|
Foreword |
6 |
|
|
Preface |
8 |
|
|
Acknowledgements |
12 |
|
|
Contents |
14 |
|
|
Contributors |
16 |
|
|
About the Authors |
18 |
|
|
Part I: Fundamentals of Coaching Psychology in Multi-cultural Contexts |
26 |
|
|
Contextualising Coaching Psychology Within Multi-cultural Contexts |
27 |
|
|
1 Introduction |
27 |
|
|
2 The Meta-context Impacting the Development of Coaching Psychology |
29 |
|
|
2.1 Global Trends and Developments |
29 |
|
|
2.2 Contextualising Coaching and Coaching Psychology in South Africa |
30 |
|
|
2.3 The Role of Professional Bodies in the Development of Coaching Psychology |
32 |
|
|
2.4 Professional Status of Coaching and Coaching Psychology: Accreditation, Registration and Certification |
33 |
|
|
2.5 Coaching Psychology in a Multi-cultural Context |
36 |
|
|
3 Coaching and Coaching Psychology |
39 |
|
|
3.1 Contemporary Coaching Practice |
39 |
|
|
3.2 Coaching Psychology: Towards a South African Definition |
41 |
|
|
3.3 Value Proposition for Coaching Psychology |
43 |
|
|
4 In Conclusion |
43 |
|
|
References |
45 |
|
|
Coaching Psychology Research: A Journey of Development in Research |
50 |
|
|
1 Introduction |
50 |
|
|
2 A Brief Review of Coaching Psychology Research |
51 |
|
|
2.1 Phase 1: Boundaries and Theories |
53 |
|
|
2.2 Phase 2: Case Studies and Surveys |
54 |
|
|
2.3 Phase 3: Qualitative |
55 |
|
|
2.4 Phase 4: Quantitative – RCT Studies |
57 |
|
|
2.5 Phase 5: Meta Research |
63 |
|
|
3 Conclusion |
66 |
|
|
References |
66 |
|
|
The Coach as a Fellow Human Companion |
70 |
|
|
1 Introduction |
71 |
|
|
2 Dimensions Towards Fellow Human Companionship |
72 |
|
|
2.1 The Dialogical Dimension |
72 |
|
|
2.2 The Narrative-Collaborative Dimension |
74 |
|
|
2.3 The Protreptic or Value Dimension |
77 |
|
|
2.4 Mentalization |
79 |
|
|
2.5 Feedback as a Collaborative and Outcome-Oriented Practice |
81 |
|
|
Create a Culture of Collaboration and Feedback |
82 |
|
|
Integrate Alliance and Outcome Feedback |
82 |
|
|
Use Your Intuition and Be on Perceptive Tiptoes |
83 |
|
|
Be Non-judgemental |
83 |
|
|
Learn to ‘fail successfully’ |
83 |
|
|
3 Research Evidence for Relationship Issues in Coaching |
84 |
|
|
4 Implications for Future Research |
86 |
|
|
5 Conclusion |
87 |
|
|
References |
87 |
|
|
Coaching Supervision: Towards a Systemic Coaching Supervision Framework |
90 |
|
|
1 Introduction |
91 |
|
|
2 A Brief Overview of Supervision and Supervision in Coaching |
93 |
|
|
2.1 What Is Supervision and Coaching Supervision? |
93 |
|
|
2.2 The Purpose of Supervision |
94 |
|
|
3 A Systemic Coaching Supervision Framework |
96 |
|
|
3.1 Brief Introduction |
96 |
|
|
3.2 Broader Context |
98 |
|
|
3.3 Business Context |
100 |
|
|
3.4 Reflective Space |
100 |
|
|
3.5 Coach and Supervisor Profiles and Competences |
101 |
|
|
3.6 Coaching Supervision Development Process |
104 |
|
|
The Needs and Expectations Stage |
104 |
|
|
Contracting Stage |
105 |
|
|
Development Stage |
106 |
|
|
3.7 A Meta-theoretical Container |
106 |
|
|
3.8 Models of Coaching Supervision |
110 |
|
|
4 Summary |
115 |
|
|
References |
117 |
|
|
Morality on the Executive’s Couch: Ethical Perspectives on Coaching Psychology, Theory and Praxis |
120 |
|
|
1 Introduction |
120 |
|
|
2 Background |
