BPS Coaching Articles PDF

Special Group in Coaching Psychology
The Coaching
Psychologist
Volume 1 No 2 November 2005
ISSN: 1748-1104
The Coaching Psychologist
Editor: Kasia Szymanska Centre for Coaching and Central Stress Management Ltd
Consulting Editors: Ho Law Empsy Ltd
Alanna OBroin City University
Stephen Palmer Centre for Coaching and City University
Manfusa Shams
Alison Whybrow The Vedere Partnership
www.coachingpsychologyforum.org.uk
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Chairs update
Interest in coaching psychology continues
ELCOME BACK TO THE SECOND Our various sub-committees have been
W issue of The Coaching Psychologist.

Since I last wrote my Chairs
update, our membership has been steadily
very active representing coaching psycholo-
gists and coaching psychology in different
forums. They have also been involved in
increasing. We now have over 1900 members. arranging our successful series of workshop
If you consider that we didnt even exist as a events and planning for our second Annual
BPS Special Group until last December 2004, Conference on 1920 December 2005.
we are doing very well. Of course, some of It is the events and conferences that allow us
our members may believe that our proposed to keep the membership fee at only 3.50
membership fee of 3.50 for 2006 is too steep next year even though members will receive
and this could impact upon our membership. between four to five issues of our publica-
I hope not. tions. SGCP members will continue to obtain
So what will you get for your 3.50 next discount for all of our events and we will
year? The Coaching Psychologist will be continue to keep the prices down too. There
published three times in 2006, subject to will be no excuse not to have sufficient hours
submissions. It will continue to be a hard- of CPD for your BPS CPD online logbooks
copy version for members with it being freely especially as coaching psychology cuts across
available online. different fields of psychology.
You may recall that in the last issue, I was You may have noticed that we are
hoping that our proposed joint publishing running a research symposium at the Annual
venture with the Australian Psychological Conference. As we have had such a good
Society, Interest Group Coaching Psychology response from our members submitting
will come to fruition. The good news is that papers for this event, we have decided to
the papers have been signed, the hold a seperate one-day Annual Spring
Inter-national Coaching Psychology Review is Conference focusing on coaching psychol-
being developed and a team of editors will ogy research. This would be in addition to
be officially appointed. If we receive suffi- our December event which coincides with
cient academic papers, we hope to publish our AGM.
two issues in 2006 (March/April and By the time you read this column, I will
September/October). Although there will be about to step down at the AGM and will
be an online version to help promote coach- become Past Chair (or past it!). On day two
ing psychology research, SGCP members will of the conference, as Past Chair I will have
receive a hardcopy version too. more time to relax and chat. The Wine and
Writing for either of our publications will Cheese event will be great opportunity to
mean that your articles or book reviews will network too. Bring your business cards.
have a wide audience. It really is worth I look forward to meeting many of you again
having a go and writing a paper or case in December. Many thanks for all your
study. e-mails and letters of support.
Professor Stephen Palmer
The Coaching Psychologist Vol. 1 No. 2 November 2005 1

The British Psychological Society 2005
Editorial
ELCOME TO THE SECOND edition of The Coaching Psychologist, Ho Law
W edition of The Coaching Psychologist.

Im really pleased to report that we
are receiving a steady stream of innovative
discusses the important issue of ethics and
human rights in relation to coaching
psychology practice. In the next article Nick
and motivating articles, so please keep up Edgerton and Stephen Palmer describe the
the pace and e-mail me your manuscripts application of the SPACE model within the
directly at kasia.s@tinyonline.co.uk. We have context of cognitive behavioural coaching.
also extended the word length of papers to The sixth and seventh papers address posi-
1500 words and Im still trying to build a tive psychology; John Rowan replies to Alex
pool of book reviewers. Christopher Linleys and Susan Harringtons paper
Ridgeway, our very first book reviewer, has published in our first issue, followed by a
kindly sent me a long list of books suitable response from Alex and Susan. In the final
for review in The Coaching Psychologist and paper, Angela Puri and Stephen Palmer
I have been busy contacting publishers to let consider the application of coaching for
them know about our new publication. The disability issues.
books are starting to trickle in, so I hope In the next section of The Coaching
soon to have a selection of books ready to Psychologist, Pauline Willis and Clare Huffing-
send out to reviewers. If you are interested in ton provide an invaluable update on the
a specific area of coaching psychology do let work of the Profession Practice and Research
me know in your e-mail and I will try to find Subcommittee, Siobhain provides an
a book that matches your interest. overview of the SGCP website, Jennifer
This edition reflects the diversity of the Liston-Smith reports on a recent workshop
coaching psychology arena; in the first paper and kicks off her first conference diary and
Stephen Joseph addresses the person- finally we have a book review from
centred approach to coaching psychology, Christopher Ridgeway.
Jonathan Passmore outlines a model which If I dont get to see you at the conference
can be applied in organisational settings and in December have a good break over the
in the third article Sally Johnston writes Christmas period.
about the importance of goal setting.
Following on from his article in the first Kasia Szymanska
2 The Coaching Psychologist Vol. 2 No. 2 November 2005

Person-centred coaching psychology
Stephen Joseph
OACHING PSYCHOLOGY PROVIDES ogy. Coaching psychology aims to facilitate
C a new way of thinking about psycho-

logical practice and how we can facili-
tate optimal functioning. Coaching psychol-
optimal functioning, to help people discover
what they want in life, and to help people
generate their own solutions for how to
ogy contrasts with traditional psychological achieve what they want. The argument that
approaches which have been concerned with advocates of coaching psychology make, is
alleviating distress and dysfunction. But, the that whereas clinical and counselling
idea that we should focus on developing psychologists work with people at the lower
potential is not entirely a new one. It can be end of the psychological functioning spec-
traced back to the person-centred approach trum, coaching psychologists work with
originally developed by the psychologist Carl people at the higher end of the spectrum
Rogers (1951, 1961). In this article, I will (Grant, 2001). Thus, instead of working to
argue that coaching psychology can learn alleviate psychopathology, coaches work to
from the person-centred approach for facilitate optimal functioning.
grounding its practice in the meta-theoretical But this distinction in practice belies a
assumption that people are their own best more complicated conceptualisation. There
experts. A consideration of person-centred are two alternative and mutually exclusive
theory shows that how we define the territory ways to understand the spectrum of psycho-
of coaching psychology is bound up in our logical functioning. The first is the medical
meta-theoretical assumptions. Currently model. The medical model refers to the
coaching psychology has tended toward the premise that there is discontinuity between
medical model, but I argue that the princi- psychopathological functioning and optimal
ples of coaching psychology are actually functioning so that understanding and alle-
more congruent with the person-centred viating distress is a separate task from facili-
approach. tating well-being and optimal functioning.
First of all, it is important to note that the Thus, coaching psychology would be a differ-
person-centred approach is just that, an ent activity requiring a different knowledge
approach. It is not a form of therapy or of base, and different skills than required for
coaching per se, it is a philosophical stance working with people in distress.
that can be applied in one to one settings, The second is the person-centred
small group settings, the wider community, approach. This is the meta-theoretical
and to social policy. In essence, the person- assumption that people are intrinsically
centred approach is simply the principled motivated toward creative, fulfilling, and
stance of respecting the self-determination optimal ways of living, but that this intrinsic
of others (Grant, 2004). motivation can become usurped and work at
cross purposes so that the person develops in
Meta-theoretical assumptions ways that might be described as
It is in the interests of any newly emerged psychopathological. Thus, there is no
professional group to demarcate its territory discontinuity between psychopathology and
and as such many commentators in the new optimal functioning as they are both defined
field of coaching psychology have distin- in relation to the extent to which intrinsic
guished the practice of coaching psychology motivation has become usurped (Joseph,
from that of clinical and counselling psychol- 2003; Wilkins, 2005). Thus, because

Stephen Joseph
psychopathology and optimal functioning Perspectives on practice

are defined in relation to each other, the But what are the practical implications of
alleviation of psychopathology and the facili- coaching psychology adopting the person-
tation of optimal functioning is a unitary task centred meta-theory as opposed to the
(see Joseph & Worsley, 2005). Thus coach- medical model? The person-centred
ing psychology would be the same activity perspective provides a unitary way of work-
requiring the same knowledge base, and the ing with clients along the spectrum of func-
same skills, as required for working with tioning. Theoretically, a person-centred
people in distress. coaching psychology is therefore applicable
Coaching psychologists by contrasting to the range of occupational, clinical, and
themselves to clinical and counselling health care settings, constrained only by the
psychology in terms of their focus for prac- depth and duration of experience and train-
tice have implicitly adopted the medical ing of the practitioner, rather than any arbi-
model. This is because the professions of trary discontinuity between well-being and
clinical and counselling psychology have psychopathology.
already adopted the medical model (coun- Person-centred approach is about going
selling to a lesser extent than clinical) and with the client, at their pace, respecting their
thus comparison inevitably leads to the self-direction. But although the process is
conclusion that coaching psychology the same, content will be different. Quite
requires different skills and knowledge base. simply, what terms we use will determine
If clinical and counselling psychology had what clients we work with. The public under-
adopted the person-centred meta-theory as standing is that counselling is about looking
opposed to the medical model, there would back in life at what has gone wrong, whereas
now be no need for coaching psychology! coaching is about looking forward to what
The fact that clinical and counselling can go right. If we offer counselling we will
psychology have chosen to ground their get clients who want to look back, and if we
practice in the medical model as opposed to offer coaching we will get clients who want to
the person-centred model does not mean look forward. The task of the person-centred
that this is also the best way for coaching therapist or coach is the same in either case,
psychologists to view human nature. Indeed, to stay with the person and to facilitate their
the medical model in psychology is now self-determination. Thus, at a theoretical
subject to so much criticism (see Albee, process level, the person-centred psycholo-
1998; Maddux, Snyder & Lopez, 2004; gists task is always the same, be they
Sanders, 2005) that it would seem question- employed as a coaching, counselling, or clin-
able to now also adopt the medical model for ical psychologist, but at the practical level of
coaching psychology. content the sessions would be different.
In marking out its territory and in There are also implications for training.
making the case that coaching psychology is Training programmes that are influenced by
not just clinical or counselling psychology the medical model will emphasise the devel-
repackaged, coaching psychology has, I opment of intellectual knowledge so that the
would argue, inadvertently adopted the coach can take on the role of expert. Train-
medical model as its meta-theoretical foun- ing programmes that are influenced by
dation. This may or may not be the direction person-centred principles will emphasise the
in which the profession of coaching psychol- development of the self-awareness of the
ogy decides to develop. My point is that we coaching psychologist and their interper-
should be reflective of our meta-theoretical sonal and emotional skills, and in learning
assumptions, and how they will influence the how to facilitate self-determination in others.
development of the profession and our prac- The person-centred approach to coaching
tice. psychology is not about what you do, but

Person-centred coaching psychology
about how you do it (Grant, 2004). Some goals, checking strategies, and so on, but it
coaching psychologists are discovering the emphasises the clients role in taking the
person-centred approach for themselves: lead and the coaches ability to follow,
Most of my coaching time is spent whereas the medical model emphasises the
tripping over myself. I can hardly wait to coaches role in taking the lead and the
explore the coachees issues before I am clientss ability to follow.
rushing in to get them ready to set goals, Thus, this article is not about what you do
or to analyse their lifestyle imbalance, do but how you do it. At the meta-theoretical
a cognitive checklist or evaluate their level, either we hold ourselves as the expert
own self-care strategies. I am learning to on our clients life and take the lead, or we
slow down I am arguing here for a hold our client as their own best expert and
fuller, deeper kind of listening we let them take the lead.
nowadays I follow more and lead less
that we bring ourselves fully into the Address for correspondence
relationship (Groom, 2005, 2122). Stephen Joseph
This quote from Groom (2005) exemplifies Department of Psychology,
the person-centred approach in action. University of Warwick,
Psychologists are beginning to understand Coventry, CV4 7AL.
that the person-centred approach is a meta- Tel: +44 2476 528182
theoretical approach to practice (Linley & Fax: +44 2476 524225
Joseph, 2004). It does not rule out setting E-mail: S.Joseph@warwick.ac.uk
References
Albee, G.W. (1998). Fifty years of clinical psychology: Maddux, J.E., Snyder, C.R. & Lopez, S.J. (2004).
Selling our soul to the devil. Applied and Preventive Toward a positive clinical psychology: Decon-
Psychology, 7, 189194. structing the illness ideology and constructing an
Grant, A.M. (2001). Towards a psychology of coaching. ideology of human strengths and potential.
Sydney: Coaching Psychology Unit, University of In P.A. Linley & S. Joseph (Eds.), Positive psychol-
Sydney. ogy in practice (pp.320-334). Hoboken, NJ: John
Grant, B. (2004). The imperative of ethical justifica- Wiley.
tion in psychotherapy: The special case of client- Rogers, C.R. (1951). Client-centred therapy: Its current
centered therapy. Person-Centered and Experiential practice, implications and theory. Boston, MA:
Psychotherapies, 3, 152165. Houghton Mifflin.
Groom, J. (2005). Effective listening. The Coaching Rogers, C.R. (1961). On becoming a person. Boston,
Psychologist, 1, 2122. MA: Houghton Mifflin.
Joseph, S. (2003). Client-centred psychotherapy: Sanders, P. (2005). Principled and strategic opposi-
Why the client knows best. The Psychologist, 16, tion to the medicalisation of distress and all of its
304307. apparatus. In S. Joseph & R. Worsley (Eds.),
Joseph, S. & Worsley, R. (2005). A positive psychology Person-centred psychopatholgy: A positive psychology of
of mental health: The person-centred perspec- mental health (pp.2142). Ross-on-Wye: PCCS
tive. In S. Joseph & R.Worsley (Eds), Person- Books.
centred psychopathology: A positive psychology of Wilkins, P. (2005). Person-centred theory and
mental health (pp.348357). PCCS Books: mental illness. In S. Joseph & R. Worsley
Ross-on-Wye. (Eds.), Person-centred psychopatholgy: A positive
Linley, P.A. & Joseph, S. (2004). Toward a theoretical psychology of mental health (pp.4359). Ross-on-
foundation for positive psychology in practice. Wye: PCCS Books.
In P.A. Linley & S. Joseph (Eds.), Positive psychol-
ogy in practice. Hoboken, NJ: John Wiley.

