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
	3.2 Psychological Approaches Within Multicultural Coaching Psychology	438
	3.3 Meta-theoretical Perspectives and Practical Applications Within Multicultural Coaching Psychology	440
	4 Conclusion	441
	References	443