122 |
|
|
2.1 Legality |
123 |
|
|
2.2 Consequentialism |
123 |
|
|
2.3 Deontology |
123 |
|
|
2.4 Rights |
124 |
|
|
3 Design and Methodology |
124 |
|
|
4 Findings |
125 |
|
|
4.1 Characteristics of Coaching Psychology, Theory and Praxis |
125 |
|
|
Coaching Psychology as a Scientific Foundation for Coaching Praxis |
130 |
|
|
Confusion in the Regulatory Environment of Coaching |
130 |
|
|
The Requirement for Coaching Proficiency |
131 |
|
|
Normative Issues Relating to Coaching Across-Cultures and Other Diversities |
132 |
|
|
Staying Within Respective Coaching Boundaries |
134 |
|
|
Making Appropriate Diagnoses |
135 |
|
|
Maintaining Confidentiality and Abstaining from Conflicts of Interests |
136 |
|
|
Avoidance of Dependency |
137 |
|
|
5 Discussion and Practical Application |
137 |
|
|
6 Implications for Future Research |
138 |
|
|
References |
139 |
|
|
Part II: Psychological Approaches Towards Coaching Psychology in Multi-cultural Contexts |
142 |
|
|
Exploring the Role of Psychological Ownership in the Coaching Process |
143 |
|
|
1 Introduction |
143 |
|
|
2 Purpose of This Chapter |
145 |
|
|
3 Psychological Ownership |
145 |
|
|
3.1 Psychological Ownership Defined |
145 |
|
|
3.2 The ‘Roots’ of Psychological Ownership |
146 |
|
|
The Effectance Motive |
146 |
|
|
The Need for Self-Identity |
146 |
|
|
The Need for Having a Home |
147 |
|
|
3.3 The ‘Routes’ to Psychological Ownership |
147 |
|
|
Controlling the Object or Target |
148 |
|
|
Knowing the Target or Object |
148 |
|
|
Investing the Self in the Target |
148 |
|
|
3.4 The Benefits of Psychological Ownership |
149 |
|
|
4 Coaching |
150 |
|
|
4.1 Coaching Defined |
150 |
|
|
4.2 Coaching Models |
151 |
|
|
The GROW Model |
151 |
|
|
Phase 1: Topic |
152 |
|
|
The Role of Psychological Ownership in Phase 1 |
153 |
|
|
Phase 2: Goal |
153 |
|
|
The Role of Psychological Ownership in Phase 2 |
154 |
|
|
Phase 3: Reality |
154 |
|
|
The Role of Psychological Ownership in Phase 3 |
155 |
|
|
Phase 4: Options |
155 |
|
|
The Role of Psychological Ownership in Phase 4 |
156 |
|
|
Phase 5: Wrap-Up |
157 |
|
|
The Role of Psychological Ownership in Phase 5 |
157 |
|
|
5 Psychological Ownership and Coaching in a Multicultural Context |
158 |
|
|
6 Chapter Summary |
159 |
|
|
7 Practical Implications of the Role of Psychological Ownership in the Coaching Process |
161 |
|
|
8 Concluding Remarks |
162 |
|
|
References |
162 |
|
|
Coaching and Consulting for Authentic Leadership: A Theoretical Foundation for an Evidence-Based Process Model |
165 |
|
|
1 Overarching Assumptions of the AiM |
166 |
|
|
2 The Methodological Approach to Developing the AiM |
167 |
|
|
3 Understanding Intention, Within Context |
168 |
|
|
4 The Objectives and Context of the Coaching Interventions |
169 |
|
|
4.1 The Objectives |
169 |
|
|
4.2 Coaching-Intervention Process |
170 |
|
|
4.3 Diversity in Context |
171 |
|
|
5 The Authentic-intention Model (AiM) |
172 |
|
|
5.1 The Purpose and Function of the AiM |
172 |
|
|
5.2 The Structure and Process of the Authentic-intention Model |
173 |
|
|
6 Mapping the Underlying Theories onto the AiM |
176 |
|
|
6.1 Authentic Leadership |
177 |
|
|
Definitions of Authentic Leadership |
178 |
|
|
Authenticity and Well-Being in Coaching |