The heart of coaching: Developing a
coaching model for the manager
Jonathan Passmore
HE COACHING SECTOR HAS 1. Goal
T mushroomed in the last five years.

In 1999 working as a chief executive
I never thought about whether I needed an
The Goal stage in the GROW model is
concerned with establishing a clear objec-
tive. We have suggested that this be broken
executive coach. Now, sitting on the oppo- down into three sub-elements; to establish
site side of the table senior managers have whether there is a need for coaching, to
come to believe this is an indispensable part reach agreement that coaching is acceptable
of their personal development. as an approach in the eyes of all parties
Coachings popularity has spread to involved and lastly, to clarify the goal.
managers, who are keen to add the approach Consideration firstly needs to be given to
to their range of skills. The work of writers the organisation and its culture. Managers
such as Goleman (2002) has highlighted the operate within organisational cultures which
benefits of coaching as one of a variety of styles may support or may undermine a coaching
that successful managers use. He suggested style. Where the organisation is supportive of
that when combined with developing a clear coaching, coaching is more likely to be
vision, sharing this vision with others, and accepted by team members as helpful and
involving others to build plans, managers can supportive. In cultures where coaching is
build long-term strength in organisations. abnormal, employees may be less willing to
Managers recognise this but have been openly discuss their performance or their
struggling to get coaching to work for them. feelings.
For most organisations managers operate The development of a coaching culture is
their coaching practice without a model, and not arrived at overnight, but its existence will
this tends to feel more like tell then ask, be a key building block to using coaching
even when the manager calls it coaching. For conversations as a management style. To
organisations which do offer a developmen- develop a coaching culture, organisations
tal style the GROW model is ubiquitous. would benefit from talking about what
Once learned, managers have little space to management styles they currently value and
further develop what they do, or to think why these approaches are valued? Also worth
more widely about the questions they ask. exploring would be the assumptions that
To support this developmental need we underpin the current dominant manage-
have developed a managers coaching model ment styles.
which is routed in the behaviouralist tradi-
tions of GROW, but helps managers to think (a) The employees needs
through what they should be doing. We A key issue to consider at this stage is which
dont see this as a replacement of GROW, of these styles is appropriate for the
which we think is a simple but robust goal- employee, given the situation? Is the issue
focused model well suited to executive developmental? Is it more about reward or
coaching (Passmore 2003). Instead we see punishment? In our view a coaching style
this model as a managers guide to using best suits situations where the manager is
GROW. We have called this the Heart of seeking to develop the understanding of an
Coaching Model. individual. In these situations the employee

The heart of coaching
has some knowledge about a topic, so a 2. Reality

directive style is less appropriate but is not This is the second stage in the model. At this
yet an expert to whom they can delegate the stage we are concerned with establishing
whole process. current performance or the current situa-
tion. We suggest that there are two sub-stages
(b) Agreement to this; gathering information from a range
Having made the decision that coaching is of sources and assessing the situation using
appropriate within the culture, appropriate to the evidence which has been collected.
the situation and appropriate to the individual,
the next issue is consent. Coaching requires (a) Data gathering
consent from three parties; senior managers, At the data gathering phase the manager
the employee and the manager coach. For a coach needs to hold a clear view about what
senior manager, the consent may be implicit information the employee needs to gather to
assuming two conditions, the organisation build a clear picture of the current situation.
supports a coaching approach or has a coach- The manager coach will use questions to
ing culture and the individual is not facing direct the focus of the employee to these
disciplinary proceeding. For the employee, aspects of performance to ensure the
launching into a different style of working can employee builds up a holistic picture of the
be confusing. A discussion about supporting situation, harvesting data not only from quan-
the employees develop may set a context titative sources of performance data but also
where an implicit agreement emerges. A more qualitative data on personal perspectives. Such
formal agreement where the manager talks information maybe held in appraisals or 360
about coaching and its benefits can be equally feedback reports. Once the employee has
helpful. The third person is the manager. Has yielded all the data they can obtain, the
the manager the skills and awareness to use a manager coach may add to this providing
different management style? Coaching is a style their perspective. This may personal feedback
which relies on an ability to use questions of their experience of the employee, or could
rather than answers, a style which is more non- be drawn from previous observations which the
directive than directive. manager coach has recorded. As with all feed-
back, the data need to be specific, detailed and
(c) Goal clarification based on behaviour rather than personal
At this part the manager coach explores the observation.
goals; what do we want to achieve? Again this
understanding of what the goal is needs to be (b) Assessment
clearly held by the organisation, by the indi- The assessment process is the second part of
vidual and by the manager. The organisa- the reality stage. At this point the manager
tions knowledge of the goal is most likely to coach needs to make a judgement about
be expressed in a written document. This may their own ability to assess the information
be the corporate plan, a service or unit plan which has been shared. For most managers a
or for more junior staff in personal objectives detailed understanding of the sector or the
or a forward job plan. The objectives are likely work area will enable such an understand-
to have been agreed between or set by the ing. But for the manager new to an area or
manager. So there is an expectation the without technical knowledge in the subject
manager will understand these from their area independent input can help them to
own position, but is there a shared view with make such judgements. The manager
the employee. It is often at this point that clar- coach needs to be able to identify who can
ification of what the goal means is helpful. All assist them in this process, in developing an
parties need to hold a common and clear understanding which they can then bring to
understanding of the goal. bear in the discussion with their employee.

Jonathan Passmore
3. Options generated. The manager coach needs to

The Options stage is the third stage in the ensure the employee considers both risks
GROW model. The focus is on generating and benefits, and once again should act to
and evaluating a wide range of alternatives to ensure the employee does not miss obvious
improve or resolve the issue and to achieve points through directing the employees
the goal expressed at the start. For us this attention to these through questions.
involves two phases; generating the maxi-
mum number of alternative options and 4. Way Forward
evaluating the options. The fourth stage in the GROW model is the
Way Forward, or is sometimes called Will to
(a) Generating the options Act. The way forward is the action planning
During the options generating phase the stage of the model. We have suggested that
aim is to help the employee to generate the there are four parts to this stage which can
maximum number of options. How many is help them manager. These are agreeing a
difficult to assess, but in any situation having final plan, clarifying what the success criteria
four to eight options to consider offers a are for the plan and lastly agreeing a series of
reasonable number of alternatives. To steps towards the plan which would help in
increase the number of options the tracking progress
manager coach may encourage the
employee to consider how others might view (a) Action plan
the situation. The use of the VIP innovation At the action plan sub-stage the aim is to
technique can be helpful. This involves ensure a clear shared plan of action is estab-
imagining how important people, such as lished. The plan needs to be clear in the
Winston Churchill to Nelson Mandela, may mind of the manager coach and the
address the issue if they faced it. Other tech- employee. From our experience an
niques which are helpful at this stage are employee who has generated the goal is
attribute listing and storyboarding. By adopt- likely to be committed to it. However, there
ing different creative approaches, additional is value in talking about motivation. Motiva-
options may be added to the original tion to act has three components; willingness
thoughts from the employee. Once this as to act, ability to act, readiness to act (Miller
been completed, the manager can take a & Rollnick, 2002). How important is the goal
more directive approach through questions to the employee? How able does the
to focus attention on other options which employee feel to achieve the goal? What
may have been missed. An ideal outcome is priority does the goal have compared to
to have a range of options which spread other priorities? The coach may ask the
across the risk range; from those which are employee to rate each out of 10, high scores
low risk or high risk options to others which are more likely to be matched by action.
may hold higher risks but offer higher
rewards. (b) Measures of success
Being highly motivated will not be enough in
(b) Evaluating the options an organisational context. We are aware that
At this sub-stage we suggest the coach needs while the goal may have been described and
to move to establishing the criteria which the is understood by both, it may lack explicit
options will be evaluated against. This measures of success. We advocate measures
involves a similar brain storming or ideas which have clear time limits and which have
generating exercise to the options genera- staging points. This allows the manager
tion. However, once established the coach and employee to assess how they are
employee needs to move to a systematic getting along after a month, three months or
evaluation of the options which they have a year if the goal is a long-range career goal.

The heart of coaching
(c) Tracking progress porating the behaviour into everyday prac-

Tracking progress is an important part of the tice. It is often helpful to explore with the
process; how and when will the reviews take employee what may get in the way of making
place? Also important is to ensure that the coaching part of their everyday behaviour.
dates of reviews mirror the tracking meas- A final discussion may be to reflect of what
ures which the manager coach and needs to be done next. This is likely to lead
employee have agreed. The manager coach the manager coach and their employee
then needs to ensure these tracking events back to the start of the process and a new set
take place and that a coaching style is used to of goals.
help the employee to remain on track or
adjust their behaviours to move closer to the Conclusion
desired tracking or sub- goals. This model is designed to help managers
developing their coaching practice, without
(d) Evaluation moving towards more psychological tech-
The evaluation phase builds on this ensuring niques of cognitive behavioural coaching
that both parties are clear about the process such as exploring and challenging automatic
for evaluation and that this evaluation meet- thoughts or motivation and aspects of the
ing takes place. This is about holding the unconscious. Its behavioural focus means
employee to account. In a management rela- that managers can feel safe using these and
tionship which uses coaching we would add to their existing knowledge and skills of
suggest that the review is focused on learn- using GROW.
ing from events, rather than identifying and
punishing error. Address for correspondence
E-mail: jpassmore@opm.co.uk
(e) Refinement A fuller version of this model and a free-to-
The final phase we would advocate within use questionnaire is available on the website:
the Way Forward is to refine the goal, www.opm.co.uk
moving from special task behaviour to incor-
References
Goleman, D., Boyatzis, R. & Mckee, A. (2002).
The New Leadership. London: Little Brown.
Miller, W.R. & Rollnick, S. (2002). Motivational
interviewing: Preparing people for change (2nd ed).
New York: Guilford Press.
Passmore, J. (2003). Goal-focused coaching.
The Occupational Psychologist, August.

