Building on previous research, this article identifies an acronym “StEWARD” as a framework for articulating and exploring a coach supervision mindset. The acronym stands for Stewardship, Exploring, Wisdom, Agility, Relationship and Doubt, the letter “t” is for tailor, which invites the practitioner to build on the framework capturing nuances in their own supervision approach. Each element is expanded upon in turn, describing the supervisor’s likely disposition, beliefs, feelings, and values. Consideration is then given to how this mindset will influence what the supervisor pays attention to and how they respond. Contracting is positioned as an opportunity for co-creation, each letter of the acronym invites specific consideration. Responding to feedback on Lucas (2017), particular attention is given to how these mindset principles differentiate between coaching and coach supervision practice. A discussion highlights how often a supervisor must hold the tension between potentially conflicting positions. Limita…
A burgeoning evidence base demonstrates the therapeutic potential of psychedelics. Grounded in a review of existing literature and drawing on assumptions from coaching psychology and positive psychology, this paper argues that psychedelic experiences, beyond their potential to treat disease and disorder, hold promising potential to foster growth, learning, and wellbeing for non-clinical populations, and that coaching can offer effective, safe, and ethical support. Through identifying positive psychological themes in research and highlighting shared motivations to seek coaching and psychedelics, this paper builds the case for psychedelics-assisted coaching, offers a framework for practice, and discusses ethical concerns and future research.
This paper illustrates how human-led positive health coaching using a digital platform provides opportunities for building a relationship with participants and prompting reflection in action. We present evidence that draws on examples from RCSI Coach Connect to illustrate the potential of digital health interventions to create momentum for positive change in participants’ lives. Text based coaching conversations were analysed using thematic analysis. Results describe examples of the potential for change in the context of the partnership principles for dialogical coaching, namely, Equality, Choice, Voice, Dialogue, Reflection, Praxis and Reciprocity. Based on these results, we outline implications for practice and future research.
Schema coaching uses the methods of schema therapy, applying these with high-functioning individuals in the workforce. Imagery rescripting, a core schema technique, is an imagery-focused approach designed to reduce distressing memories and so change related beliefs and early maladaptive schemas. This qualitative study used an interpretative phenomenological approach to investigate the experience of clients undertaking imagery rescripting by employing semi-structured interviews. Overall, the experience of clients was that imagery rescripting was powerful but emotionally draining and had a positive long-term impact. There can be cautious optimism about suitably trained, supervised and ethically adherent coaches using this approach.
Training educators and learners in person-centred, solution-orientated coaching approaches may facilitate the development of a learner-centred mindset. Imperial College London developed a Massive Open Online Course (MOOC) in coaching skills for learner-centred conversations. A mixed methodology (post-course survey and semi-structured interviews) was used to evaluate the MOOC. Survey participants (n=1521) scored the MOOC highly on scales for intrinsic motivation and critical reflection and felt the MOOC aligned well with their cultural beliefs. Interview participants (n= 16) reported development of a learner-centred mindset and described applying coaching skills within a range of contexts, challenges encountered and how they addressed these.
This paper builds on the coaching supervision process heuristic proposed by Lewis (2023). It describes a research project designed to conceptualise coaching supervision interventions through interviews with five experienced coaching supervisors using the conceptual encounter research method. Findings are presented as a working definition of coaching supervision and a framework for coaching supervision interventions. The iterative development of the framework is discussed from multiple perspectives. The paper illuminates the intentional choices coaching supervisors have when selecting interventions and suggests pragmatic uses for the framework, including its implications for the education of coaches and coaching supervisors.