179 |
|
|
Authentic Leadership, Related to Coaching and the AiM |
180 |
|
|
Definition of Self-Determination Theory |
181 |
|
|
Self Determination, Related to Coaching and the AiM |
182 |
|
|
6.2 Approach-Avoidance Motivation and Trust |
182 |
|
|
Definitions of Approach-Avoidance Motivation and Trust |
183 |
|
|
Approach-Avoidance Motivation and Trust, Related to Coaching and the AiM |
185 |
|
|
6.3 Mindfulness and Triple-Loop Learning |
185 |
|
|
Definitions of Mindfulness and Triple-Loop Learning |
185 |
|
|
Mindfulness and Triple-Loop Learning, Related to Coaching and the AiM |
187 |
|
|
7 Discussion |
188 |
|
|
8 Conclusion and Future Research |
189 |
|
|
References |
190 |
|
|
Appreciative Inquiry Coaching in a Multi-cultural Context |
193 |
|
|
1 Introduction |
193 |
|
|
References |
206 |
|
|
An Archetypal Approach to Coaching |
208 |
|
|
1 Introduction |
209 |
|
|
2 Main Constructs of Archetypal Psychology |
210 |
|
|
2.1 Unconscious |
211 |
|
|
2.2 Complex and Archetype |
211 |
|
|
2.3 Self and Ego |
212 |
|
|
2.4 Persona |
213 |
|
|
2.5 Shadow |
213 |
|
|
2.6 Anima/Animus |
215 |
|
|
2.7 Individuation |
215 |
|
|
3 Utilization of Archetypal Psychology in Coaching |
217 |
|
|
4 Intercultural Coaching |
219 |
|
|
5 In Closing |
223 |
|
|
References |
223 |
|
|
Systemic Thinking and Transcultural Approaches in Coaching Psychology: Introducing a New Coaching Framework |
225 |
|
|
1 Introduction |
226 |
|
|
2 The Frame: Coaching Psychology Within the Positive Psychology Paradigm |
227 |
|
|
3 Input |
229 |
|
|
3.1 Input I: The Premises of Systemic Thinking |
229 |
|
|
3.2 Input II: Basic Assumptions of Systemic Thinking in Coaching Processes |
232 |
|
|
3.3 Input III: Transcultural Aspects in Coaching Psychology |
233 |
|
|
4 The Process |
236 |
|
|
4.1 The Process: Systemic Transcultural Competences and Approaches in Transcultural Systemic Coaching |
236 |
|
|
4.2 The Process: The Profile of a Transcultural Systemic Coach |
238 |
|
|
4.3 The Process: Practices and Interventions in Systemic Transcultural Coaching Processes |
239 |
|
|
5 The Output |
241 |
|
|
6 Introducing a Systemic and Transcultural Coaching Framework |
242 |
|
|
7 Conclusions, Implications and Recommendations for Theory and Practice |
244 |
|
|
8 Chapter Summary |
245 |
|
|
References |
245 |
|
|
Part III: Meta-theoretical Perspectives and Applications Within Multi-cultural Contexts |
251 |
|
|
The Coach as a Container in the Team Coaching Process |
252 |
|
|
1 Theoretical Background |
253 |
|
|
1.1 A Somatic Systemic Approach |
253 |
|
|
1.2 The Systems Psychodynamic Perspective |
253 |
|
|
1.3 Melanie Klein’s Object Relations Perspective |
254 |
|
|
1.4 Open Systems Theory |
255 |
|
|
2 The Idea of Containment |
256 |
|
|
2.1 The Coach as a Container |
256 |
|
|
2.2 Projective Identification as a Communications Process in the Containing Process |
257 |
|
|
2.3 Children and Containing |
258 |
|
|
2.4 Organizations and the Container |
259 |
|
|
2.5 Organizations and ‘ineffective’ Containing |
259 |
|
|
3 Research Design |
260 |
|
|
3.1 Research Approach |
260 |
|
|
3.2 Research Strategy |
260 |
|
|
3.3 Research Method |
261 |
|
|
Research Setting |
261 |
|
|
Researcher Roles |
261 |
|
|
Sampling |
261 |
|
|
