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Coaching Researched

E-BookEPUB2 - DRM Adobe / EPUBE-Book
464 Seiten
Englisch
John Wiley & Sonserschienen am28.10.20201. Auflage
A comprehensive review of the practice and most recent research on coaching 

Coaching Researched: Using Coaching Psychology to Inform Your Research and Practice brings together in one authoritative volume a collection to the most noteworthy papers from the past 15 years from the journal International Coaching Psychology Review. Firmly grounded in evidence-based practice, the writings are appropriate for the burgeoning number of coaching researchers and practitioners in business, health, and education.  

The contributors offer a scientific framework to support coaching's pedagogy and they cover the sub-specialties of the practice including executive, health, and life coaching. The book provides a comparative analysis in order to differentiate coaching from other practices. Comprehensive in scope, the book covers a wide-range of topics including: the nature of coaching, coaching theory, insights from recent research, a review of various coaching methods, and thoughts on the future of coaching. This important book:  
Offers a collection of the most relevant research in the last 15 years with commentary from the International Coaching Psychology Review journal's chief editor  
Contains information on both the theory and practice of the profession  
Includes content on topics such as clients and coaching, an integrated model of coaching, evidence-based life coaching, and much more  
Presents insights on the future of coaching research   

Written for students, researchers, practitioners of coaching in all areas of practice, Coaching Researched offers an accessible volume to the most current evidenced-based practice and research. 



JONATHAN PASSMORE is the director of Henley Centre of Coaching, Henley Business School and is professor of coaching and behavioural change.
DAVID TEE is programme director of coaching at the University of South Wales and the editor of The Coaching Psychologist.mehr
Verfügbare Formate
BuchKartoniert, Paperback
EUR53,00
E-BookEPUB2 - DRM Adobe / EPUBE-Book
EUR40,99
E-BookPDF2 - DRM Adobe / Adobe Ebook ReaderE-Book
EUR40,99

Produkt

KlappentextA comprehensive review of the practice and most recent research on coaching 

Coaching Researched: Using Coaching Psychology to Inform Your Research and Practice brings together in one authoritative volume a collection to the most noteworthy papers from the past 15 years from the journal International Coaching Psychology Review. Firmly grounded in evidence-based practice, the writings are appropriate for the burgeoning number of coaching researchers and practitioners in business, health, and education.  

The contributors offer a scientific framework to support coaching's pedagogy and they cover the sub-specialties of the practice including executive, health, and life coaching. The book provides a comparative analysis in order to differentiate coaching from other practices. Comprehensive in scope, the book covers a wide-range of topics including: the nature of coaching, coaching theory, insights from recent research, a review of various coaching methods, and thoughts on the future of coaching. This important book:  
Offers a collection of the most relevant research in the last 15 years with commentary from the International Coaching Psychology Review journal's chief editor  
Contains information on both the theory and practice of the profession  
Includes content on topics such as clients and coaching, an integrated model of coaching, evidence-based life coaching, and much more  
Presents insights on the future of coaching research   

Written for students, researchers, practitioners of coaching in all areas of practice, Coaching Researched offers an accessible volume to the most current evidenced-based practice and research. 



JONATHAN PASSMORE is the director of Henley Centre of Coaching, Henley Business School and is professor of coaching and behavioural change.
DAVID TEE is programme director of coaching at the University of South Wales and the editor of The Coaching Psychologist.
Details
Weitere ISBN/GTIN9781119656890
ProduktartE-Book
EinbandartE-Book
FormatEPUB
Format Hinweis2 - DRM Adobe / EPUB
FormatFormat mit automatischem Seitenumbruch (reflowable)
Erscheinungsjahr2020
Erscheinungsdatum28.10.2020
Auflage1. Auflage
ReiheBPS Textbooks in Psychology
Seiten464 Seiten
SpracheEnglisch
Dateigrösse7275 Kbytes
Artikel-Nr.5424677
Rubriken
Genre9201

Inhalt/Kritik

Inhaltsverzeichnis
Foreword: President of the BPS

Section 1: The nature of coaching and coaching supervision

Chapter 1: Coaching defined
Jonathan Passmore & Yi-Ling

Chapter 2: The state and future of coaching supervision
Tkach & DiGiroamo

Section 2: Coaching Theory

Chapter 3: Does coaching work or are we asking the wrong question?
Annette Fillery-Travis & David Lane

Chapter 4: A languishing-flourishing model of goal striving and mental health for coaching populations
Anthony M. Grant

Chapter 5: Addressing deficit performance through coaching - using motivational interviewing for performance improvement at work
Jonathan Passmore