Applying goal setting theory to coaching
Sally Johnston
CCORDING TO KURT LEWIN Goal setting is fundamental to several
A There is nothing so practical as a good

theory and goal setting theory is a
fine example.
coaching approaches, for example John
Whitmores (2002) GROW model. Within my
own coaching practice I find the NLP tech-
Goal setting has long been hailed as the nique for eliciting well formed outcomes
motivational technique that works. It has (OConnor & Seymour, 1990) to be highly
been applied in a variety of organisational effective. A brief description follows.
and training settings. Numerous studies The coaching psychologist asks a series of
attest to its validity both as a motivator and as questions. This is usually done standing with
an enhancer of task performance. the coaching psychologist mirroring the
Locke et al. (1981, p.126) provide the clients body language in order to maximise
following definition: A goal is what an indi- rapport. The questions are:
vidual is trying to accomplish; it is the object 1. What do you want? The coaching
or aim of an action. The concept is similar in psychologist makes sure the response is stated
meaning to the concept of purpose and in the positive before proceeding.
intent. 2. Where, when, who with and how will you
There is much empirical evidence achieve your outcome specifically?
(Locke & Latham, 1990) supporting the 3. How will you know you have achieved
basic tenets of goal setting theory. These are: your outcome? What will you see, hear
Goals which challenge lead to higher and feel?
performance than easy goals. Easy goals 4. What are the consequences of achieving
are unlikely to arouse much effort or your outcome? Are these all positive? Are
interest. Goals which are set there any negative consequences? Do you
unrealistically high will produce failure need to reconsider your goal?
even after concerted effort. Goals have to 5. What will you do to achieve this
be set at a moderately difficult level in outcome? What is the first step you will
order to be motivating. take?
Specific goals result in better performance Once the goal or outcome is established the
than general do your best type goals. coaching psychologists task is to help the
Specific goals are effective because they client maintain his or her determination to
set standards against which individuals can achieve the goal. Research suggests that the
measure personal performance; they also individuals goal commitment may depend
act as guides for current behaviour. on external, interactive and internal factors.
Feedback (knowledge of results) is External factors include positive feed-
necessary for goal setting to be effective. back, peer support, and the support of an
It allows individuals to adjust behaviour authority figure. Thus it is particularly
so that they are on target for goal important to engage the support of line
achievement. managers when coaching work perform-
Proximal goals are more motivating than ance.
distal goals. Proximal goals serve as When considering interactive factors, the
markers of progress in the short term coaching psychologist needs to be sensitive to
whereas distal goals are too remote to act individual differences. For example, both
as useful incentives. peer competition and making goals public

Applying goal setting theory to coaching
can be motivating for some but not for others. with high self-efficacy have been found to set
Research suggests that client participation in more challenging goals and to be more
goal setting is positively correlated with committed to them. (Bandura & Wood,
performance but is not essential. Regardless 1989; Locke et al., 1984; Taylor et al., 1984).
of effectiveness a participative approach is There is also evidence for the reverse
recommended because of its congruence relationship, that of goal setting influencing
within the ethos of coaching. Goal review self-efficacy. Bandura and Schunk (1981)
should include some self generated feedback compared the mathematical efficacy of
as this is more effective than reliance on an children who followed self-directed learning
external source. One means for facilitating programmes either with or without goal
this process is encouraging clients to maintain setting. They found that children who used
journals for self-reflection. proximal goal setting developed a stronger
An important internal factor is self-effi- sense of mathematical efficacy than children
cacy (the individuals belief in his or her own who followed the same programme but with
ability). Self-efficacy is a vital source of moti- either no goals or distal goals. It is hypothe-
vation. The belief that he or she can produce sised that attainment of proximal goals gave
desired results is a great spur to action. the children a sense of task mastery, which
Bandura (1977b, 1997) explains that self- bolstered their efficacy.
efficacy is concerned not with an individuals Other suggestions have been put forward
actual abilities but with an individuals as to how goals can help to build a sense of
perceptions of his or her abilities in a given self-efficacy. Here are three:
domain of activity. He construes it as consist- Goals structure activities and provide
ing of two components. The first, outcome markers for evaluating personal
expectations, is concerned with predictions capabilities (Bandura, 1986).
that given behaviours will yield certain Goal setting conveys the message that
outcomes. The second, efficacy expecta- performance is an acquirable skill not an
tions, applies specifically to the individuals inherent quality (Wood & Bandura,
beliefs about his or her abilities. Self-efficacy 1989).
is a dynamic construct and the coach has an Setting proximal goals makes a task
important role to play in helping the client appear more manageable (Stock, 1990)
to develop it. Bandura (1977b) proposes that There are some drawbacks to goal setting.
there are four ways: The coaching psychologist needs to be aware
1. Enactive, performance accomplishment of these. For example, quality may be
based on mastery of the skill. neglected in order to focus on quantity. It is,
2. Vicarious experience. therefore, crucial to specify quality require-
3. Exhortative or verbal persuasion. ments when formulating goals. Also a goal
4. Emotive, which involves diminishing may no longer be appropriate because of
emotional arousal. environmental changes. Both circumstances
Skill practice with feedback, role play, role necessitate that goals are reviewed regularly.
modelling, use of affirmations, empowering A further consideration is that goals may
metaphors, reframing, visualisation and conflict or compete with each other. Some-
stress management are some of the tech- times personal development goals may
niques which coaches can usefully employ to conflict with the goals of the employing
further develop client self efficacy. Choice of organisation. In such circumstances the
technique will depend on the situation and coach ing psychologist will need to help the
the clients individual needs. client address the conflict and decide whose
Self-efficacy plays a key role in moderat- goals are paramount.
ing both the goals people set and their In conclusion, goal setting remains one
persistence in achieving them. Individuals of the most important techniques available

Sally Johnston
to the coaching psychologist. Because goal Address for correspondence

achievement leads to increased self-efficacy, Sally Johnston
goal setting empowers, encouraging the 8 North Parade, Lincoln LN1 1LB.
client to set further and more challenging E-mail: sally@psygen.co.uk
goals.
References
Bandura, A. & Schunk, D.H. (1981). Cultivating Locke, E.A., Frederick, E., Lee, C. & Bobko, P.
competence, self-efficacy, and intrinsic interest (1984). Effect of self-efficacy, goals and task
through proximal self-motivation. Journal of strategies on task performance. Journal of Coun-
Personality and Social Psychology, 41(3), 586598. selling Psychology, 69, 241251.
Bandura, A. & Wood, R.E. (1989). Effect of perceived Locke, E.A., Shaw, K.N., Saari, L.M. & Latham, G.P.
controllability and performance standards on (1981). Goal setting and task performance:
self-regulation of complex decision making. Jour- 19691980. Psychological Bulletin, 90, 125152.
nal of Personality and Social Psychology, 56, 805814. OConnor, J. & Seymour, J. (1995). Introducing neuro-
Bandura, A. (1977b). Self-efficacy: Toward a unifying linguistic programming. Thorsons.
theory of behavioural change. Psychological Stock, J. (1990). Proximal goal-setting and self-
Review, 84(2), 191215 regulatory processes. Cognitive Therapy and
Bandura, A. (1986). Social foundations of thought and Research, 14, 483498.
action: A social cognitive theory. Englewood Cliffs, Taylor, M.S., Locke, E.A., Lee, C. & Gist, M.E. (1984).
NJ: Prentice Hall. Type A behaviour and faculty research produc-
Bandura, A. (1997). Self-efficacy: The exercise of control. tivity: What are the mechanisms? Organizational
New York: W.H. Freeman & Co. Behaviour and Human Performance, 34, 402418.
Lewin, K. (1951). Field theory in social science: Selected Whitmore, J. (2002). Coaching for performance.
theoretical papers. D. Cartwright (Ed.). New York: Nicholas Brealey Publishing.
Harper & Row. Wood, R.E. & Bandura, A. (1989). Social cognitive
Locke, E.A. & Latham, G. (1990). A theory of goal theory of organizational management. Academy of
setting and task performance. Englewood Cliffs, NJ: Management Review, 14, 361384.
Prentice Hall.

The new code of ethics, human rights and
its implications in relation to coaching
psychology practice
Ho Law
N THE FIRST ISSUE of The Coaching Opportunities Policy Statement and Policy.
I Psychologist, I introduced myself and my

role and opened up this space for reflec-
tion and discussion about ethical principles
The Statement indicated that the Society is
committed to the achievement of equality of
opportunity as an employer and in its deal-
in our profession (Law, 2005). I set out the ings with members, however, it falls short
following agenda for ethics in coaching in providing a useful tool that guides its
psychology: members in their practice within the legal
1. Developing ethical principles in boundaries and legislation in equality and
coaching psychology. diversity.
2. Identifying the ethical implications for As psychologists, we are armed with
supervision of coaches and coaching knowledge of human emotion, thought and
psychologists. behaviour and, therefore, we should have a
3. Developing quality control procedures. lot of contributions to offer in the imple-
4. Promoting diversity in coaching mentation of the new legislation such as
psychology. Race Amendment Act 2000 and the
5. Developing training in coaching harmonised process between the European
psychology. Convention on Human Rights and the UKs
6. Embedding ethical principles as part of legislations. This has been reflected by the
the core competence and continual one-day workshop on Human Rights and
development in our profession. Psychology held at the Societys annual
As indicated in the previous discussion, conference this year.
I hope that in future issues we will have the As coaching psychologists, we could help
opportunity to continue reporting on the shape the organisations cultural change
development of the ethical aspects of coach- such as Diversity and inspirational leadership
ing psychology to our readers. I was very programmes. On the other hand, the under-
much encouraged by the positive responses standing of the relevant Equality, Diversity
from many colleagues and some suggested and Human Rights policies can act as a tool
that we should have a regular ethics column. to guide our coaching practice and ensure
So in this article I would like to further that our approaches are efficient, effective
explore some of the latest developments in and could work across diverse culture (see
our ethical thinking. EMF, 2005, MentforReview). This article thus
The aim of the Ethics Committee is to aims to provide some useful information on
ensure that its members are provided with the Human Rights Act for readers.
clear and helpful parameters to guide deci- In contrast to many peoples awareness,
sion making and resolve ethical dilemmas, the Human Rights legislation is not new.
and it has started with a consultation on the It was first established following the Second
new proposed Code of Ethics and Conduct. World War by the Council of Europe (Euro-
According to the New Code of Conduct pean Convention on Human Rights 1950)
Consultation, we still have the existing Equal two years after the Universal Declaration of

Ho Law
Human Rights 1948. The European Court of the development of a flourishing human
Human Rights in Strasbourg now covers 41 rights culture in the public sector.
countries and nearly 800 million people. Provide power to support cases involving
This indicates its wide impact and it should combined equality and human rights
affect most of us and our practices. issues, including a power to support cases
The Human Rights Act 1998 incorpo- where equality issues fall away so that
rates the European Convention on Human only freestanding human rights issues
Rights (ECHR) 1950 directly into UK law. It remain.
allows UK courts and tribunals to apply Provide conciliation services in relation
Convention rights directly. However, Parlia- to disputes with both an equality and
ment remains sovereign. Courts can strike human rights issue.
down incompatible decisions and regula- Translating the above guiding light to our
tions but not legislation. Amongst many of ethical principals in coaching psychology
the articles and protocols within the Conven- implies that coaching psychologists should:
tion Rights, Article 14 and Protocol 12 Promote our clients awareness and
(which came into force on 1 April 2005) are understanding of their rights as basic
most relevant to our legislation of discrimi- human beings.
nation laws. Article 14 states that: Incorporate human rights values, such as
The enjoyment of any right set forth by privacy and dignity, in promoting good
law shall be secured without practice in the delivery of our coaching service
discrimination on any ground such as sex, through codes of practice.
race, colour, language, religion, political or Our coaching psychology situation might
other opinion, national or social origin, demand us to conduct professional
association with a national minority, property, (psychological) inquiries into issues of
birth or other status. public interest including human rights,
Under the Equality Bill, ECHR functions to develop and promote improved
include: practice in response to particular areas of
Promote public awareness and under- concern. To ensure that we develop
standing of human rights. competence to act as the third party
Incorporate human rights values, such as intervention to provide expert
privacy and dignity, in promoting good knowledge and understanding which can
practice in public service delivery assist courts in making decisions. For
through codes of practice; including example, the Society has a register of
those arising from the international psychologists who act as expert witnesses.
agreements on human rights to which Provide intervention that would support
the UK is a signatory (e.g. not just HRA); the development of a flourishing human
and including private sector bodies rights culture in our coaching practice
carrying out public functions and within the organisation.
services. Develop ability to resolve conflicts that
Conduct general inquiries into issues of could support cases involving combined
public interest including human rights, equality and human rights issues.
to develop and promote improved Develop our competence to provide
practice in response to particular areas of conciliation services in relation to disputes
concern. Third party interventions to with both an equality and human rights
provide expert knowledge and issue.
understanding, which can assist courts in The above ethical principles are consistent
making a decision. with the ECHR Human Rights bill. Our next
Provide intervention in human rights challenge is about how to translate the prin-
cases that would be intended to support ciples into practice. These issues will be