Data Collection Method and Recording of Data |
261 |
|
|
Data Analysis |
262 |
|
|
Strategies Employed to Ensure Quality of Data |
262 |
|
|
4 Findings |
263 |
|
|
4.1 Theme 1: Recognition and Management of Anxiety and the Process by Which the Teams Were Currently Containing Themselves |
263 |
|
|
4.2 Theme 2: The Effective Use of Projective Identification |
264 |
|
|
4.3 Theme 3: Owning the Projection |
265 |
|
|
5 Discussion |
266 |
|
|
5.1 Theme 1: Recognition and Management of Anxiety: The Process by Which the Teams Were Currently Containing Themselves |
266 |
|
|
5.2 Theme 2: The Effective Use of Projective Identification |
267 |
|
|
5.3 Theme 3: Owning the Projection |
269 |
|
|
6 Conclusions, Limitations and Recommendations |
270 |
|
|
6.1 Conclusions |
270 |
|
|
6.2 Limitations |
271 |
|
|
6.3 Recommendations |
271 |
|
|
References |
272 |
|
|
Relationship Among Emotional Intelligence, SOAR, and Team-Based Collaboration: Implications for a Strengths, Opportunities, Aspirations, and Results (SOAR) Based Approach to Coaching Psychology |
275 |
|
|
1 Introduction |
275 |
|
|
2 The SOAR Framework |
277 |
|
|
2.1 Linking the SOAR Framework with Emotional Intelligence and Team-Based Collaboration |
278 |
|
|
3 Research Study of SOAR as a Mediator of Team-Based Collaboration |
281 |
|
|
3.1 Research Design |
281 |
|
|
3.2 Results |
282 |
|
|
4 Discussion |
287 |
|
|
5 Implications for Practice and Recommendations |
288 |
|
|
6 Conclusion |
293 |
|
|
References |
293 |
|
|
Strength Coaching as an Enabler of Positive Athlete Outcomes in a Multi-cultural Sport Environment |
297 |
|
|
1 Introduction |
297 |
|
|
1.1 The Strength Based Approach in Positive Psychology |
297 |
|
|
1.2 Strength Based Coaching |
298 |
|
|
1.3 Strength Based Coaching in Sport |
298 |
|
|
2 A Strength Based Coaching Model for Sport |
301 |
|
|
2.1 Phase 1: Clarifying Expectations and Establishing Rapport |
302 |
|
|
2.2 Phase 2: Identifying and Marrying Conscious and Unconscious Strengths |
303 |
|
|
2.3 Phase 3: Identifying Coaching Themes |
304 |
|
|
2.4 Phase 4: Encouraging, Deriving Meaning, Self-Efficacy and Installing Hope |
305 |
|
|
2.5 Phase 5: Framing Solutions |
305 |
|
|
2.6 Phase 6: Building Strengths and Competencies |
306 |
|
|
2.7 Phase 7: Empowerment |
307 |
|
|
2.8 Phase 8: Reframing |
307 |
|
|
2.9 Phase 9: Building Sustainable Resilience |
308 |
|
|
2.10 Phase 10: Evaluating and Re-contracting the Relationship |
309 |
|
|
3 Coaching in a Multi-cultural Sports Environment |
309 |
|
|
3.1 Theme 1: Culture, Race and Ethnicity Matters |
310 |
|
|
3.2 Theme 2: Use of Language Between the Coach and Coachee May Be a Challenge or an Issue When Diversity Is Greater |
311 |
|
|
3.3 Theme 3: It Is Best to Bring Up Differences of Culture, Race, and Ethnicity Directly and into the Open |
311 |
|
|
3.4 Theme 4: Combining an Emic (Universal), Etic (Group), and Unique (Person) Approach to Coaching Is Recommended |
311 |
|
|
4 Case Study |
312 |
|
|
5 Conclusion |
313 |
|
|
References |
313 |
|
|
Utilizing Symbolic Expressions, Art, Myths, Dreams and Fantasies in Coaching |
317 |
|
|
1 Introduction |
318 |
|
|
2 Creating Art During Coaching |
318 |
|
|
2.1 Drawings and Painting |
320 |
|
|
2.2 Writing |
323 |
|
|
