Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts (eBook)

Llewellyn van Zyl (PhD) is an associate professor with the University of South Africa and the associate editor for the South African Journal of Industrial Psychology. He is registered as a psychologist (Category: Industrial) with the Health Professions Council of South Africa. He has completed a Doctorate degree in the field of Industrial Psychology, specialising in Positive Psychological Interventions. He also holds a Master of Commerce, an Honours and a Bachelor’s degree in Industrial Psychology, which were obtained from the North-West University (cum laude) at the top of his class.  Furthermore, he serves on the executive committee of the Society of Industrial and Organisational Psychology of South Africa. Llewellyn has a passion for strengths-based people development, coaching psychology, happiness, consumer behaviour and social media.Aletta Oldendaal is a practicing Industrial Psychologist and academic and is currently the Qualification Leader for the new Masters in Leadership Coaching at the University of Johannesburg. She has more than 20 years’ experience in strategic executive leadership development, coaching and assessment interventions across all levels in different organisations in South Africa that include mining, retail, engineering, academic institutions, Government, NGO’s, media and communications. Her research interests are primarily in the field of psychological assessment, leadership development and coaching psychology. As a scholar she has presented a number of papers at national and international conferences and published research results in academic journals. Aletta is co-author and editor of the Southern African edition of Stephen Robbins and Timothy Judge’s Organizational Behaviour book. Her passion and commitment to the development of coaching psychology and service to industrial psychology is reflected in her national and international leadership and involvement. She participated in the Global Convention of Coaching in 2007 in New York and represented SIOPSA in 2008 in Dublin. She was President of SIOPSA for the period June 2002 to June 2006, Chair of People Assessment in Industry (2008-2011) and was awarded honorary membership of SIOPSA in 2006. She is currently serving her term as elected council member of the International Test Commission (ITC). Aletta is a founder member of the Interest Group in Coaching and Consulting Psychology and also co-represented South Africa in the First International Congress of Coaching Psychology in London (2010), Pretoria (2011), and Barcelona (2011). She is a member of the International Steering Committee and Honorary Vice President of the International Society of Coaching Psychology. She holds a MPhil (cum laude) and DPhil in Industrial Psychology from the University of Johannesburg.Marius W. Stander is a professor and a management consultant specialising in the assessment and optimisation of talented people and teams. He has been lecturing Industrial Psychology on post graduate level at the Potchefstroom University, North-West University (Potchefstroom & Vaal Triangle campus) as well as UJ (previously RAU) and the University of Namibia. He studied at the University of Potchefstroom and North-West University and holds an M Com (cum laude) and PhD in Industrial Psychology. Previously he was GM of an outsourcing company for two years. He is currently the co-managing director of Psychai Management Consultants. He is a registered Industrial Psychologist (HPCSA), Mentor and a Master HR Practitioner (SABPP). He has been consulting in South Africa and Namibia for various companies and local authorities over the past 28 years. He has been consulting for various companies and local authorities over the past 25 years. His fields of expertise include: talent management, assessment of potential, leadership development, team building and coaching psychology.

