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Coaching

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Positive Psychology Coaching

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Abstract

Using findings from both traditional and positive psychology research, this chapter focuses on how coaching is conceptualised and the motivations for coaching as it is delivered to individuals in community and organisational settings. The differences among coaching and other interventions such as mentoring, counselling, supervision, and training are detailed. The theoretical evidence for coaching from the disciplines of psychology and education, as well as from management research, are summarised. Coaching in contemporary practice is goal-oriented and solution-focused. Developmental, humanistic, and positive psychology techniques are used to address the client’s needs and promote their mental and emotional wellbeing. Coaches utilise cognitive behavioural psychology to assist clients reframe their mental model and dispel limiting beliefs. Within educational research, coaching is positioned as a developmental, learning opportunity for clients to develop self-efficacy so they become motivated to achieve behavioural change. Clients who believe in their ability to learn, perform, or change as a result of effort, persistence and, at times, assistance, are malleable. Within management, coaching approaches focus on the acquisition of knowledge, skills, and competencies to enhance leadership and executive development, job satisfaction, motivation and work performance, and interpersonal and team relationships. This research evidence supports the emergence of coaching as a profession and contributes to a growing body of knowledge and theory into the development of coaching as a discipline.

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    Susanne Knowles

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Knowles, S. (2021). Coaching. In: Positive Psychology Coaching. Springer, Cham. https://doi.org/10.1007/978-3-030-88995-1_4

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