The new code of ethics
explored further at the workshop at our first diverse areas, including social psychologists,
SGCP Annual National Conference this clinical psychologists as well as occupational
December. psychologists. My initial reaction is that it has
At the time of writing, we are being asked not yet included coaching psychologists and
to comment on the draft report written by the new area of positive psychology. I would
Peter Kinderman and Frances Butler: Creat- welcome any comments on the report and
ing a culture of respect for human rights: Psycho- any contributions from the readers on these
logical evidence on changing behaviour and topics.
attitudes A Report for the Department for Consti-
tutional Affairs. The report documents Address for correspondence
detailed contributions in terms of theories ho.law@empsy.com (www.empsy.com)
and practices from applied psychologists of
References
EMF (2005). Embracing Diversity cross-cultural Law, H.C. (2005). The role of ethical principles in
coaching and mentoring. MentforReview. EMF, coaching psychology. The Coaching Psychologist,
Spring. 1(1), 1920.
The Coaching & Mentoring Network

connecting the community
Attract clients for personal and business coaching psychology services by
joining this well established Coaching & Mentoring referral service.
SGCP members are eligible for a 25% discount on standard rates.
For more information visit

www.coachingnetwork.org.uk

Author name
Retaining employees with disabilities

is coaching a potential solution?
Angela Puri & Stephen Palmer
People with disabilities may face a number of challenges in becoming employed, seeking relevant guidance
and support once they are employed and ensuring that their employers adhere to the Disability
Discrimination Act. This paper considers the possible uses of coaching within this client group.
HE DISABILITY DISCRIMINATION 2001). Retention of disabled staff appears to
T ACT (DDA, 1995) brought in measures

to prevent discrimination against
disabled people. Part 2 of the Act emphasises
be the flipside of the employability coin.
Three million disabled people are currently
unemployed, of which one million would like
that people with disabilities should not be to be in work. The recent focus on disability is
discriminated against in employment or being directed in the much needed area of
when seeking employment. It protects increasing accessibility, support and the
disabled people engaged in a range of occu- breaking down of the existing barriers which
pations and applies to all employers apart are preventing those who want to work from
from the Armed Forces (see Disabilities being given the opportunity.
Rights Commission, 2004). However, another area of concern is how
The DDA defines a disabled person as well disabled employees are fairing once
someone who has a physical or mental they are in the workplace. Although half of
impairment that has a substantial and long- all working-aged disabled people are in
term adverse effect on his or her ability to employment, research indicates that of those
carry out normal day-to-day activities. The disabled people who make that transition
DDA (2005), amends the definition of from unemployment into work, one in three
disability removing the requirement that a of them are out of a job again by the follow-
mental illness should be clinically well-recog- ing year, compared with one-fifth of non-
nised and extends protection to people with disabled workers (Burchardt, 2003).
cancer, HIV and multiple sclerosis. Also it is These findings are even more alarming
worth noting that the the Human Rights Act when we consider the statistics of people
1998 gives legal effect in the UK to certain who become sick or disabled whilst in
fundamental rights and freedoms contained employment. Survey data indicates that 80
in the European Convention on Human per cent of all those who become disabled
Rights. There are 16 basic rights taken from are in employment at the time of onset.
the European Convention on Human Rights However, within a year, the number in
and this includes prohibition of discrimina- employment drops to 60 per cent and then
tion. drops even further to only 36 per cent by the
As the Disability Discrimination Act second year (Bardasi et al., 2000). It is hard
(DDA) gains more precedence, and initiatives to believe that although most people acquire
assisting people with disabilities into employ- their disability during their working life or
ment gains momentum, is the lack of focus on later, there is such a noticeable gap in aware-
the retention of disabled people in the work- ness of issues and support people with
place an example of running before we can disabilities receive in the workplace.
walk? Looking at current statistics, it would A change to the way disability in the
seem that this is not the case (e.g. Bunt et al., workplace is dealt with is required. Coaching

or workplace mentoring appears to be an individuals efficiency in their job. Findings

intervention which could assist in breaking from East Sussex County Council (Playforth
down barriers, increasing awareness and et al., 2004) indicated that where line
helping both managers and employees to managers have been supportive, this has
deal with the issues and concerns it presents. helped the disabled employee carry out their
Although limited research is available on job more effectively, and in some instances
coaching for disability issues, the positive has reduced sickness absence. Conversely,
feedback of coaching at work in general (see where disabled persons had poor experi-
Gyllensten & Palmer, 2005) is likely to be ences of line management support, it
transferable when dealing more specifically, increased the likelihood of sickness absence
with disability. Below are a few ways in which and reduced work performance. In addition,
coaching may potentially improve retention in an unsupportive environment, disabled
of the disabled workforce in employment. employees are going to be less likely to
disclose hidden impairments to colleagues
Coaching for managers and management due to anxiety and fear
A recent survey indicated that 62 per cent of around their reactions.
employers would take on a worker with a Findings such as these highlight why it is
physical disability and only a further 37 per fundamental that people who are in a posi-
cent would employ a worker with a mental tion to help, firstly have access to the correct
disability (Bunt et al., 2001). Mental health information they need to help and secondly
appears to be a particular concern with have a positive attitude which creates and
employers, especially when considering the open and safe environment for disabled
interactions the employee may have with employees.
colleagues and customers. This highlights
the need for disability awareness training Coaching for employees with
and training for managers in assessing serv- disabilities
ice provision from a social model perspective Support and training is essential for retain-
and in terms of the DDA requirements. ing employees who have to make the transi-
In addition to this, employers may not tion from unemployment to the workplace,
necessarily be aware of funding and advice or are having to deal with the onset of an
available, which may lead to them overesti- impairment or disability. Job coaching can
mating the costs of workplace adjustments help support them in their employability in a
which may be required when employing a number of ways including:
disabled person. a. Awareness of reasonable adjustments:
Another key area, where coaching would coaching may assist employees with
be desirable for managers is when looking at disabilities to acknowledge their need for
how managers view disability and assisting reasonable adjustments and help them to
them to understand how the perceptions recognise what their specific
they hold impact upon disabled individuals. requirements are. For example, many
Anecdotal evidence suggests that managers workers with disabilities do not know
can sometimes become so pre-occupied with what is needed, or know what to ask for
what a disabled employee would not be able because they do not see themselves as
to do that they do not hone in on the disabled within the framework of the
strengths that the individual possesses. DDA. In addition, some may have limited
Inevitably stress and pressure will impact on information on the illness or impairment
the retention of disabled staff if such nega- they have. Coaching may help them to
tivity is displayed. address their concerns, guide them on
Lack of management support acts as a de- where to obtain further information on
motivator and can, in the long-run effect an their impairment or disability and also

increase their awareness of their rights in Conclusion

the workplace1. Coaching initiatives could be used to retain
b. Addressing the psychological concerns of the employees with disabilities in the workplace.
employee: Given that an individuals Whether or not coaching is the best way
reasonable adjustments, are likely to be forward for reaching this goal needs to be
negotiated at a time of ill health or when evaluated. This area requires more research
an impairment is worsening, it is likely and fieldwork, as much of the research
that it will also be negotiated at a time currently conducted places an emphasis on
when confidence, self esteem and obtaining jobs, but little follow-up work is
individual morale is low. Some people undertaken focusing on job retention (e.g.
may lose confidence because of the WORKSTEP by Jobcentre Plus).
impairment they have acquired or the It is important that changes are made
deterioration of their condition, and may and we begin to walk the talk in integrating
find that are feeling depressed or have a support in the workplace to retain the skills
poor sense of worth. Coaching or and experiences of the UKs disabled work-
psychological coaching may help to force. Coaching psychologists may be able to
redefine their goals and assist in bring useful skills into this area of work.
improving their self esteem.
c. Training: Many of the workplace Address for correspondence
adjustments rely on the individuals Angela Puri & Stephen Palmer
perception of what the best solution to a Centre for Coaching,
problem would be. People with 156 Westcombe Hill,
disabilities need to know their rights but London SE3 7DH.
more importantly be assertive enough to E-mail: dr.palmer@btinternet.co.uk
see them through. Assertiveness training
may help individuals to ask for what they
need and to be persistent in ensuring
their needs are met. (Ideally they would
not need to be assertive but currently
employers do not always adhere to the
DDA and need reminding of their legal
obligations.)
1
It is worth noting that the Disability Services and Financial Services Team provide an advice and assessment
service for people with disabilities and employers. They are based in some job centre offices and offer help and
support, and may do an assessment of employment prospects, retraining possibilities if recently disabled, and
help to find work (see National Bureau for Students with Disabilities, 2003).

References
Bardasi, E., Jenkins S. & Rigg, J. (2000). Disability, Gyllensten, K. & Palmer, S. (2005). The relationship
work and income: A British perspective. Institute for between coaching and workplace stress: A corre-
Social and Economic Research Working Paper lational study. International Journal of Health
200036, University of Essex. Promotion & Education, 43(3), 97103.
Burchardt, T. (2003). Being and becoming: Social exclu- National Bureau for Students with Disabilities,
sion and the onset of disability. ESRC Centre for (2003). Help for disabled people from Jobcentre Plus.
Social Analysis of Social Exclusion, London Information leaflet. London: National Bureau for
School of Economics, Case Report 21, London. Students with Disabilities.
Cabinet Office (2005). Improving life chances for Playforth, S., Price, J. & Hodge, T. (2004). Final report
disabled people. London: Cabinet Office. of a disability assessment and survey of disabled
Disabilities Rights Commission, (2004). Disability employees carried out for East Sussex County Council
Discrimination Act, 1995. Code of Conduct: Employ- in June to November 2004. Lewes: East Sussex
ment and Occupation. London: The Stationary County Council.
Office. Supple, S. (2005). Getting our house in order.
Bunt, K., Shury, J., Vivian, D. & Allard, F. (2001). The Psychologist, 18(7), 418420.
Recruiting benefit claimants: A survey of employers in Wright D.J. & Eathorne, V. (2003). Supporting
ONE pilot areas. Research Report 139. Leeds: students with disabilities. Nursing Standard,
Department of Social Security. 18(11), 3742.
The Special Group in Coaching Psychology

FIRST COACHING PSYCHOLOGY RESEARCH CONFERENCE
MONDAY 10 APRIL 2006
VENUE: NORTHAMPTON SUITE, CITY UNIVERSITY, LONDON.
To promote research into the psychology of coaching, encourage discussion into
the research methodology used in the coaching psychology field and provide a
forum for the sharing of evidence-informed practice, the SGCP is hosting a
Research Conference, to include:
Coaching psychology research papers;
Research methodology in coaching psychology;
Poster sessions;
Roundtable discussion.
Further information about the Conference will be announced, as it becomes
available, via the SGCP e-mail discussion and announcement lists, and on the
SGCP website:
http://www.coachingpsychologyforum.org.uk

Coaching psychology and positive
psychology
John Rowan
N READING THE ARTICLE BY Creativity also brings forth a host of
O Alex Linley and Susan Harrington

(2005), I was struck by the way in
which the authors seemed to be swallowing
empirical findings. Even a chapter entitled
Emotional creativity: Toward spiritualising the
passions turns out to be mostly about the
positive psychology hook, line and sinker. Emotional Creativity Inventory, a psycho-
However, there is a downside to positive metric scale.
psychology which is not mentioned in their The chapter on Forgiveness, in like
piece. It is a terrifying devotion to empiricist manner, reaches its climax in a 12-point
methods. We all know that empiricist meth- psychometric scale entitled the Transgres-
ods are of very little use in telling us anything sion-Related Interpersonal Motivations
worth knowing about human beings. This is Scale, otherwise known as TRIM-12. Two
because they reduce people to variables, factors emerge from this: Avoidance Motiva-
which can then be measured. But people are tions and Revenge Motivations. More about
not variables, and they dont even react well the refusal to forgive really. There is not
to being given questionnaires or other tests much about any individual people in this
devised by academic psychologists, for the chapter.
simple reason that such questionnaires are The chapter on Empathy shows fairly
not written in their own language. complete ignorance about the clinical work
If we look at a typical product of positive on empathy, which has increased so much in
psychology, such as the Handbook of Postitive recent years, and spends most of its space
Psychology, what do we find? At first this looks discussing the question as to whether there is
like just the sort of thing that would be of really such a thing as altruism.
huge interest to people involved with coach- The chapter on Love again comes to its
ing psychology or indeed humanistic final climax with a psychometric scale,
psychology. It has chapters on authenticity, a 24-item Love Attitudes Scale which distin-
creativity, empathy, flow, happiness, love, guishes between six forms of love. There is
mindfulness, optimism, resilience, self- no poetry in this chapter.
esteem, wisdom, and so forth. What could be The chapter on Hope ends up with no less
better? than three psychometric scales, the Trait
But when we start actually reading the Hope Scale, the State Hope Scale and the
book, a different impression comes up and Childrens Hope Scale. Similarly with the
hits us in the face. The chapter on Authen- chapter on the Need for Uniqueness three
ticity does not mention Heidegger, Becker, psychometric scales constitute the climax of
Bugental, May, or any of the usual existential the piece.
or humanistic suspects. It majors on the The chapter on Gratitude is relatively
work of Susan Harter, who wrote the chap- civilised, and shows a good historical sense of
ter, and who has done quantitative work on how important various philosophers and
concepts of authenticity among adolescents, other writers have found gratitude to be very
operationalising the constructs in the clas- important in mental health. But even this
sic empricist way. She also conducted a news- chapter is guilty (like so many of the others)
paper survey of 2500 people. of relying on what Wilber calls a Flatland