Foreword 6
Preface 8
Acknowledgements 12
Contents 14
Contributors 16
About the Authors 18
Part I: Fundamentals of Coaching Psychology in Multi-cultural Contexts 26
Contextualising Coaching Psychology Within Multi-cultural Contexts 27
1 Introduction 27
2 The Meta-context Impacting the Development of Coaching Psychology 29
2.1 Global Trends and Developments 29
2.2 Contextualising Coaching and Coaching Psychology in South Africa 30
2.3 The Role of Professional Bodies in the Development of Coaching Psychology 32
2.4 Professional Status of Coaching and Coaching Psychology: Accreditation, Registration and Certification 33
2.5 Coaching Psychology in a Multi-cultural Context 36
3 Coaching and Coaching Psychology 39
3.1 Contemporary Coaching Practice 39
3.2 Coaching Psychology: Towards a South African Definition 41
3.3 Value Proposition for Coaching Psychology 43
4 In Conclusion 43
References 45
Coaching Psychology Research: A Journey of Development in Research 50
1 Introduction 50
2 A Brief Review of Coaching Psychology Research 51
2.1 Phase 1: Boundaries and Theories 53
2.2 Phase 2: Case Studies and Surveys 54
2.3 Phase 3: Qualitative 55
2.4 Phase 4: Quantitative – RCT Studies 57
2.5 Phase 5: Meta Research 63
3 Conclusion 66
References 66
The Coach as a Fellow Human Companion 70
1 Introduction 71
2 Dimensions Towards Fellow Human Companionship 72
2.1 The Dialogical Dimension 72
2.2 The Narrative-Collaborative Dimension 74
2.3 The Protreptic or Value Dimension 77
2.4 Mentalization 79
2.5 Feedback as a Collaborative and Outcome-Oriented Practice 81
Create a Culture of Collaboration and Feedback 82
Integrate Alliance and Outcome Feedback 82
Use Your Intuition and Be on Perceptive Tiptoes 83
Be Non-judgemental 83
Learn to ‘fail successfully’ 83
3 Research Evidence for Relationship Issues in Coaching 84
4 Implications for Future Research 86
5 Conclusion 87
References 87
Coaching Supervision: Towards a Systemic Coaching Supervision Framework 90
1 Introduction 91
2 A Brief Overview of Supervision and Supervision in Coaching 93
2.1 What Is Supervision and Coaching Supervision? 93
2.2 The Purpose of Supervision 94
3 A Systemic Coaching Supervision Framework 96
3.1 Brief Introduction 96
3.2 Broader Context 98
3.3 Business Context 100
3.4 Reflective Space 100
3.5 Coach and Supervisor Profiles and Competences 101
3.6 Coaching Supervision Development Process 104
The Needs and Expectations Stage 104
Contracting Stage 105
Development Stage 106
3.7 A Meta-theoretical Container 106
3.8 Models of Coaching Supervision 110
4 Summary 115
References 117
Morality on the Executive’s Couch: Ethical Perspectives on Coaching Psychology, Theory and Praxis 120
1 Introduction 120
2 Background 122
2.1 Legality 123
2.2 Consequentialism 123
2.3 Deontology 123
2.4 Rights 124
3 Design and Methodology 124
4 Findings 125
4.1 Characteristics of Coaching Psychology, Theory and Praxis 125
Coaching Psychology as a Scientific Foundation for Coaching Praxis 130
Confusion in the Regulatory Environment of Coaching 130
The Requirement for Coaching Proficiency 131
Normative Issues Relating to Coaching Across-Cultures and Other Diversities 132
Staying Within Respective Coaching Boundaries 134
Making Appropriate Diagnoses 135
Maintaining Confidentiality and Abstaining from Conflicts of Interests 136
Avoidance of Dependency 137
5 Discussion and Practical Application 137
6 Implications for Future Research 138
References 139
Part II: Psychological Approaches Towards Coaching Psychology in Multi-cultural Contexts 142
Exploring the Role of Psychological Ownership in the Coaching Process 143
1 Introduction 143
2 Purpose of This Chapter 145
3 Psychological Ownership 145