Chapter 6: Does coaching psychology need the concept of formulation?
David A. Lane & Sarah Corrie

Chapter 7: An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice
Anthony M. Grant

Section 2: Insights from qualitative research

Chapter 8: Super-vision, extra-vision or blind faith? A grounded theory study of the efficacy of coaching supervision
Jonathan Passmore & Susan McGoldrick

Chapter 9: Coaching with emotion: How coaches deal with difficult emotional situations
Elaine Cox & Tatiana Bachkirova

Chapter 10: Critical moments of clients and coaches: A direct-comparison study
Erik de Haan, Colin Bertie, Andrew Day & Charlotte Sills

Chapter 11: Differences between critical moments for clients, coaches, and sponsors of coaching
Erik de Haan & Christiane Nieß

Chapter 12: One-to-one coaching as a catalyst for personal development: An Interpretative Phenomenological Analysis of coaching undergraduates at a UK university
Natalie Lancer & Virginia Eatough

Section 3: Insights from quantitative research

Chapter 13: Evidence-based life coaching for senior high school students: Building hardiness and hope
Suzy Green, Anthony Grant & Jo Rynsaardt

Chapter 14: Positive coaching with frontline managers: Enhancing their effectiveness and understanding why
Nickolas Yu, Catherine G. Collins, Michael Cavanagh, Kate White & Greg Fairbrother

Chapter 15: Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students
Emma Short, Gail Kinman & Sarah Baker

Chapter 16: A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope
Wendy Madden, Suzy Green & Anthony M. Grant

Chapter 17: The quantitative assessment of Motivational Interviewing using Co-Active Life Coaching skills as an intervention for adults struggling with obesity
Courtney Newnham-Kanas, Jennifer D. Irwin, Don Morrow & Danielle Battram

Section 5: Insights from mixed methods

Chapter 18: Coaching as a learning methodology - a mixed methods study in driver development using a randomised controlled trial and thematic analysis
Jonathan Passmore & Hannah Rehman

Chapter 19: Evaluating a coaching and mentoring programme: Challenges and solutions
Tatiana Bachkirova, Linet Arthur & Emma Reading

Chapter 20: Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer'.

Section 6: The future of coaching researchmehr
Leseprobe
1
Coaching Psychology: Exploring Definitions and Research Contribution to Practice

Jonathan Passmore and Yi-Ling Lai1
INTRODUCTION

Since coaching started its journey of development as a separate discipline in the early 1980s (Brock, 2012; Passmore & Theeboom, 2016), definitions of coaching have been part of the debate within coaching practice and research across the literature, from practitioners' guides to academic texts. While there has been broad agreement over these years, the focus and emphasis have varied, reflecting the orientation and focus of different writers (e.g., Grant & Palmer, 2002; Passmore & Fillery-Travis, 2011; Whitmore, 1992).

The search for a formal definition of coaching may be considered to be an academic pursuit. However, Grant (2011) argues that a clear definition is needed for the purpose of the development of evidence-based practice, such as coach training and education. Summarizing from previous discussions on the need for a standardized coaching definition, we conclude that marking the boundaries of a domain is vital for three reasons. First, it is essential for practice; a standardized definition of an intervention makes it clear to clients what they can expect from a service provider (their coach), namely a regulated professional service. This view is shared by the International Coach Federation (ICF), which encourages coaches to include an exploration of the nature of coaching during the contracting phase with clients, ensuring both have a shared understanding of the process and what the client can expect (International Coach Federation, 2017). Second, it's vital for research. We need to clearly delineate the domain to understand the phenomena being studied. As coaching is still an emerging research domain, it is crucial to define the key components to differentiate coaching from other similar helping interventions (e.g., counseling) and provide a platform from which theoretical contributions can develop. Third, a consistent definition is vital for coaching education and qualification, with a scientific-based framework to support its pedagogy. Meanwhile, we consider a distinct description and characterization of coaching helps us to have a better understanding of whether coaching psychology is a unique discipline, and what the essential body of knowledge is to support its theoretical domain.

