This short article focuses on a specific technique, STOP, which is part of a wider series of papers on Mindfulness Coaching. The paper offers a short description of the process and when this ...technique may be most helpful within a coaching conversation.
Despite the popularity of the term Positive Psychological Coaching within the literature, there is no consensus as to how it should be defined (framed) or what the components of a positive coaching ..."model" should include. The aim of this systematic review was to define positive psychological coaching and to construct a clear demarcated positive psychological coaching model based on the literature. A systematic literature review led to the extraction of 2,252 records. All records were screened using specific inclusion/exclusion criteria, which resulted in the exclusion of records based on duplicates (
= 1,232), titles (
= 895), abstracts (
= 78), and criteria violations (
= 23). Twenty-four academic, peer-reviewed publications on positive psychological coaching were included. Data relating to conceptual definitions and coaching models/phases/frameworks were extracted and processed through thematic content analysis. Our results indicate that positive psychological coaching can be defined as a short to medium term professional, collaborative relationship between a client and coach, aimed at the identification, utilization, optimization, and development of personal strengths and resources in order to enhance positive states, traits and behaviors. Utilizing Socratic goal setting and positive psychological evidence-based approaches to facilitate personal growth, optimal functioning, enhanced wellbeing, and the actualization of people's potential. Further, eight critical components of a positive psychological coaching model were identified and discussed. The definition and coaching process identified in this study will provide coaches with a fundamental positive psychological framework for optimizing people's potential.
Coaching was not invented by a person and nor is it based on a theory. Moreover, coaching was mainly developed and thrived outside the academic world. Therefore, coaching has certain disadvantages in ...providing scientific evidence of its effectiveness. In this paper, the author discusses the requirements of coaching for contributing to the medical and health fields and clinical practice, as well as to academic research. Firstly, we reviewed the brief history of coaching, and then we examined its current situation and problems, especially concerning coaching in medical and health fields in Japan. Next, we analyzed the theories and skills introduced in Japanese health coaching books. There are more than thirty skills mentioned in these books, but only 40% of them refer to theories and models of coaching. Based on these analyses, we suggest developing more theories and undertaking model-based coaching to improve the quality of leading coaches. Moreover, it is necessary for Japanese health professionals to distinguish utilizing coaching skills in health conversations from authentic health coaching. To attain these goals it would be useful for those using ‘coaching’ in health settings to obtain international coaching certifications and experience professional coaching as coachees.
Purpose
The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching ...research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.
Design/methodology/approach
The authors undertook a systematic literature search to identify primary studies (
k
= 20,
n
= 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.
Findings
The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (
g
= 1.29) and self-efficacy (
g
= 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (
g
= 0.71), including coachees' psychological well-being.
Practical implications
Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.
Originality/value
Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.
Research on novices suggests that an external focus improves performance over an internal focus. For experienced performers the results on attentional focus have been mixed. Recently Becker, Georges, ...and Aiken (2019) suggested that a holistic focus may be a useful substitute when an external focus is not appropriate. The purpose of this study was to investigate attentional focus within track and field athletes performing an underhand shot throw. 18 female athletes performed an underhand shot throw (4 kg) under three focus conditions: internal, external, and holistic. Participants also rated their adherence to each attentional focus manipulation. Repeated-measures ANOVAs with Sidak post-hoc were used to analyze both underhand shot throw distance and focus adherence. A significant main effect for condition was observed for distance (F = 6.14, p = .005). A holistic threw farther than an internal focus (p < .001) with no difference between internal and external (p = .380), or holistic and external foci (p = .312). For adherence, a significant main effect for condition was observed (F = 4.56, p = .018) with holistic focus adhering to the cue significantly more than internal focus (p < .019). The results of this study are in line with research that found a benefit for a holistic focus with novice performers (Becker et al., 2019). Mullen and Hardy (2010) also found a benefit for the golf putt, basketball shot, and long jump with skilled performers adopting a focus on the global or holistic aspect of the skill.