3.1 Psychological Ownership Defined 145
3.2 The ‘Roots’ of Psychological Ownership 146
The Effectance Motive 146
The Need for Self-Identity 146
The Need for Having a Home 147
3.3 The ‘Routes’ to Psychological Ownership 147
Controlling the Object or Target 148
Knowing the Target or Object 148
Investing the Self in the Target 148
3.4 The Benefits of Psychological Ownership 149
4 Coaching 150
4.1 Coaching Defined 150
4.2 Coaching Models 151
The GROW Model 151
Phase 1: Topic 152
The Role of Psychological Ownership in Phase 1 153
Phase 2: Goal 153
The Role of Psychological Ownership in Phase 2 154
Phase 3: Reality 154
The Role of Psychological Ownership in Phase 3 155
Phase 4: Options 155
The Role of Psychological Ownership in Phase 4 156
Phase 5: Wrap-Up 157
The Role of Psychological Ownership in Phase 5 157
5 Psychological Ownership and Coaching in a Multicultural Context 158
6 Chapter Summary 159
7 Practical Implications of the Role of Psychological Ownership in the Coaching Process 161
8 Concluding Remarks 162
References 162
Coaching and Consulting for Authentic Leadership: A Theoretical Foundation for an Evidence-Based Process Model 165
1 Overarching Assumptions of the AiM 166
2 The Methodological Approach to Developing the AiM 167
3 Understanding Intention, Within Context 168
4 The Objectives and Context of the Coaching Interventions 169
4.1 The Objectives 169
4.2 Coaching-Intervention Process 170
4.3 Diversity in Context 171
5 The Authentic-intention Model (AiM) 172
5.1 The Purpose and Function of the AiM 172
5.2 The Structure and Process of the Authentic-intention Model 173
6 Mapping the Underlying Theories onto the AiM 176
6.1 Authentic Leadership 177
Definitions of Authentic Leadership 178
Authenticity and Well-Being in Coaching 179
Authentic Leadership, Related to Coaching and the AiM 180
Definition of Self-Determination Theory 181
Self Determination, Related to Coaching and the AiM 182
6.2 Approach-Avoidance Motivation and Trust 182
Definitions of Approach-Avoidance Motivation and Trust 183
Approach-Avoidance Motivation and Trust, Related to Coaching and the AiM 185
6.3 Mindfulness and Triple-Loop Learning 185
Definitions of Mindfulness and Triple-Loop Learning 185
Mindfulness and Triple-Loop Learning, Related to Coaching and the AiM 187
7 Discussion 188
8 Conclusion and Future Research 189
References 190
Appreciative Inquiry Coaching in a Multi-­cultural Context 193
1 Introduction 193
References 206
An Archetypal Approach to Coaching 208
1 Introduction 209
2 Main Constructs of Archetypal Psychology 210
2.1 Unconscious 211
2.2 Complex and Archetype 211
2.3 Self and Ego 212
2.4 Persona 213
2.5 Shadow 213
2.6 Anima/Animus 215
2.7 Individuation 215
3 Utilization of Archetypal Psychology in Coaching 217
4 Intercultural Coaching 219
5 In Closing 223
References 223
Systemic Thinking and Transcultural Approaches in Coaching Psychology: Introducing a New Coaching Framework 225
1 Introduction 226
2 The Frame: Coaching Psychology Within the Positive Psychology Paradigm 227
3 Input 229
3.1 Input I: The Premises of Systemic Thinking 229
3.2 Input II: Basic Assumptions of Systemic Thinking in Coaching Processes 232
3.3 Input III: Transcultural Aspects in Coaching Psychology 233
4 The Process 236
4.1 The Process: Systemic Transcultural Competences and Approaches in Transcultural Systemic Coaching 236
4.2 The Process: The Profile of a Transcultural Systemic Coach 238
4.3 The Process: Practices and Interventions in Systemic Transcultural Coaching Processes 239
5 The Output 241
6 Introducing a Systemic and Transcultural Coaching Framework 242
7 Conclusions, Implications and Recommendations for Theory and Practice 244
