This review investigates the relevance of socio-cognitive mindfulness (Langer, 1989) to wellbeing coaching by systematically synthesising the evidence to understand how socio-cognitive mindfulness interventions work. The search yielded 2,867 peer-reviewed studies with twelve papers meeting the eligibility criteria. The interventions induced socio-cognitive mindfulness with non-clinical adults via one or more psychological processes to achieve intrapersonal, interpersonal and environmental wellbeing. Six of the studies employed exercises to produce boosts in wellbeing, whilst six conducted extended programmes, of which three demonstrated sustained wellbeing improvements. The findings indicate that socio-cognitive mindfulness could provide valuable insights for practitioners and synergistic benefits for wellbeing coaching.
This research investigates an embodied metaphor-based positive psychology coaching intervention created as a method to transform perceptions and generate change. Six participants were recruited to work with the metaphor intervention; data was collected via participant journals and semi-structured interviews, with analysis completed using interpretative phenomenological analysis methodology. Results indicate that this metaphor process led to significant breakthroughs for participants under three themes: meta-position provides rationality and relieves pressure; agency prompts transformation from contractive to expansive energy; and insight is gained about one’s self and situation. This study provides evidence for using metaphor as an effective coaching or positive psychology intervention.
This longitudinal qualitative study explores how social interactions between young professionals and their leadership coach develop leader identity. Examining eleven pairs of coaches and clients participating in a three-to-six-month leadership development programme, this exploratory research found five general interaction types that form the basis of leader identity development. We explain how coaching interaction types are combined to create a powerful adult learning process for navigating leadership transitions in an original leader identity transformation framework. The findings expand the understanding of coaching processes and leader identity transformation, providing insights for researchers and practitioners to help young professionals navigate leadership.
Research on the impact of coaching interventions on Indian educators has been sparse. Therefore, this evaluative case study examines the impact of a coaching intervention programme (the Parevartan Ignite Project, supported by the International Coaching Federation Foundation) on a private school in Ghaziabad, a tier-2 Indian city. Fifteen schoolteachers and leaders underwent more than eight online coaching sessions, between October 2020 and April 2021. Despite the challenges brought about by Covid-19, the coachees reported having experienced both personal and professional development, creating institution-wide effects in the school ecosystem. For building further evidence, the project’s impact should be measured in other tier-2 cities.
Attention-Deficit/Hyperactivity Disorder (ADHD) poses challenges for affected individuals in varied functional arenas and life domains. Research on specialized ADHD coaching demonstrates benefit across the age span. However, studies of ADHD coaching for adults have only focused on group coaching. We engaged eight expert coaches in an iterative process over five focus group meetings to develop components of a manualized intervention for a coaching engagement for individual adults with ADHD. The resultant guidelines, “ADHD Coaching Engagement: Manualized Intervention” (ACE-MI) offers both best practice guidance for coaching adults with ADHD and a consistent approach to a coaching engagement useful in supporting quality research in the field.
In the fast-growing field of organisational coaching many issues identified in research and practice can be traced back to the fact that the purpose of this intervention continues to be merely assumed. This paper undertakes a critical examination of the main conundrums in practice and research that arise from the lack of appropriately considered purpose of organisational coaching. In order to generate a conceptual foundation for the necessary debates on these issues, a new framework is introduced that helps to identify and structure the essential layers of consideration concerned with the purpose of coaching. The proposed framework, together with a set of underlying principles, is designed to support meaningful integrations of coaching research studies as well as resolving some challenging issues for practitioners, educators and sponsors of coaching. As an example of using the framework I offer a way of defining the purpose of organisational coaching which should allow the practice to be better placed for re…
This study explores internal executive coaches’ sense-making of organisational role boundaries within a rail industry organisation. This cross-sectional qualitative study based on semi-structured interviews with three coaches sourced from the organisation’s internal executive coach pool, was analysed using Interpretative Phenomenological Analysis. Findings showed that coaches made sense of role boundaries by reflecting on their organisational roles, relationships within coach-coachee and non-coaching organisational contexts, and the coaching contracting process. Future research focused on exploring role boundary management strategies, potential benefits of internal coaching relationships, and the link between confidentiality, contracting and the internal coaching relationship, is suggested.
Mentalization is the basis of the human ability to understand interpersonal behaviour and is consid-ered a key competence in psychotherapy research. We apply mentalization theory to workplace coaching and argue for its added value from a conceptual perspective. We illustrate its empirical potential with an exploratory analysis of a coaching process, in which coaching session transcripts are rated using a rating instrument established in psychotherapy (namely the Reflective Functioning Scale; Fonagy et al. 1998). We find indications that the coachee's mentalization changes over the course of the coaching engagement and that mentalization fluctuates considerably within individual coaching sessions.
The seven principles of a ‘Coach Supervision Mindset’ were developed in 2016 when designing supervision training for internal coaches. The intention was to supplement existing supervisor competency-based models. Bluckert’s (2006) seven principles of a coaching mindset were used as a framework, extending each principle for coach supervision. Grounded in practice, the Coach Supervisor Mindset principles received external validation, challenge and refinement through two conference presentations. Subsequently an action research project was sponsored by the Association for Coaching, involving 48 members. This paper captures the themes arising from this process.
The COVID-19 crisis transformed the coaching practice overnight from a face-to-face to online practice. This study explores the impact of how coaches are using technology and their experiences in the digital coaching environment. The study adopts a reflexive thematic analysis using semi-structured one-to-one interviews with nine executive coaches. Several key findings emerged. First, coaches use technology mainly to perform remote coaching. Second, technology was crucial in the survival of many coaching businesses through the COVID-19 crisis. Finally, there are concerns about the risks associated with digital coaching. The paper suggests actions which coaches and professional bodies can take to mitigate.