2.3 Sculpturing, Composing, Scrap Booking and Collage |
324 |
|
|
3 Utilizing Existing Art During Coaching |
326 |
|
|
3.1 Paintings |
326 |
|
|
3.2 Music |
327 |
|
|
3.3 Myths and Fairy Tales |
329 |
|
|
3.4 Films/Theatre/Opera |
330 |
|
|
References |
331 |
|
|
Exploring Positive Psychology and Person-Centred Psychology in Multi-cultural Coaching |
333 |
|
|
1 Introduction |
334 |
|
|
2 Orientation to the Person Centred and Positive Psychology Approaches in Coaching |
336 |
|
|
3 The Strengths Based Coaching Model: Contrasting Paradigms |
338 |
|
|
3.1 Phase 1: Clarifying Expectations and Establishing Rapport |
341 |
|
|
Central Goals and Tasks |
341 |
|
|
A Positive Psychology Approach to Phase 1 |
342 |
|
|
A Person-Centred Approach to Phase 1 |
342 |
|
|
3.2 Phase 2: Identifying Conscious and Unconscious Strengths |
343 |
|
|
Central Goals and Tasks |
343 |
|
|
A Positive Psychology Approach to Phase 2 |
344 |
|
|
A Person-Centred Approach to Phase 2 |
345 |
|
|
3.3 Phase 3: Identifying Coaching Themes |
347 |
|
|
Central Goals and Tasks |
347 |
|
|
A Positive Psychology Approach to Phase 3 |
347 |
|
|
A Person-Centred Approach to Phase 3 |
348 |
|
|
3.4 Phase 4: Encouraging, Deriving Meaning, Developing Self-Efficacy and Instilling Hope |
349 |
|
|
Central Goals and Tasks |
349 |
|
|
A Positive Psychology Approach to Phase 4 |
349 |
|
|
A Person-Centred Approach to Phase 4 |
350 |
|
|
3.5 Phase 5: Framing Solutions and Action Plans |
351 |
|
|
Central Goals and Tasks |
351 |
|
|
A Positive Psychology Approach to Phase 5 |
352 |
|
|
A Person-Centred Approach to Phase 5 |
354 |
|
|
3.6 Phase 6: Building Strengths and Competencies |
355 |
|
|
Central Goals and Tasks |
355 |
|
|
A Positive Psychology Approach to Phase 6 |
355 |
|
|
A Person-Centred Approach to Phase 6 |
356 |
|
|
3.7 Phase 7: Empowerment |
357 |
|
|
Central Goals and Tasks |
357 |
|
|
A Positive Psychology Approach to Phase 7 |
357 |
|
|
A Person-Centred Approach to Phase 7 |
358 |
|
|
3.8 Phase 8: Reframing |
358 |
|
|
Central Goals and Tasks |
358 |
|
|
A Positive Psychology Approach to Phase 8 |
359 |
|
|
A Person-Centred Approach to Phase 8 |
359 |
|
|
3.9 Phase 9: Building Sustainable Resilience |
360 |
|
|
Central Goals and Tasks |
360 |
|
|
A Positive Psychology Approach to Phase 9 |
361 |
|
|
A Person-Centred Approach to Phase 9 |
361 |
|
|
3.10 Phase 10: Evaluating and Re-contracting the Relationship |
362 |
|
|
Central Goals and Tasks |
362 |
|
|
A Positive Psychology Approach to Phase 10 |
363 |
|
|
A Person-Centred Approach to Phase 10 |
363 |
|
|
4 Reflecting on the Positive Psychological and Person-Centred Approach During the Coaching Process |
364 |
|
|
4.1 Orientation |
364 |
|
|
4.2 Similarities Between Paradigms Within the Eclectic Multi-cultural Coaching Process |
364 |
|
|
4.3 Differences Between Paradigms Within the Eclectic Multi-cultural Coaching Process |
365 |
|
|
Positive Psychology |
365 |
|
|
Person Centred Approach |
366 |
|
|
Summary of Comparison |
368 |
|
|
5 Concluding Remarks |
368 |
|
|
References |
369 |
|
|
Training Emerging Psychologists as Multi-cultural Contextual Coaches |
374 |
|
|
1 Introduction |
375 |
|
|
2 Training Students as People Developers |
376 |
|
|
2.1 Self-Development and Self-Directed Learning |
380 |