8 Chapter Summary 245
References 245
Part III: Meta-theoretical Perspectives and Applications Within Multi-cultural Contexts 251
The Coach as a Container in the Team Coaching Process 252
1 Theoretical Background 253
1.1 A Somatic Systemic Approach 253
1.2 The Systems Psychodynamic Perspective 253
1.3 Melanie Klein’s Object Relations Perspective 254
1.4 Open Systems Theory 255
2 The Idea of Containment 256
2.1 The Coach as a Container 256
2.2 Projective Identification as a Communications Process in the Containing Process 257
2.3 Children and Containing 258
2.4 Organizations and the Container 259
2.5 Organizations and ‘ineffective’ Containing 259
3 Research Design 260
3.1 Research Approach 260
3.2 Research Strategy 260
3.3 Research Method 261
Research Setting 261
Researcher Roles 261
Sampling 261
Data Collection Method and Recording of Data 261
Data Analysis 262
Strategies Employed to Ensure Quality of Data 262
4 Findings 263
4.1 Theme 1: Recognition and Management of Anxiety and the Process by Which the Teams Were Currently Containing Themselves 263
4.2 Theme 2: The Effective Use of Projective Identification 264
4.3 Theme 3: Owning the Projection 265
5 Discussion 266
5.1 Theme 1: Recognition and Management of Anxiety: The Process by Which the Teams Were Currently Containing Themselves 266
5.2 Theme 2: The Effective Use of Projective Identification 267
5.3 Theme 3: Owning the Projection 269
6 Conclusions, Limitations and Recommendations 270
6.1 Conclusions 270
6.2 Limitations 271
6.3 Recommendations 271
References 272
Relationship Among Emotional Intelligence, SOAR, and Team-Based Collaboration: Implications for a Strengths, Opportunities, Aspirations, and Results (SOAR) Based Approach to Coaching Psychology 275
1 Introduction 275
2 The SOAR Framework 277
2.1 Linking the SOAR Framework with Emotional Intelligence and Team-Based Collaboration 278
3 Research Study of SOAR as a Mediator of Team-Based Collaboration 281
3.1 Research Design 281
3.2 Results 282
4 Discussion 287
5 Implications for Practice and Recommendations 288
6 Conclusion 293
References 293
Strength Coaching as an Enabler of Positive Athlete Outcomes in a Multi-cultural Sport Environment 297
1 Introduction 297
1.1 The Strength Based Approach in Positive Psychology 297
1.2 Strength Based Coaching 298
1.3 Strength Based Coaching in Sport 298
2 A Strength Based Coaching Model for Sport 301
2.1 Phase 1: Clarifying Expectations and Establishing Rapport 302
2.2 Phase 2: Identifying and Marrying Conscious and Unconscious Strengths 303
2.3 Phase 3: Identifying Coaching Themes 304
2.4 Phase 4: Encouraging, Deriving Meaning, Self-Efficacy and Installing Hope 305
2.5 Phase 5: Framing Solutions 305
2.6 Phase 6: Building Strengths and Competencies 306
2.7 Phase 7: Empowerment 307
2.8 Phase 8: Reframing 307
2.9 Phase 9: Building Sustainable Resilience 308
2.10 Phase 10: Evaluating and Re-contracting the Relationship 309
3 Coaching in a Multi-cultural Sports Environment 309
3.1 Theme 1: Culture, Race and Ethnicity Matters 310
3.2 Theme 2: Use of Language Between the Coach and Coachee May Be a Challenge or an Issue When Diversity Is Greater 311
3.3 Theme 3: It Is Best to Bring Up Differences of Culture, Race, and Ethnicity Directly and into the Open 311
3.4 Theme 4: Combining an Emic (Universal), Etic (Group), and Unique (Person) Approach to Coaching Is Recommended 311
4 Case Study 312
5 Conclusion 313
References 313
Utilizing Symbolic Expressions, Art, Myths, Dreams and Fantasies in Coaching 317
1 Introduction 318
2 Creating Art During Coaching 318
2.1 Drawings and Painting 320
2.2 Writing 323
2.3 Sculpturing, Composing, Scrap Booking and Collage 324