Coaching psychology and positive psychology
approach, which takes no cognisance of the This is precisely what it wrong with the
way in which people at different levels of volume here discussed. In chapter after
consciousness experience the various chapter it reduces a genuinely interesting
concepts. The gratitude of someone who has topic to scales and measures designed and
been given a favour is different from the interpreted by the researcher, without much
gratitude of someone who experiences a regard for the people on the ground who are
breakthrough in therapy, which is different supposed to be the source of the answers.
from the gratitude of someone who loves This seems to me a sad betrayal of the
Nature even when it is unpleasant, which is promise of Positive Psychology: it is not OK
different from the gratitude of someone who to try to study important topics like these by
thanks ultimate reality no matter what reducing people to the scores on a psycho-
happens. metric scale.
It would be tedious to go through every Coaching psychology need to do better
one of the 55 chapters in this big, heavy book. than this, and to adopt a more humanistic
But enough has been said to indicate that the way of doing research. There are plenty of
present authors mostly avoid the challenge good arguments for this, and if we read a
which is offered by a positive approach to very middle-of-the-road research text like
psychology. In particular, they avoid the chal- that of Donna Mertens (1998), we find many
lenge so well expressed in another Handbook, warnings against too great a reliance on
the one on Action Research edited by Peter empiritist methods, and a great respect for
Reason and Hilary Bradbury. There we find qualitative approaches, such as those dealt
statements like this: Research is usually with in excellent texts like Denzin and
thought of as something done by people in Lincoln (2000).
universities and research institutes. There is a
researcher who has all the ideas, and who Address for correspondence
then studies other people by observing them, John Rowan
asking them questions, or by designing 70 Kings Road Hill, North Chingford,
experiments. The trouble with this kind of London E4 7LY.
way of doing research is that there is often E-mail: johnrowan@aol.com
very little connection between the
researcher s thinking and the concerns and
experiences of the people who are actually
involved (Heron & Reason, 2001, p.179).
References
Denzin, N.K. & Lincoln, Y.S. (2000). Handbook of qual- Mertens, D.M. (1998). Research methods in education
itative research (2nd ed.). Thousand Oaks: Sage. and psychology: Integrating diversity with quantitative
Heron, J. & Reason, P. (2001). The practice of co- and qualitative approaches. Thousand Oaks: Sage.
operative inquiry: Research with rather than Reason, P. & Bradbury, H. (Eds.) (2001). Handbook of
on people. In P. Reason & H. Bradbury (Eds.), action research: Participative inquiry and practice.
Handbook of action research: Participative inquiry and Thousand Oaks: Sage.
practice. Thousand Oaks: Sage. Snyder, C.R. & Lopez, S.J. (Eds.)(2002). Handbook of
Linley, P.A. & Harrington, S. (2005). Positive positive psychology. New York: Oxford University
psychology and coaching psychology: Perspec- Press.
tives on integration. The Coaching Psychologist,
1(1), 1315.

Coaching psychology and positive
psychology: A reply to John Rowan
P. Alex Linley & Susan Harrington
E WELCOME JOHN ROWANS thos.com for a summary of this research).
W response to our article (Linley &

Harrington, 2005), but must
confess some bemusement as well. John
She interviewed and transcribed 20 partici-
pants, and analysed their responses themati-
cally using template analysis. Alex Linleys
describes the terrifying devotion to empiri- current work is also characterised by a range
cist methods which he sees as characterising of quantitative and qualitative methodolo-
positive psychology, and which we do not gies. For example, his work on the identifi-
mention in our article (all 862 words of it!). cation of psychological strengths is based on
John then takes the opportunity, in the naturalistic observation, followed up by
remainder of his reply, of rebuking the exploratory conversations with strengths
content of the Handbook of Positive Psychology exemplars. His work on implicit theories of
(Snyder & Lopez, 2002) for the way in which personal responsibility is based on the analy-
its content is largely structured around quan- sis of peoples responses to the question,
titative, psychometric assessment of the vari- What do you understand by the term personal
ous constructs included. A valid point, many responsibility? And his work on coaching
people may agree, and one which may excellence asks people, among other things,
arguably be traced to the Lockean empiricist What do you consider are the characteristics/
tradition within American (and British) attributes of an excellent coach? Not a Likert
psychology described by Gordon Allport scale in sight! (But yes, you will find them
(1955), and contrasted with the continental elsewhere in some of the work we do.)
European tradition and its greater concern Turning to our broader work in positive
with thought and theory (see May, 1994). psychology, this is arguably best represented
However, as we shall go on to show, we have by the edited volume Positive Psychology in
not swallowed positive psychology hook, Practice (Linley & Joseph, 2004b). Look
line and sinker as John suggests in fact, therein and you will see chapters dedicated
probably quite the opposite. to historical, philosophical and epistemo-
For example, our theoretical perspectives logical perspectives on positive psychology
on positive psychology have emphasised the (Jrgensen & Nafstad, 2004), integrations
fundamental assumptions that we hold between Carl Rogers person-centred theory
(Linley & Harrington, 2005; Linley & and positive psychology (Joseph & Linley,
Joseph, 2004a), and how these influence our 2004), existential approaches to positive
research and practice hardly something psychology (including references to Heideg-
likely to be found within the work of devo- ger & May; Bretherton & rner, 2004), and
tees of the empiricist method. In our own the qualitative analysis of the subjective expe-
empirical work, both generally and on posi- riences of people with varying disabilities
tive psychology specifically, you will not find (Delle Fave & Massimini, 2004). If you turn
a terrifying devotion to empiricist methods to the last chapter, youll even find a section
far from it. Susan Harrington recently entitled Positive psychology and the limits
completed a qualitative project that had run of empirical science (Linley & Joseph,
for over 10 months, examining perceptions 2004a) that explicitly argues for the value of
of bullying in the workplace (see www.poten- subjective experience and the merit of quali-

Coaching psychology and positive psychology
tative methodologies, citing papers from the idiographic nuances that are often valued by
Journal of Humanistic Psychology. John, we the practitioner. Practitioners are interested
agree with you! And clearly, we havent in findings that they can apply, immediately
avoided the challenge which is offered by a and appropriately, in their work. This
positive approach to psychology, as we hope demands an idiographic approach that
we have demonstrated here, and as a consid- offers great depth about that individual, but
eration of our forthcoming overview article is arguably not generalisable more broadly.
on positive psychology should amply indi- The two agendas are divergent, leading to
cate further (see Linley, Joseph, Harrington the much lamented academic-practitioner
& Wood, in press). divide.
But lets also be clear that qualitative John argues for coaching psychology to
methodologies are not the only good way of do better than this, and to adopt a more
conducting research. There is a place for humanistic way of doing research. Indeed,
quantitative, statistical analysis, even based such idiographic approaches would likely
on self-report questionnaires. The debate serve the coaching practitioner well, and we
continues on the triangulation of qualitative support this call. But let us also recognise
and quantitative methods, and although we that the marginalisation of humanistic
acknowledge the different epistemological psychology within the academic world has
and ontological assumptions of these often left it without a voice, no matter
approaches, we argue that it is misleading to whether we, as individuals, subscribe to and
assume that they are mutually exclusive. An support its central tenets. Thus, in closing,
appropriate combination may enhance we suggest that coaching psychology can best
productive and practically applicable prosper through the appropriate use of both
research through complementary methods qualitative and quantitative methodologies.
of data collection, analysis and interpreta- To lock out one or the other is a sad betrayal
tion, depending on the overall purpose of of the researchers repertoire, which would
the research. be better served by a methodological eclecti-
We suspect that one of the cores issues cism guided by the needs of the research
here is the disjunction between the needs of question.
the psychological scientist (e.g. academic)
and the needs of the psychological practi- Address for correspondence
tioner (e.g. coach). Academic pressures P. Alex Linley
dictate publication in premier research jour- School of Psychology,
nals, which in turn demand large Ns and Henry Wellcome Building,
tight experimental, statistical methods. The University of Leicester,
result is nomothetic research that may Lancaster Road, Leicester, LE1 9HN.
generalise across people, but loses the subtle E-mail: PAL8@le.ac.uk
References
Allport, G.W. (1955). Becoming: Basic considerations themes, and person-centered rehabilitation.
for a psychology of personality. New Haven, CT: In P.A. Linley & S. Joseph (Eds.), Positive
Yale University Press. psychology in practice (pp.581597). Hoboken, NJ:
Bretherton, R. & rner, R. (2004). Positive psychol- Wiley.
ogy and psychotherapy: An existential approach. Jrgensen, I.S. & Nafstad, H.E. (2004). Positive
In P.A. Linley & S. Joseph (Eds.), Positive psychol- psychology: Historical, philosophical and episte-
ogy in practice (pp.420430). Hoboken, NJ: Wiley. mological perspectives. In P.A. Linley & S. Joseph
Delle Fave, A. & Massimini, F. (2004). Bringing (Eds.), Positive psychology in practice (pp.1534).
subjectivity into focus: Optimal experiences, life Hoboken, NJ: Wiley.

Joseph, S. & Linley, P.A. (2004). Positive therapy: Linley, P.A. & Joseph, S. (Eds.). (2004b). Positive
A positive psychological theory of therapeutic psychology in practice. Hoboken, NJ: Wiley.
practice. In P.A. Linley & S. Joseph (Eds.), Linley, P.A., Joseph, S., Harrington, S. & Wood, A.M.
Positive psychology in practice (pp.354368). Hobo- (in press). Positive psychology: Past, present, and
ken, NJ: Wiley. (possible) future. The Journal of Positive Psychology.
Linley, P.A. & Harrington, S. (2005). Positive May, R. (1994). The origins and significance of the
psychology and coaching psychology: Perspec- existential movement in psychology. In R. May,
tives on integration. The Coaching Psychologist, E. Angel & H.F. Ellenberger (Eds.), Existence
1(1), 1314. (pp.336). Northvale, NJ: Jason Aronson. Origi-
Linley, P.A. & Joseph, S. (2004a). Toward a theoreti- nal work published 1958.
cal foundation for positive psychology in prac- Snyder, C.R. & Lopez, S. J. (Eds.) (2002). Handbook of
tice. In P.A. Linley & S. Joseph (Eds.), Positive positive psychology. New York: Oxford University
psychology in practice (pp.713731). Hoboken, NJ: Press.
Wiley.

SPACE: A psychological model for use
within cognitive behavioural coaching,
therapy and stress management
Nick Edgerton & Stephen Palmer
This paper introduces SPACE, a comprehensive psychological model that can be used within cognitive
behavioural coaching, therapy and stress management to aid assessment, explain the cognitive model to the
client, and assist in the development of a coaching, therapeutic or training programme. Other models,
coaching processes and acronyms will be briefly covered to put SPACE into a coaching context.
For illustrative purposes this paper will focus on coaching.
VER THE PAST COUPLE OF ing centres throughout the UK. It is rela-
O decades a number of different coach-

ing models, processes and associated
acronyms have been developed by coaching
tively straight forward and would be at the
behavioural end of the coaching spectrum.
practitioners to enhance and inform their ACHIEVE model

practice, and provide a useful framework. The ACHIEVE model was developed by
These models are usually shared with the Sabine Dembkowski and Fiona Elridge
client in a transparent manner and help to (2003). They believe that it is a logical
facilitate the change and goal-focused progression from the GROW model and
process. The next section will highlight a follows the development of a coaching rela-
number of the different models including tionship in a systematic manner:
the cognitive model. Then the SPACE model Assess current situation;
will be illustrated. Creative brainstorming of alternative to
current situation;
GROW model Hone goals;
The GROW model of coaching has been Initiate options;
popularised by Sir John Whitmore (e.g. Evaluative options;
1996) although according to the literature Valid action programme design;
(see Boyle et al., 2005) it was developed by Encourage momentum.
Graham Alexander. It is probably one of the The ACHIEVE model does allow for flexibil-
most well used models of coaching. ity and individuality.
Whitmore (2004, p.54) describes the
sequence for GROW as follows: LASER: A coaching process
GOAL setting for the session as well as Graham Lee (2003) describes LASER, a five-
short and long term; stage coaching process which provides a frame
REALITY checking to explore the of reference for moving a manager through
current situation; the journey of leadership coaching. According
OPTIONS and alterative strategies or to Lee it is a flexible framework that indicates
courses of action; the core activities. The five stages are:
WHAT is to be done, WHEN, by WHOM Learning;
and the WILL to do it. Assessing;
The last stage is also known as WRAP-UP by Story-making;
some practitioners. The GROW model Enabling;
appears to be taught by many coaching train- Reframing.