Orientation: Coaching’s expansion is driven by its impact on job performance and wellbeing through positive reinforcement and goal achievement. Working as coaches for individuals, teams, and ...organisations, industrial psychologists often report feeling inadequately prepared for their coaching roles.Research purpose: The objective of this study was to explore industrial psychologists functioning as coaches, and, their training and development needs related to coaching in the workplace.Motivation for the study: Coaching is driven by its benefits for job performance and wellbeing, highlighting a challenge where many industrial psychologists, frequently acting as coaches, feel unprepared.Research approach, design and method: A qualitative research approach with an interpretivism paradigm was employed in this study. The participants, industrial psychologists and interns (N = 17) were approached using snowball sampling. The data was captured with qualitative surveys and analysed using thematic analysis.Main findings: The results showed that some participants felt confident since they experienced certainty of coaching psychology theories and the role of self-awareness in shaping their coaching methods. Some participants experienced less confidence in their coaching abilities and highlighted the need for supervision from a mentor in sound coaching practices. The participants reported a need for further development in skills such as emotional competence, and theoretical and technological knowledge and practice management.Practical/managerial implications: Coaching interventions by industrial psychologists can enhance employee strengths, boosting organisational returns and promoting a triple-bottom-line.Contribution/value-add: An industrial psychologist committed to coaching development can significantly boost both personal and organisational growth.
This paper aims to describe a model for cognitive behavioural team coaching (CBTC), derived from existing cognitive behavioural theories and individual coaching models. In an organisational context ...coaching a team to increase well-being, instead of separate individuals, would appear on face value to be more effective. However, it is appropriate to explore what the existing literature can tell us about team coaching, well-being and stress as well as the possible relationships between these areas. There also seems to be a need for clarification of the term ‘team coaching’, so it can be differentiated from other team activities and this is a theme that will be explored in this paper.
A proposed pilot study is also described, aiming to investigate if CBTC can increase well-being and lessen strain among team members in an organisational setting by using an individual CBC model adapted to team conditions.
This article offers a conceptual and developmental proposition based on the centrality of the practitioner's self in the achievement of coaching outcomes. The central role of the self of the coach is ...established through a theoretical comparison with a competency (knowledge and skills) frame. Positioning the self in this way acknowledges the complexity and unpredictability of the coaching process and aligns with a complex-adaptive-system perspective on coaching. In turn, it provides a platform for a professional-practice view of the self as the main instrument of coaching and, further, a developmental proposition for the good use of self as an instrument. Three main conditions for the good use of self as an instrument are proposed: understanding the instrument, looking after the instrument, and checking the instrument for quality and sensitivity. Each condition is discussed, and the implications for coaches and educators of coaching in relation to initial training and the continuing professional development of coaches are considered. In keeping with the underpinning theory of self around which it is built, this article gives witness to multiple voices: theory, practice, and development.
Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 ...adolescents (Mage = 15.92 years, 54% females) in a developmental coaching and outdoor adventure education program. Participants were drawn from socioeconomically disadvantaged schools in Sydney, Australia, and represented Asian, Middle Eastern, and European ethnicities. A single, semi-structured interview was conducted with participants postprogram, following protocols approved by an institutional ethics committee. Interview data were used to investigate participants’ meaning-making structures as evidence of constructive-developmental stage both at the time of interview and program participation. We found that, despite being similar ages at program commencement, participants displayed a range of constructive-developmental stages. The data demonstrate how participants at different stages of meaning-making experienced the same activities differently, including what they experienced as challenging and supportive. Furthermore, our findings suggest that there is a valuable role for developmental coaching in scaffolding program challenges to stimulate constructive-developmental growth. Constructive-developmental theory provides a novel framework for understanding the different ways in which adolescents make meaning of developmental programs. We hope the findings from this study will help those who design and implement these programs to appreciate constructive-developmental differences in their participants to better target interventions aimed at facilitating developmental growth.
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