This paper starts with reviewing the definitions of coaching, following with the distinctions between subspecialized practices under coaching, such as executive, health, and life coaching. In addition, we also provide a comparative analysis to differentiate coaching from other similar professional helping interventions (e.g., counseling). Moreover, we summarize the interpretations of psychology-based coaching approaches considering that the term, coaching psychology, has been used and perceived as a developed (or developing) discipline in some regions (e.g., Australia and the UK). Nevertheless, it is still not widely accepted or used in other parts of the world. Therefore, we attempt to clarify whether the theoretical foundation of what so-called coaching psychology is different from coaching and what the body of knowledge is under its domain from existing research evidence through reviewing the most used definitions. The term coaching psychology is used hereafter to maintain consistency in this paper. Finally, we integrate key perspectives and findings from recent systematic reviews and meta-analyses on coaching to consider the psychological contribution to coaching practice.
DEFINING COACHING

Grant (2001) indicated the first reference to coaching in the workplace dates back to 1937. This has subsequently been cited by multiple research papers over the past two decades. The paper, a journalist's report by C.B. Gordy, the Detroit editor of Factory Management and Maintenance, examined the role of worker development (through training and coaching) to improve factory processes. The journalist offered little in the way of a formal definition of coaching. In fact, the only reference to coaching by Gordy comes at the very end of the paper: whereas supervisors found it advisable in the early years to coach employees in the importance of spoiled work and cost reduction, it is now found the older men voluntarily assume this task in training the younger employees (Gordy, 1937, p. 83). Gordy appeared to suggest that coaching and training are almost synonymous, with progress from what might be a short and informal approach to training (coaching) to a more formal training intervention.

Our own literature search, using the term coaching through the Henley One database, which searches multiple business databases, has revealed earlier references to the term. As early as 1911, the term was being used in journals to reflect its use as an educational tool within university and school debating societies, helping members improve their debating skills (Huston, 1924; Trueblood, 1911). As with Gordy, there is little description in these papers of the process, and no explicit definition of the term. Also, as with Gordy, the term appears to be used interchangeably with training. More workplace coaching papers were written during the 1930s (Bigelow, 1938). At the same time, sports coaching was developing too, where the first connections were made between coaching and psychology (Griffith, 1926). But these works were relatively few and far between, until the eruption of coaching in the 1980s.

As the literature evolved from a sporadic collection of papers, often with little if any definition of terms, Whitmore's seminal book placed a marker in the sand, and provides a clear definition of coaching. For Whitmore, coaching was about unlocking a person's potential to maximise their own performance. It is helping them to learn rather than teaching them-a facilitation approach (Whitmore, 1992, p. 8). Whitmore drew heavily on Timothy Gallwey's inner game model. Gallwey had noted in sports performance that the internal state of a player was a significant factor. He went further to argue that it was more significant even than the opponent in individual sports like tennis and golf. If the individual could control their self-talk, sizable performance gains could be made (Gallwey, 1986) At the core of coaching for John Whitmore was a belief that the purpose of coaching was helping individuals develop greater self-awareness and personal responsibility: Performance coaching is based on awareness and responsibility (Whitmore, 1992, p. 173).

Other founding writers offered alternative definitions. Laura Whitworth, one of the pioneers in the United States, along with Thomas Leonard (Brock, 2009), developed co-active coaching, which defined coaching as a relationship of possibilities ⦠based on trust, confidentiality (Whitworth, Kinsey-House, & Sandahl, 1998).

These perspectives highlighted the nature of the coaching process and its dependency on people, interpersonal interactions, and collaboration. This relational aspect distinguishes coaching from other tutoring or training interventions, where arguably knowledge exchange is at the heart of the process and has led to one stream of coaching research focusing on interpersonal and relational aspects, in the belief that if the relationship is sound, effective outcomes will result.

Passmore and Fillery-Travis (2011) offered a more process-based definition in an attempt to differentiate coaching from mentoring, counseling, and other conversation-based approaches to change. They suggested coaching involved a Socratic based dialogue between a facilitator (coach) and a participant (client) where the majority of interventions used by the facilitator are open questions which are aimed at stimulating the self awareness and personal responsibility of the participant.

Bachkirova, Cox, and Clutterbuck (2010) have suggested that coaching is a human development process that involves structured, focused interaction and the use of appropriate strategies, tools and techniques to promote desirable and sustainable change for the benefit of the coachee (Bachkirova et al., 2010, p. 1), while Lai (2014) suggested coaching is defined as a reflective process between coaches and coachees which helps or facilitates coachees to experience positive behavioural changes through continuous dialogue and negotiations with coaches to meet coachees' personal or work goals. Again, positive behavioral changes are pointed out as the main purpose of coaching, with a recognition that a structured process is involved. Moreover, negotiation is put forward in Lai's reinterpretation of coaching that reflects back the previous definitions; coaching is a relationship-based learning and development process.
SUBSPECIALIZED PRACTICES UNDER COACHING

As the coaching industry has grown, definitions have split into a series of subsets of coaching. These have included executive coaching, health coaching, and life coaching. The following sections summarize the definitions and characteristics of these most prevalent subspecialized areas of coaching.
EXECUTIVE COACHING

The application of coaching in the workplace, and specifically with senior managers, has led to the...
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