Unlike some of the other coaching models adapted to coaching, therapy, training and
Lee does not conceive LASER as a rigid stress management (Palmer & Burton, 1996;
linear journey. Palmer, 1997a, b; Neenan & Palmer, 2001a,
b). Once the client becomes adept at using
POSITIVE model the seven-step model, Neenan and Palmer
Vincenzo Libri (2004) suggested the POSI- (2001a, b) suggest that the client may want
TIVE model developed from the GROW and to use a shorter model to quicken the
ACHIEVE and influenced by psychological problem-solving process. For example, STIR
contributions that produce an optimum and PIE:
coaching relationship. Examples of key Select a problem Problem definition
questions in each phase are provided below: Target a solution Implement a solution
Purpose, e.g. what is it you want to Implement a Evaluate outcome
achieve? solution
Observations, e.g. what have you tried so Review outcome
far? They assert that shorter models of problem-
Strategy, e.g. what does success look like solving are usually used for rapid processing
for you? of a problem in order to deal with a crisis or
Insight, e.g. how committed are you in make a quick decision. However, with these
achieving this goal on a scale of 1 10? shorter models, deliberation is exchanged
Team, e.g. who will you share your goal for speed, so a less satisfactory outcome may
with? be experienced by the client.
Initiate, e.g. when will you start to act on
this? ABCDE cognitive model
Value, e.g. how will you celebrate your The problem-solving models or frameworks
success? described above form an integrated part of
Encourage, e.g. how are you going with the cognitive or cognitive behavioural coach-
your goals? ing approach. If the issue or problem can be
Libri (2004) provides a useful list of key addressed by focusing on the practical
questions at each stage. aspects of the problem then the problem
solving models are sufficient. However, if the
Traditional problem-solving models client experiences a psychological or
Wasik (1984) proposed a seven-step prob- emotional block largely caused by unhelpful,
lem-solving sequence and accompanying goal-blocking or performance interfering
questions that practitioners and more impor- thoughts (PITs), then the practitioner uses
tantly their clients can ask themselves at each the well known ABCDE model (Ellis et al.,
step of the process as below. 1997). Often this need becomes apparent
Steps Questions/Actions when the client cannot successfully complete
1. Problem What is the concern? Step 5, of the seven-step problem-solving
identification model:
2. Goal selection What do I want? A Activating event stops working on the
3. Generation of What can I do? solution chosen at step 5.
alternatives B Beliefs or PITs, e.g. I cant stand all this
4. Consideration What might happen? hard work. Ill never reach the deadline.
of consequences C Consequences: emotion anxiety;
5. Decision making What is my decision? behaviour procrastinates; physiological -
6. Implementation Now do it! palpitations.
7. Evaluation Did it work? D Disputing I dont like it but in reality
Even though it does not have a convenient I can stand it. If I start work NOW then Im
acronym, this seven-step model has been more likely to reach the deadline.

SPACE: A psychological model
E Effective new approach reduction in of This can be depicted as:

anxiety. Starts to focus on the tasks involved
which would assist in reaching the project C E
deadline with the proposed solution at step 5
Cognitive Coaching or Cognitive Behav- As cognitions can lead to an emotional
ioural Coaching or Rational Emotive Behav- response, a person with anger provoking
ioural Coaching can all be considered as thoughts is likely to experience anger as an
dual systems approaches focusing on the emotion. Cognitions include images or
practical and/or psychological aspects of a pictures a person may also experiences in
clients problem or issue as and when their minds eye. An example is provided
required. Palmer (1997a, b) described the below of a teacher in a specific situation:
integration of the ABCDE and problem-
solving models as an intrinsically brief C E
integrative approach.
This isnt right Anger
Introducing the SPACE model He should not behave this way
an overview He shouldnt be allowed
The SPACE model was developed in 2002 to get away with it
and is an attempt to portray the interactions It has to be stopped
involved in psychological process in a Its down to me
manner that is more graphical than the two Ive got to stop him
or five column worksheets that are Pictures a successful outcome
commonly used in cognitive behavioural
approaches. It is also an easy to remember However, if someone is already in an angry
acronym: mood, a mood being a longer lasting
Social context emotional state, then the mood is likely to
Physiology result in a tendency to have further angry
Action cognitions in the next situation.
Cognition
Emotion E C
The model has two further components
which are also referred to when in use with Angry mood Predisposition to
clients: angry cognitions
Action Physiology
Cognition Action Since the angry cognitions will again result
Emotion Cognition in anger as an emotion we could depict it
Emotion better:
The literature relating to cognitive behav-
iour coaching and therapy deals largely with E C
the importance of the Cognitions as deter-
minates of Emotional states and the result- There is clearly an interaction between
ant Behaviours or Actions (see Beck, 1995; cognitions and emotions and this is indi-
Ellis et al., 1997; Neenan & Palmer, 2001a, cated by the two-way arrow.
b). The ABCDE model is one of the most In the example above, the thought, Ive
widely used in cognitive behavioural got to stop him clearly relates to potential
approaches. Implicit in the model is the Actions. Adding an A to the diagram would
belief that Cognitions largely determine give us:
Emotions.

Shout at him to stop This ACE model can be seen as a basic

Non-verbal display of hostility psychological model depicting a three way
Waves clenched fist at him interaction between Actions Cognitions and
Emotions. A similar model ACE has also
A been described by Lee (2003). Taking our
example a step further we can see that a
person in this Emotional state with these
Cognitions and Action tendencies would
also experience sensations in their bodies
relating to Physiological arousal.
Adding a P for Physiological would give
E C us a PACE model that (see below) would
Anger This isnt right depict Biological/Psychological interactions
should not behave this way for an individual.
He shouldnt be allowed
to get away with it
It has to be stopped
Its down to me
Ive got to stop him
Pictures a successful outcome
PACE Model
Red face
Heart rate up
Respiration rate up
Adrenaline flow
P
Shout at him to stop

Hostile non-verbal
Anger E A
display
Restrain him
C
This isnt right
He should not behave this way
He shouldnt be allowed to get away with it
Its down to me
Ive got to stop him

To further understand a persons reaction to With the addition of the Social Context
a situation it is often helpful to understand to our model it becomes a Bio Psycho
the Social Context that the person is operat- Social model that will help practitioners and
ing in. This can be displayed as a circle their clients to understand a persons reac-
surrounding the PACE model. tion in a Social Context. The Social Context
can include sets of beliefs about social roles,
customs and rules.
Red face
Heart rate up
Respiration rate up
Adrenaline flow
Social context
School teacher
witnessing a petty
Physiology
theft from a
students bag.
Shout at him
to stop
Hostile
non-verbal
Anger Emotions Actions
display
Wave
clenched fist
at him
Cognitions
This isnt right

He should not behave this way
He shouldnt be allowed to get away with it
Its down to me
Ive got to stop him

SPACE: From assessment to Use of TIME

intervention Some clients experience difficulties remem-
In the first or later session with a client, a bering the very nature of cognitions. When
particular situation, problem or mood can using cognitive models including SPACE it is
be analysed using the ACE, PACE and finally important that clients can recall what the C
the SPACE models. This helps provide a stands for. Another aide memoire, TIME,
quick assessment, illustrates to the client the can assist:
interaction between the five key modalities, Thoughts
and provides an opening for possible inter- Images
ventions. For example, a client who experi- Memories
ences presentation nerves could consider Expectations
modifying cognitions such as, I must This helps clients complete the C part of
perform well. It will be awful if I make a the SPACE diagram outside of the coaching
mistake, replacing catastrophic imagery session.
with helpful coping imagery (C), stopping
procrastinating behaviour and learning new Conclusion
presentation behavioural skills (A), using This article highlighted a number of differ-
techniques such as relaxation to reduce ent coaching models and introduced the
stress and anxiety (P), feeling identification comprehensive SPACE model that can be
to help the client identify anxiety (E), and used within cognitive behavioural
increase the awareness of the social context approaches. SPACE can also be used in
and others expectations of the clients parallel the other models such as GROW or
performance e.g. they may want an accept- POSITIVE described above, to aid clients
able performance, not perfect perform- understand how to overcome the psycholog-
ance (S). These possible interventions can ical blocks that are sometimes associated
also be inserted onto the SPACE diagram with their problems or issues. So often with
using a different colour ink. (Or a new performance-related issues, cognitions,
SPACE diagram can be used instead.) Thus imagery, emotions and physiological reac-
the SPACE diagram shifts from assessment tions need to be addressed in coaching and
tool into the coaching programme. SPACE is SPACE provides the framework for both
used in a similar way in counselling, assessment and the subsequent development
psychotherapy and training settings. of an individual coaching programme.
Address for correspondence

Stephen Palmer
Centre for Coaching,
156 Westcombe Hill, London SE3 7DH.
E-mail: dr.palmer@btinternet.com

References
Beck, J.S. (1995). Cognitive therapy: Basics and beyond. Neenan, M. & Palmer, S. (2001b). Rational emotive
New York: Guilford Press. behaviour coaching. Rational Emotive Behaviour
Boyle, C., Callaghan, A. & Stokes, C. (2005). Coach- Therapist, 9(1), 3441.
ing, commitment and collaboration. Down- Palmer, S. & Burton, T. (1996). Dealing with people
loaded on 9 October 2005. problems at work. Maidenhead: McGraw-Hill.
http://www.uk.hudson.com/documents/ Palmer, S. (1997a). Problem-focused stress coun-
uk_article_coaching.pdf selling and stress management: An intrinsically
First published in the Law Society Gazette, Decem- brief integrative approach. Part 1. Stress News,
ber, 2004. 9(2), 712.
Dembkowski, S. & Eldridge, F. (2003). Beyond Palmer, S. (1997b). Problem-focused stress coun-
GROW: A new coaching model. The International selling and stress management training: An
Journal of Mentoring and Coaching, 1(1), Novem- intrinsically brief integrative approach. Part 2.
ber. Stress News, 9(3), 610.
Ellis, A., Gordon, J., Neenan, M. & Palmer, S. (1997). Wasik, B. (1984). Teaching parents effective problem-
Stress counselling: A rational emotive behaviour solving: A handbook for professionals. Unpublished
approach. London: Cassell. manuscript. Chapel Hill: University of North
Lee, G. (2003). Leadership coaching: From personal Carolina.
insight to organisational performance. London: Whitmore, J. (1996). Coaching for performance (2nd
CIPD. ed.). London: Nicholas Brealey Publishing.
Libri, V. (2004). Beyond GROW: In search of Whitmore, J. (2004). Coaching for performance:
acronyms and coaching models. The International GROWing people, performance and purpose
Journal of Mentoring and Coaching, 2(1), July. (3rd ed.). London: Nicholas Brealey Publishing.
Neenan, M. & Palmer, S. (2001a). Cognitive behav-
ioural coaching. Stress News, 13(3), 1518.

IN ASSOCIATION WITH STEPHEN PALMER PARTNERSHIP LIMITED
A series of events given by leading experts
Cognitive Coaching Masterclass

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Content includes:
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overcoming procrastination
performance interfering and enhancing thoughts
imagery skills
practical use of forms
Imagery Techniques Masterclass

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Content includes:
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CPD certificates of attendance are provided
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Professional Practice and Research update
Pauline Willis & Clare Huffington, Co-chairs, SGCP PPR
T HAS BEEN a hectic year for all of the coincide with bigger events such as confer-
I SGCP committee members and in

response to the nature and type of
services our members are interested in we
ences. The first of these will be at the annual
conference in December where Pauline
Willis will run a workshop to explore the
have set up two subcommittees to share the work being done around coaching psychol-
workload. One of these is the Professional ogy competencies as well as consulting the
Practice and Research Subcommittee (PPR) membership about their ideas for the profes-
and we will be providing regular updates on sional practice guide. Detailed information
our main activities through The Coaching about our work is covered under the topic
Psychologist. headings below.
Subsequent to advertising for new As you will see from the summary reports
committee members in the last edition, we below we have all been very busy in the short
have enough main committee members and time since the committee was established
this small team will be responsible for co- and the workload is likely to increase next
ordinating the activities of a series of work- year as we have a range of important projects
ing parties who focus on producing specific to progress that are of great interest to our
documents and outputs and ensuring that all members. So please do get involved in what-
of the work conducted through this commit- ever way you can either through our online
tee is in line with the broader strategic aims consultations via the SGCP discussion list,
and objectives of the SGCP participation in one of the working parties
We are now keenly on the lookout for lead by our committee members or simply by
SGCP members who are interested in being attending relevant workshops and feedback
involved in working parties and this is good sessions run at our annual conferences.
route to follow if you are interested in taking
on a more active role on the PPR sub- Coaching Psychology Competencies
committee as future vacancies become avail- Project
able. Getting involved with these working The EMCC has given permission for the
parties is also recognised as supervised SGCP to access and use the data gathered via
continuing professional development so if the EMCC Standards Project to support any
you have a specific area of interest that is not further initiatives we are interested in. This is
covered in our workshop programme then very exciting and opens up the opportunity
taking part in a working party may be viable for us to both use the EMCC data as well as
alternative for sourcing appropriate making future contributions to a project that
advanced professional development activi- has acted as an integrating force in a domain
ties. Most of our work is conducted virtually which can seem very fragmented. We will be
via telephone conferencing, e-mail and our picking up on the specialist coaching
online discussion forum which means that psychology competencies and developing
we are able to work in a time and cost-effi- these both for our own requirements and for
cient way. the purpose of sharing our outcomes with
Although we are committed to working the EMCC.
as a virtually as much as possible, face-to- The EMCC project involved the integra-
face opportunities for us to meet and work tion of information from competency and
together will also be created and will standards documentation from across the

