths and weaknesses which distinguishes between the six areas of realised strengths, unrealised strengths, regular learned behaviours, infrequent learned behaviours, exposed weaknesses, and unexposed weaknesses, before going on to demonstrate how leaders can make weaknesses irrelevant through role shaping, complementary partnering, strengths-based team-working or personal development. We examine the golden mean of strengths use, looking at strengths both overplayed and underplayed, before concluding with a view on the benefits of strengths coaching for both leadership and organisational capability. The Appendix provides 10 summary points in a strengths coaching checklist for leaders.

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Whybrow, Alison. "SGCP Research Award Winners 2012." International Coaching Psychology Review 8, no. 1 (March 2013): 113–14. http://dx.doi.org/10.53841/bpsicpr.2013.8.1.113.

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THE Special Group in Coaching Psychology is keen to support research into coaching and coaching psychology and offers a number of awards for researchers in this field. We are pleased to share the details of last year’s winners.

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Choaibi, Rachid, and Tim Lomas. "Coaching vulnerable youths for positive change: A coaching relationship model for promoting adolescent interpersonal relationships with trusted adults." International Coaching Psychology Review 16, no. 2 (2021): 75–92. http://dx.doi.org/10.53841/bpsicpr.2021.16.2.75.

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Objective:Despite the growing research in Coaching Psychology, there is little literature on the psychology of coaching adolescents within community settings. This study aimed to explore youth work practitioner experiences to gain insights into how vulnerable adolescents are supported in their emotional wellbeing within the domain of Coaching Psychology.Methods:The study explored, through semi-structured interviews with 13 qualified youth practitioners how emotional wellbeing may be promoted in adolescents within existing positive development and Coaching Psychology theoretical frameworks.Results:The findings, using Grounded Theory methods presents a Holding-Containing-Attunement Coaching Model that conceptualises the coaching relationship processes for promoting an authentic, communicative environment to enhance adolescent interpersonal relationships with trusted adults. The emotions-focused model informs a coaching relationship framework based on the environment provided by participants (holding), their way of being (containing) and perceived emotions-related outcomes (attunement).Discussion:The Model forms the basis of a framework for promoting emotional wellbeing in adolescents and an emerging Emotional Attunement theory on the coaching relationship that can be further researched and used to coach positive adolescent development.Conclusions:The findings of this study go some way to addressing the gap in current adolescent coaching research, and provides valuable insights into the understudied area of Coaching Psychology within community settings. The Holding-Containing-Attunement Model and Emotional Attunement theory makes a significant contribution to the discussion on the need for a dedicated theory on the coaching relationship.

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King, Silvia, Christian van Nieuwerburgh, Lucy Bolton, Alia Al Serkal, Lina EI Assaad, and Maya Mattar. "Exploring the need for an indigenous coaching psychology for the Middle East: A panel discussion at the International Psychology Conference Dubai (IPCD)." Coaching Psychologist 17, no. 1 (June 2021): 32–37. http://dx.doi.org/10.53841/bpstcp.2021.17.1.32.

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Is coaching different in the Middle East than in the rest of the world and, if so, do we need an indigenous coaching psychology (CP) for the region? The answer of a panel discussion at the IPCD conference in Dubai was ‘yes, and’. Several distinct differences in the coaching process emerged from the conversation. Some of these differences centred on how trust and safety are created in the regional culture. Another part contrasted regional and Western understanding of coaching itself. All members of the panel indicated the need for coaches to increase their awareness for the coachee culture and the role of cultural facets in the creation of the coaching relationship. A general outline for future directions for CP in the Middle East emerged around education of coaches and coachees, understanding their lived experiences, creating an evidence-base for the coaching in region and ways to evolve coaching research and practice. Rather than simply serving a cultural ‘niche’, such developments have the potential to enrich global CP.

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Olson, Paul O. "A review of assumptions in executive coaching." Coaching Psychologist 4, no. 3 (December 2008): 151–59. http://dx.doi.org/10.53841/bpstcp.2008.4.3.151.

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A version of this paper was presented at the 3rd National Coaching Psychology Conference in December, 2007.This paper is a more elaborate version of a speech given at the 3rd National Conference of the Special Group for Coaching Psychology in 2007. It looks at a diversity of definitions of coaching and executive coaching as well as reviews available research from a business perspective. The executive context has several unique features and the article concludes that executive coaching needs to be different from other types of coaching.