S Farmer C P S I G P Npresn
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Coaching psychology
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S Farmer C P S I G P Npresn
- 1. Sam Farmer NZPsS Conference Palmerston North 28 August 2009 The Future Shape of the Coaching Psychology Special Interest Group in New Zealand CPSIG - for psychologists who coach
- 2. Breaking out
- 8. Ponder point (from de Haan, 2008) CPSIG - for psychologists who coach What is the support or competition from others/colleagues; view of other clients? What is the client bringing into the session in relation to the organisation, as well as themselves? What are predictables and unpredictables of the session? What are the expectations and demands from my profession What of themselves does the Coach bring into the session?
Notes de l'éditeur
- Brief account of my training and background in forensic psychology.
- Invited to do some work for a colleague: client had a valued and respected manager but wanted to look at how could make him more approachable to peers and direct reports Discovered that intervention was similar to forensic work: engaging people to reflect and be more conscious of the impact of their choices, decisions and behaviours in relation to others --- they called this coaching I wanted to discover more about coaching This presentation is within this context. Have to bear in mind that: It is framed within my own bias toward executive-related coaching, but recognises that coaching psychology encompasses a wide client/need range It is intended to raise, rather than answer, questions about the place of coaching psychology in NZ
- Also need to think about how many of these coaches actually had coaching-related training Palmer and Whybrow (2004) – at least 50% of psychologists providing coaching in relation to business, career, executive and leadership development; and at least 50% used facilitation, cognitive, behavioural, goal-focused and solution-focused approaches (cf this with White and Brooks finding that much of (esp US) approach is problem-focused and more directive coaching). Also note that clients are often looking more for personal compatibility and rapport/connection in a coach (80/83% respectively), than credentials (41%) – although coach-specific training is well-regarded as very important by 56%. Other relevant experience/background is viewed as very important by 31% and experience in client’s industry/job is viewed as very important by 26%. Effective communication of the process is viewed as very important by 78%.
- Blue areas are potentially areas of difference compared to other applications of psychology
- Considerations: Consider goals for coaching, have an outline of current role and organisational structure Assessment – clinical/psychometric; contracting (confidentiality, accountabilities, rates, session frequency/review/ endpoint), goals. Possible mental health needs. Collobarate on focus – what approaches work, previous coaching/psychologist experiences Appreciative enquiry, strength-based, CB techniques, homework, regular review. Attention to “critical moments”. e.g. SRS/ORS; DASS To coachee, to organisation (?), to profession, to supervisor Hawkins: Developmental, Resourcing, Qualitative; Proctor: Formative, Restorative, Normative; Kadushin: Educational, Supportive, Managerial Hawkins and Shohet’s 7-eyed model of supervision 1 – focus on the client and what and how they present 2 – exploration of the strategies and interventions used by the supervisee 3 – exploration of the relationship between the client and the supervisee 4 – focus on the supervisee 5 – focus on the supervisory relationship 6 – supervisor focusing on their own process 7 – focus on the wider contexts in which the work happens [the wider circles relate to the physical space, the internal and external stakeholder context, the economic, legal, ecological, local and global contexts].
- Refer to Coaching Psychology units in UK and, particularly, Sydney
- First question was: do we need a professional identity for coaching psychology in New Zealand . The answer was yes. Second question: what/how should it be?
- Skills coaching – development of specific (work-based) competencies Career coaching – career decision making (inc. outplacement) Life coaching – personal goals and motivation (cf. mothers) Spiritual coaching – meaning and purpose in life Team coaching – building professional collaboration Peer coaching and mentoring – working with colleagues to coach each other Executive coaching – business and productivity Sports coaching – enhancing performance to achieve competitive edge Consider also coaching to support minority groups in the workplace: gender, ethnicity, age, ability …
- Professionalism – accountability, ethical standards and CCP Applied understanding of psychology – understanding of mental health; theories and models of human development and change (motivation, positive psychology, systems theory, organisational and personal growth, resilience) Scientist-practitioner approach – evidence-based practice Effective intervention programmes for individuals, groups and organisations – experience in the process and application of validated interventions; facilitating development of effective strategies to deal with concerns about specific areas of performance/life/work goals Supervision for coaches within and outside our profession