coaching and mentoring industry. We are Coaching psychology supervision

keen to conduct in-depth exploration of guidelines and SGCP-hosted
coaching psychology expertise using a range supervision groups
of job analysis techniques. This will be a key A hot issue and one that applies to all
topic addressed in a workshop that Pauline psychologists relates to having access to
will be facilitating at the conference so if this appropriate supervision. Access to appro-
is an area of interest to you please sign up for priate supervision is fairly straight forward
the workshop which will be around sharing within each of the Societys divisions which
where we have got to and discussion around specialise in one domain of psychology but
where to go next and what you can do to not so simple for an integrative domain such
help move the project forward. If you have as coaching psychology which spans many
taken part in the earlier part of the EMCC psychological sub-specialisms. Tatiana
project to identify core competencies rele- Bachkirova from Oxford Brookes University
vant to all types of coaching/mentoring is leading a working party to generate a
practice and have not yet entered your data document which will outline supervision
for the specialist and advanced competen- guidelines for the SGC and when these are
cies which relate to your work as a coaching completed the PPR will look at options for
psychologist, please do enter this data as setting up supervision groups for our
soon as possible. If you have not yet taken members. What these will look like and how
part in this project and would like to do so, they are run will be driven partly by Tatianas
please contact pauline.willis@lauriate.com work and also by feedback we receive from
members. It is likely that this project will be
Professional Practice Guide finalised by the December conference so we
Related to the competencies project and also will ask for your feedback via the SGCP
relevant to the December workshop will be discussion list.
the production of a professional practice
guide for SGCP members. We have a very Making an impact on the broader
diverse membership base in the SGCP rang- coaching and mentoring community
ing from affiliate members with little or no Earlier this year we participated in the
specialist training in psychology to chartered consultation process in relation to the gener-
psychologists and we will endeavour to ation of the Employment National Training
address the needs of all. This guide will cover Organisation (ENTO) Draft Standards for
the professional application of psychological Coaching and Mentoring. Sadly, ENTO did
ideas and principles in coaching practice as not address our key concerns either by reply-
well as the practice of coaching psychology ing to the letter sent to them by the Societys
and we hope to address the challenging Policy Unit or by making appropriate
question of where the boundaries lie changes to the documentation produced.
between applying psychological principles Our last input to this consultation process
appropriately as a non-psychologist coach was, therefore, to express disappointment
and the professional practice of coaching that issues raised previously had not been
psychology where practitioners would be addressed.
expected to have a deeper or broader The Society was given only 15 working
psychological knowledge base. The key aim days by ENTO to produce a response so
is to produce a practical toolkit for all of our accessing our members via the SGCP discus-
members early in 2006 and feedback from sion list was an essential aspect of ensuring
the December workshop will be taken back that we could receive feedback from our
to the PPR and used to guide how we will members to integrate into the document we
approach this project. sent to the Societys Policy Unit. The full
response based on our feedback and signed

Pauline Willis & Clare Huffington
by Liz Campbell, Chair of the Societys a very new Society subsystem we are already
Training Board, as well as Graham Powell, making a significant impact within the
our President, is testimony to the fact that as Society. The full response is included below.
A letter was sent to Mr Tim OBrien, Director of Development, ENTO, by our President, Dr Graham Powell,
and Dr Liz Campbell, Chair, Membership and Professional Training Board, regarding the National
Occupational Standards (NOS) for Coaching and Mentoring (in a Work Environment).
Dear Mr OBrien competence of the coach or mentor.

National Occupational Standards (NOS) for Supervision of an appropriately qualified
Coaching and Mentoring (in a Work Environ- chartered psychologist may also be
ment) required.
Regrettably, the short consultation frame of The standards imply that coaches in the
only 15 working days has again prevented workplace will be responsible for
the British Psychological Society from diagnosing and on-referring coachees
conducting a full internal consultation to the and mentees to other appropriate
above project and we have, therefore, been sources of professional support. This
unable to give full consideration of the inter- responsibility requires a corresponding
faces between the above NOS and those degree of professional expertise as well as
already existing for psychology. It is essential detailed and accurate knowledge about
to ensure that the sets of standards work relevant sources of professional support.
together effectively within the framework set Practicalities of how to develop
out by the QCA and this issue will need to be appropriate on-referral expertise is
addressed by the QCA prior to endorsement crucial from the context of coachee and
and adoption of the new standards for mentee safety but is not addressed
coaching and mentoring in the workplace. sufficiently in the draft NOS.
(To this end, we have sent a copy of this (Alternately, the role of the coach or
letter and our previous response to the mentor should perhaps be restricted and
QCA.) the responsibility for diagnosis or on-
In the limited time available, the Society referral be removed from generic
has carried out a review of the above docu- competences and responsibilities of
mentation and we are extremely concerned coaches and mentors and placed in the
that the points made in our previous hands of more specialised professional
response have not been addressed. In partic- resources either inside or outside of the
ular the Society wishes to emphasise the work organisation.)
following: We would also like to reiterate that
It is essential that coaches and mentors psychology is not the only professional
understand that a continuum sits domain from which coaching and
between the applications of psychological mentoring practices are drawn and
ideas in coaching practice and the where a continuum exists between the
professional practice of psychology. The application of ideas and theory by non-
current draft NOS show flawed boundary specialist practitioners and professionals
management although there is a with domain specific expertise. On this
comprehensive statement list, the point, there is little evidence within the
content of what is required to achieve latest standards that these other
this is not detailed. It must be made clear professional domains have been taken
that psychological approaches should be into account to the degree that would be
used appropriately and within the required for appropriate on-referral.

The NOS for coaching and mentoring interfaces between existing NOS and the
need to indicate a clearly defined newly proposed NOS for coaching and
professional qualifications route for mentoring are to be applied with an appro-
coaches/mentors wishing to acquire priate degree of awareness and sensitivity.
psychological knowledge, theory and In conclusion, the Society would like to
practical skills or to develop advanced or express disappointment that it has been
specialist skills within their coaching necessary to deal with these important issues
practice. Owing to the central role played at so late a stage in the process. If the Society
by psychological theory and practice had been consulted appropriately at the
within coaching and mentoring contexts, earliest stages of the project then these issues
we feel it is possible that coaching and could have been addressed in ways that
mentoring could become a foundation support both the need of the emergent
career for those wishing to develop profession of coaching and mentoring and
advanced skills to support professional the psychological profession. We also note
practice in workplace learning and with some concern the absence of a psychol-
development. Some coaches and ogist on the project steering group from the
mentors may wish to do this through very beginning.
formal entry to the profession of With statutory regulation of the profes-
psychology and this potentiality is sion of psychology likely in the near future,
welcomed by the Society. However, in ensuring that boundaries and interfaces are
order for this to be achieved as an adequately addressed within NOS is an
explicit career progression for coaches important and pressing concern that must
and mentors, clear linkages between the be addressed to fulfil the aims of regulation
NOS for coaching and mentoring and which is protection of the public. We would,
those for psychological practice need to however, like to reiterate that the Society is
be made. supportive of the development of profes-
ENTO have responded to the concerns previ- sional standards for coaching and mentoring
ously raised by the Society in an e-mail dated in the workplace. As such the Society
31 August 2005, stating that riders have been welcomes any further opportunities to take
added to the existing standards and that part in the consultation process either via
these would ensure that boundaries between ENTO or the QCA both to ensure that
counselling and psychotherapy were psychological theory and practice is applied
respected. As the professional body in the UK appropriately within the context of work-
representing Psychology we did not feel reas- place learning and that recipients of coach-
sured by this statement. The way ENTO has ing and mentoring services are provided
responded to our previously stated concerns with a structured source of on-referral to
by referring to counselling and psychother- qualified psychological practitioners when
apy services suggests that ENTO may not appropriate.
understand either the breadth or depth of
the professional domain of psychology or Yours sincerely.
how psychological theory and practice is rele-
vant to the delivery of professional services in Dr Graham Powell
support of personal and professional learn- President, The British Psychological Society.
ing and development in the workplace. This
is of significant concern because an under- Dr Liz Campbell
standing of the professional domain of Chair,
psychology is essential if the continuities and Membership and Professional Training Board.

PROGRAMME OF COURSES HELD IN LONDON & EDINBURGH
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SGCP website overview
Siobhain ORiordan
HE SGCP WEBSITE provides useful News page here you will find a link to a
T information and resources on a wide

range of topics which include member-
ship, joining, the e-mail discussion and
searchable archive on all SGCP news which
includes information on the following
topics:
announcement lists, the second Annual Events details of the second National
National SGCP Conference, events and Annual Conference, the SGCP Event
useful articles. Further details can be found Programme and how to register.
at www.coachingpsychologyforum.org.uk General updates, announcements and
useful information.
SGCP website at a glance Membership a number of useful resources
Home page here you will find an introduc- for members or for those wishing to find out
tion to the SGCP and links to: more about the SGCP.
Become an affiliate of the BPS; SGCP New Members Information
BPS Code of Conduct, Ethical Principles Pack.
and Guidelines; A list of questions frequently asked by
SGCP joining page. SGCP members.
About Us page provides an overview of SGCP The SGCP Guidelines for Netiquette
full committee and sub-committee member- and Privacy.
ship and details of representatives. Press Releases: An archive of information and
Articles page here you will find a list of useful press releases.
articles that are related to coaching psychol- Journal a PDF downloadable version of
ogy and coaching and links to articles on The Coaching Psychologist.
external sites. Links useful links relating to coaching
History page provides information about the psychology and coaching
history of the SGCP. Join a downloadable version of the SGCP
CPF page this page includes information membership application form and links to
about the Coaching Psychology Forum. how to become a member of the Society and
Rules page the draft rules are shown here. subscribe to the SGCP e-mail discussion and
announcement lists.
Contact contact details for the SGCP.

SGCP Workshop report
Jennifer Liston-Smith
Personal Construct Psychology as a Resource for Coaching Psychologists

Presented by Kieran Duignan, MSc, Dip Couns, Dip Consult, C Psychol, RSP. MIOSH, MErgS.
Coach Active Ergomonics; Work Commitment: Enabling People!
Aim Man looks at his world through transparent

The agenda proposed: templets which he creates and then attempts to
1. An exploration of the professional fit over the realities of which the world is
heritage and culture of Personal composed (pp.89). Constructs are used for
Construct Psychology (PCP); predictions of things to come, and the world
2. A working definition of coaching, from keeps on rolling on and revealing these
the standpoint of the PCP; predictions to be either correct or misleading.
3. An examination of resourceful This fact provides the basis for the revision of
perspectives in PCP that can be fruitful in constructs and, eventually, of whole construct
coaching; systems (p.14).
4. A look at psychological research, outside Kieran Duignan explains that his own social
PCP, that can be drawn on to revitalise behaviourist framework for coaching and
coaching with methodologies which build counselling incorporates Personal Construct
on PCPs heritage and facilitate Psychology as one of several modalities in a
exploration of the structure of conscious repertoire of authoritative and facilitative
experience, while being congruent with its styles of intervention. The basis on which a
assumptive framework and with coaching psychologist might chose to
expectations of coaches in present society. include PCP is an acceptance of Kellys asser-
tion that it helps people be honest about
Theoretical roots their experience; and that this would include
George Kellys clinical approach was based the coach as well as the client. (Kelly,
on constructive alternativism: simply 1955/1992). Coaching is then a dialogue in
encouraging his client to develop alternative which all concerned are committed to learn-
construct systems through which to construe ing from the goal process.
life events.
Personal Construct Psychology rests on Practical applications in our coaching
one Fundamental Postulate and 11 corol- work
laries which together explain how we inter- PCP offers many approaches and questions
pret information, why we often see the world that can assist directly with clients and also
differently, and how we influence the challenge us to re-examine our assumptions
perceptions of others. The fundamental and professional constructions. Though
postulate is that: A persons processes are difficult to convert phenomenological work
psychologically channelized (sic) by the way into easy tools, there are directions that can
in which he anticipates events (Kelly, be looked for. According to Duignan, a PCP
1955/1992, p.46). Kelly saw all people as coach should, among other things, increase
personal scientists engaged in anticipating the clients data on their own motivations.
the world. His first corollary, the Construc- The levels of interest behind this may be
tion corollary, suggests that we anticipate seen in the suggestion that, for example,
future events according to our interpreta- a Repertory Grid (e.g. Fransella, Bannister &
tions of recurrent themes. Bell, 2004) completed before and after

SGCP Workshop report
coaching by the manager of a client serves Sociality: to improve how well you listen
both to highlight individual change and also credulously to the client, to simply
to help the manager see how he or she sees appreciate just how he/she makes sense
others. of her situation and of constructs he/she
uses to do so.
Experiential elements of the Workshop: Dichotomy: to gently enquire about the
An example implied pole of constructs he/she uses,
Self-characterisation in order to flesh out with him/her what
Language is generally taken to be free from the situation means for him/her.
bias, including such forms of language as 4. In light of this, consider how you might
psychological tests and companies Annual phrase feedback or questions and what
reports. Writing a self-characterisation barriers may get in the way of fruitful
reminds us that we choose the language. The communication during conversational
self-characterisation of oneself as a coaching learning.
psychologist was written in the third person as
if describing the principle character in a play. Where next?
Twelve minutes work on this exercise Kieran Duignan briefly touched upon the
produced some telling commentaries with question as to why the PCP Repertory Grid is
wide-ranging points of focus from the group not at present considered for inclusion in
of three in which I was working. Kieran Duig- Level B Psychometric Testing qualifications.
nan was a helpful role model in setting up the PCP can be said to encourage qualitative and
exercise with minimal cueing: the introduc- quantitative engagement and brings the
tion to this task does not speak of constructs; skillful coach to be candid about their own
the client is not encouraged to acquiesce. bias.
There is, therefore, a risk on both sides.
SGCP events will be reported regularly
One practical tool or idea you could adopting a similar format, enabling readers
take forward to pick up on some of the essential elements
Applying the fundamental postulate and conveyed. Feedback would be welcome to:
selected corollaries to your self-characterisa- SGCPevents@pip.co.uk
tion
1. Sketch out a self-characterisation (above). Useful websites
2. Explore how Kellys fundamental The following sites offer software for
postulate (see above, under Theoretical conducting repertory grid interviews.
roots) may throw some light on what the www.enquirewithin.co.nz/
coaching psychologist in your self- www.gridsuite.de
characterisation anticipates. http://repgrid.com
3. Explore applying Kellys corollaries to
the coaching psychologist in your self-
characterisation, with reference to a
specific client, past or present. For
example:
References
Fransella, F., Bannister, D. & Bell, R. (2004). Kelly, G.A. (1955/1992). The pychology of personal
A manual for repertory grid technique. John Wiley & constructs. Vols. 1 & 2. Routledge.
Sons.