|
|
2.2 Mentoring, Coaching and Supervision |
380 |
|
|
3 Research Design |
381 |
|
|
3.1 Research Approach |
381 |
|
|
3.2 Research Strategy and Setting |
382 |
|
|
3.3 Sampling Procedure and Participation |
382 |
|
|
3.4 Data Collection Methods |
382 |
|
|
3.5 Data Recording and Analysis |
383 |
|
|
3.6 Reporting Style |
384 |
|
|
4 Findings |
384 |
|
|
4.1 Category 1: Overall Experience |
384 |
|
|
4.2 Category 2: Growth and Development |
392 |
|
|
4.3 Category 3: Training Methodology |
392 |
|
|
4.4 Category 4: Competence as Multi-cultural Coach |
393 |
|
|
4.5 Category 5: Recommendations |
394 |
|
|
5 Discussion |
394 |
|
|
5.1 Recommendations for Future Training of Multi-cultural Psychology Coaches |
398 |
|
|
6 Recommendations for Future Research |
398 |
|
|
7 Appendix A: Overview of Methodology to Be Employed to Train Multi-cultural Coaching Psychologists |
399 |
|
|
References |
407 |
|
|
Enhancing Evidence-Based Coaching Practice by Developing a Coaching Relationship Competency Framework |
410 |
|
|
1 Introduction |
411 |
|
|
2 Contemporary Issues in Coaching and Coaching Psychology |
411 |
|
|
2.1 The Role of Psychology in Contemporary Coaching Practice |
412 |
|
|
2.2 The Role of Coaching Relationship for Facilitating Coaching Outcomes |
413 |
|
|
2.3 What Are Active Ingredients in an Effective Coaching Relationship? |
414 |
|
|
2.4 Analysis of Existing Professional Coaching Frameworks |
415 |
|
|
2.5 A Systematic Review on Coaching Psychology |
417 |
|
|
3 Research Methods and Findings |
417 |
|
|
3.1 Study One: The Development of Coaching Relationship Competency Framework |
417 |
|
|
Critical Incident Technique |
418 |
|
|
Thematic Analysis |
419 |
|
|
Q-Sorting |
420 |
|
|
3.2 Study Two: Establishing Validation Criteria: Reliability and Validity |
421 |
|
|
Research Process |
421 |
|
|
Data Analysis |
422 |
|
|
Soft Skills (Mean ? 5.3 |
423 |
|
|
Hard Skills (Mean Between 3.0 and 5.3 |
423 |
|
|
Additional Behavioural Indicators |
424 |
|
|
3.3 Study Three: The Evaluation of the Coaching Relationship Competency Framework |
424 |
|
|
Quantitative Data Analysis |
425 |
|
|
Coaching Alliance Inventory (CAI) |
425 |
|
|
CRCF Questionnaire |
426 |
|
|
Self-Efficacy Scale (SES) |
426 |
|
|
Qualitative Data Analysis |
427 |
|
|
4 Discussion |
428 |
|
|
5 Conclusion |
429 |
|
|
References |
430 |
|
|
The Future of Multi-cultural Coaching Psychology |
433 |
|
|
1 Introduction |
433 |
|
|
2 Research Design |
434 |
|
|
2.1 Research Approach |
434 |
|
|
2.2 Research Strategy |
435 |
|
|
2.3 Sampling Procedure and Inclusion Criteria |
435 |
|
|
2.4 Data Collection Methods and Recording |
435 |
|
|
2.5 Data Analysis Procedure |
435 |
|
|
2.6 Reporting Style |
436 |
|
|
3 Findings and Discussion |
436 |
|
|
3.1 Fundamentals of Multicultural Coaching Psychology |
436 |
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3.2 Psychological Approaches Within Multicultural Coaching Psychology |
438 |
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3.3 Meta-theoretical Perspectives and Practical Applications Within Multicultural Coaching Psychology |
440 |
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4 Conclusion |
441 |
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References |
443 |
|