Conference diary
Format: MARCH 2006
Date: Event Title
Venue 1012: 2nd International Non-linear Science
Contact Conference: Research and Application in
Behavioural, Social & Life Sciences
NOVEMBER 2005 University of Crete, Medical School, Heraklion,
Crete.
30 November to 2 December: www.societyforchaostheory.org/insc/2006
EMCC12: Conference of the European
Mentoring and Coaching Council 24: Association for Coaching 2nd Annual
UBS Conference Centre, Zurich. International Conference: Leading the Way
EMCC, Sherwood House, 7 Oxhey Road, Victoria Park Plaza, London.
Watford WD19 4QF. Association for Coaching, 66 Church Road,
E-mail: emcc@adinternational.com London W7 1LB.
Fax:+44 (0) 1923 210648 E-mail:
Website www.emccouncil.com conference@associationforcoaching.com
30: Developing an Age Positive Work NOVEMBER 2006

Culture: From Policy to Practice
Regus Chiswick Park, London. 810: 7th Conference of the European
Tania Millen. Academy of Occupational Health
Tel: +44 (0)20 7017 4719 Psychology
E-mail: tania.millen@tfinforma.com Dublin Castle, Ireland.
Website: E-mail: dublin2006@ea-ohp.org
www.tandfevents.com/ageingworkforce Website:
www.ea-ohp.org/Conferences/index.asp
DECEMBER 2005
We list here events that bring together a
1920: SGCP Annual National Conference range of expert opinion and knowledge on
2005 a particular topic, rather than training
City University, London. seminars hosted by a single tutor or
Tammy Mindel, Co-Chair & company.
Indrani Choudhury, Co-Chair, Please help to make this a useful listing:
SGCP Sub-Committee on Professional send details of all appropriate conferences,
Training, Development and Events well in advance, to me:
Management. By post: People in Progress Ltd,
Tel: +44 (0)20 7040 8037 5 Rochester Mansions, Hove,
Fax: +44 (0)20 7040 8592 East Sussex BN3 2HA
E-mail: events@city.ac.uk By fax: +44 (0)870 285 1725
Websites: By e-mail: SGCPevents@pip.co.uk
www.coachingpsychologyforum.org.uk/ I look forward to hearing from you.
Latest/index.php
www.city.ac.uk/sgcp/ Jennifer Liston-Smith
SGCP Conference & Events Correspondent.

Book Review
Practical negotiation in 90 minutes
Stephen Morse
Management Books, 2005.
130 pages.
Paperback 9.99. ISBN: 1-85252-456-6.
Why would a coaching psychologist want to analytic, driver, amiable, expressive (Merrill
read a book on negotiating, and if they did, & Reid, 1960s!!), could well be useful for
why this one ? coach style analysis. However, the books
Coaching psychologists, from my consult- limitations are again emphasised by the
ing experience, usually have to negotiate: books brief (two pages) on T.A. Little could
contracts with clients, associates, and with be gained from this very short piece. A simi-
those who clients might be referred to. lar comment would be made about the para-
Therefore, negotiating skills would appear to graphs on motivation. Maslow, McClleland
be important. Does this book provide them ? (wrongly spelled as Maclleland), Marshall,
The book commences with an explo- Pavlov, Freud, Veblen and Hobbes. It would
ration of what negotiation is. This explo- provide very little additional knowledge, for
ration, five pages of 130, seems redundant, most coaches.
as do the two pages of definition. The explo- The structure and strategy of negotiation
ration of models of negotiation, completed should be a chapter that those who are not
in five pages, is overly brief and not very experienced negotiators would gain from,
helpful. It is difficult to perceive what the but, as with other parts of the book, it is so
three pages on the background, attitudes short, that additional knowledge is small. An
and profile of the negotiator are supposed to example would be the input on cultural
achieve; but for me it provides little new differences where an outline is contained in
knowledge. less than a page.
The chapter on preparation is rather The chapter on body language could
better than the initial one, but unfortunately spark an interest in what, for me, is an
for the coach, the case study or Honsang important subject. However, as with the rest
Motors, offers little except to emphasise the of the book, it is too short to give more than
need for preparation. the briefest of introductions.
The section on Psychological Prepara- Overall, not a book for the coaching
tion, brings us to Chapter 3, where Morse psychologist, but it does identify the need for
draws on TA and social (behavioural styles). the development of entrepreneurial skills,
With no references, it is hard to understand, however, there are other negotiating skills
in any exact way, where the, consistent books which provide much more for 90
patterns of actions that a person uses when minutes reading.
in the presence of other people (p.39),
comes from. However, the paradigm, Christopher C. Ridgeway

SGCP Committee structure
The National Executive
SGCPM Committee
Professional Training.
Professional Practice
Development and
and Research
Events Management
Sub-committee
Sub-committee
Competencies Training
Standards CPD
Ethics Events
Research Newsletter
Publications
Sub-committee
Newsletter
International Coaching
Psychology Review
(ICPR)
Ethics
Representatives

THE BRITISH PSYCHOLOGICAL SOCIETY
Special Group in
Coaching Psychology (SGCP)
2nd National Coaching Psychology Conference

Monday 19 and Tuesday 20 December, 2005
Venue: City University, London
The two-day conference will include a main conference, workshops

and Annual General Meeting.
Speakers and workshop facilitators include
Dr Michael Cavanagh (APS IGCP National Convenor)
Professor David Lane
Professor Stephen Palmer
Further information about the conference will be announced via
the SGCP e-mail discussion group (sgcp-discuss@lists.bps.org.uk)
as it becomes available, and on the SGCP website,
http://www.coachingpsychologyforum.org.uk

Notes for Contributors
Contributions on all aspects of research, theory, practice and case studies in the arena of coaching psychology
are welcome. Manuscripts of approximately 1500 words excluding references, which may be extended with the
permission of the Editor, should be typewritten and include the authors name, address and contact details.
Included should be a statement stipulating that the paper is not under consideration elsewhere. All submissions,
including book reviews should be sent directly to the Editor, Kasia.s@tinyonline.co.uk or to The Centre for
Coaching, 156 Westcombe Hill, London SE3 7DH.
Authors of all submissions should follow the Societys guidelines for the use of non-sexist language and all
references must be presented in APA style (see the Code of Conduct, Ethical Principles and Guidelines, and
the Style Guide, both available from the British Psychological Society).
Articles will generally be reviewed by the Editor and the Consulting Editors. In addition, the Editor and the
Consulting Editors reserve the right to reject submissions that are deemed as unsuitable for The Coaching
Psychologist..
Graphs, diagrams, etc., should be in camera-ready form and must have titles. Written permission should be
obtained by the author for the reproduction of tables, diagrams, etc., taken from other sources.
Three hard copies of papers subject to refereeing should be supplied, together with a large s.a.e. and a copy
of the submission on disk or CD-ROM (if possible save the document both in its original word-processing
format and as an ASCII file, with diagrams in their original format and as a TIFF or an EPS). Two hard copies
of other submissions should be supplied. Subject to prior agreement with the Editor, however, items may be
submitted as e-mail attachments.
Proofs of papers will be sent to authors for correction of typesetting errors, and will need to be returned
promptly.
Deadlines for all submissions:

For publication in Copy must be received by
May 24 February
September 30 June
December 30 September
Contents
1 Chairs update
Stephen Palmer
2 Editorial
Kasia Szymanska
3 Person-centred coaching psychology
Stephen Joseph
6 The heart of coaching: Developing a coaching model for the manager
Jonathan Passmore
10 Applying goal setting to coaching
Sally Johnston
13 The new code of ethics, human rights and its implications in relation to
coaching psychology practice
Ho Law
16 Retaining employees with disabilities: Is coaching a potential solution?
20 Coaching psychology and positive psychology
John Rowan
22 Coaching psychology and positive psychology: A reply to John Rowan
25 SPACE: A psychological model for use within cognitive behavioural coaching therapy and
stress management
34 Professional Practice and Research update
Pauline Willis & Clare Huffington, Co-chairs of the SGCP PPR
39 SGCP website overview
Siobhain ORiordan
40 SGCP Workshop report
42 Conference diary
43 Book Review
Christopher C. Ridgeway
44 SGCP Committee structure
St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK

Tel 0116 254 9568 Fax 0116 247 0787 E-mail mail@bps.org.uk www.bps.org.uk

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Special Group in Coaching Psychology

Cheques should be made payable to: The British Psychological Society.

ELCOME BACK TO THE SECOND Our various sub-committees have been

W issue of The Coaching Psychologist.

Professor Stephen Palmer

The Coaching Psychologist Vol. 1 No. 2 November 2005 1

W edition of The Coaching Psychologist.

2 The Coaching Psychologist Vol. 2 No. 2 November 2005

OACHING PSYCHOLOGY PROVIDES ogy. Coaching psychology aims to facilitate

C a new way of thinking about psycho-

The Coaching Psychologist Vol. 2 No. 2 November 2005 3

psychopathology and optimal functioning Perspectives on practice

4 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Coaching Psychologist Vol. 2 No. 2 November 2005 5

HE COACHING SECTOR HAS 1. Goal

T mushroomed in the last five years.

6 The Coaching Psychologist Vol. 2 No. 2 November 2005

has some knowledge about a topic, so a 2. Reality

The Coaching Psychologist Vol. 2 No. 2 November 2005 7

3. Options generated. The manager coach needs to

8 The Coaching Psychologist Vol. 2 No. 2 November 2005

(c) Tracking progress porating the behaviour into everyday prac-

The Coaching Psychologist Vol. 2 No. 2 November 2005 9

CCORDING TO KURT LEWIN Goal setting is fundamental to several

A There is nothing so practical as a good

10 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Coaching Psychologist Vol. 2 No. 2 November 2005 11

to the coaching psychologist. Because goal Address for correspondence

12 The Coaching Psychologist Vol. 2 No. 2 November 2005

I Psychologist, I introduced myself and my

The Coaching Psychologist Vol. 2 No. 2 November 2005 13

14 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Coaching & Mentoring Network

SGCP members are eligible for a 25% discount on standard rates.

For more information visit

The Coaching Psychologist Vol. 2 No. 2 November 2005 15

Retaining employees with disabilities

HE DISABILITY DISCRIMINATION 2001). Retention of disabled staff appears to

T ACT (DDA, 1995) brought in measures

16 The Coaching Psychologist Vol. 2 No. 2 November 2005

or workplace mentoring appears to be an individuals efficiency in their job. Findings

The Coaching Psychologist Vol. 2 No. 2 November 2005 17

increase their awareness of their rights in Conclusion

18 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Special Group in Coaching Psychology

The Coaching Psychologist Vol. 2 No. 2 November 2005 19

N READING THE ARTICLE BY Creativity also brings forth a host of

O Alex Linley and Susan Harrington

20 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Coaching Psychologist Vol. 2 No. 2 November 2005 21

E WELCOME JOHN ROWANS thos.com for a summary of this research).

W response to our article (Linley &

22 The Coaching Psychologist Vol. 2 No. 2 November 2005

The Coaching Psychologist Vol. 2 No. 2 November 2005 23

24 The Coaching Psychologist Vol. 2 No. 2 November 2005

O decades a number of different coach-

practitioners to enhance and inform their ACHIEVE model

The Coaching Psychologist Vol. 2 No. 2 November 2005 25

26 The Coaching Psychologist Vol. 2 No. 2 November 2005

E Effective new approach reduction in of This can be depicted as:

The Coaching Psychologist Vol. 2 No. 2 November 2005 27

Shout at him to stop This ACE model can be seen as a basic

Shout at him to stop