3 Utilizing Existing Art During Coaching 326
3.1 Paintings 326
3.2 Music 327
3.3 Myths and Fairy Tales 329
3.4 Films/Theatre/Opera 330
References 331
Exploring Positive Psychology and Person-­Centred Psychology in Multi-cultural Coaching 333
1 Introduction 334
2 Orientation to the Person Centred and Positive Psychology Approaches in Coaching 336
3 The Strengths Based Coaching Model: Contrasting Paradigms 338
3.1 Phase 1: Clarifying Expectations and Establishing Rapport 341
Central Goals and Tasks 341
A Positive Psychology Approach to Phase 1 342
A Person-Centred Approach to Phase 1 342
3.2 Phase 2: Identifying Conscious and Unconscious Strengths 343
Central Goals and Tasks 343
A Positive Psychology Approach to Phase 2 344
A Person-Centred Approach to Phase 2 345
3.3 Phase 3: Identifying Coaching Themes 347
Central Goals and Tasks 347
A Positive Psychology Approach to Phase 3 347
A Person-Centred Approach to Phase 3 348
3.4 Phase 4: Encouraging, Deriving Meaning, Developing Self-Efficacy and Instilling Hope 349
Central Goals and Tasks 349
A Positive Psychology Approach to Phase 4 349
A Person-Centred Approach to Phase 4 350
3.5 Phase 5: Framing Solutions and Action Plans 351
Central Goals and Tasks 351
A Positive Psychology Approach to Phase 5 352
A Person-Centred Approach to Phase 5 354
3.6 Phase 6: Building Strengths and Competencies 355
Central Goals and Tasks 355
A Positive Psychology Approach to Phase 6 355
A Person-Centred Approach to Phase 6 356
3.7 Phase 7: Empowerment 357
Central Goals and Tasks 357
A Positive Psychology Approach to Phase 7 357
A Person-Centred Approach to Phase 7 358
3.8 Phase 8: Reframing 358
Central Goals and Tasks 358
A Positive Psychology Approach to Phase 8 359
A Person-Centred Approach to Phase 8 359
3.9 Phase 9: Building Sustainable Resilience 360
Central Goals and Tasks 360
A Positive Psychology Approach to Phase 9 361
A Person-Centred Approach to Phase 9 361
3.10 Phase 10: Evaluating and Re-contracting the Relationship 362
Central Goals and Tasks 362
A Positive Psychology Approach to Phase 10 363
A Person-Centred Approach to Phase 10 363
4 Reflecting on the Positive Psychological and Person-­Centred Approach During the Coaching Process 364
4.1 Orientation 364
4.2 Similarities Between Paradigms Within the Eclectic Multi-­cultural Coaching Process 364
4.3 Differences Between Paradigms Within the Eclectic Multi-­cultural Coaching Process 365
Positive Psychology 365
Person Centred Approach 366
Summary of Comparison 368
5 Concluding Remarks 368
References 369
Training Emerging Psychologists as Multi-­cultural Contextual Coaches 374
1 Introduction 375
2 Training Students as People Developers 376
2.1 Self-Development and Self-Directed Learning 380
2.2 Mentoring, Coaching and Supervision 380
3 Research Design 381
3.1 Research Approach 381
3.2 Research Strategy and Setting 382
3.3 Sampling Procedure and Participation 382
3.4 Data Collection Methods 382
3.5 Data Recording and Analysis 383
3.6 Reporting Style 384
4 Findings 384
4.1 Category 1: Overall Experience 384
4.2 Category 2: Growth and Development 392
4.3 Category 3: Training Methodology 392
4.4 Category 4: Competence as Multi-cultural Coach 393
4.5 Category 5: Recommendations 394
5 Discussion 394
5.1 Recommendations for Future Training of Multi-cultural Psychology Coaches 398
6 Recommendations for Future Research 398
7 Appendix A: Overview of Methodology to Be Employed to Train Multi-cultural Coaching Psychologists 399
References 407
Enhancing Evidence-Based Coaching Practice by Developing a Coaching Relationship Competency Framework 410
1 Introduction 411
2 Contemporary Issues in Coaching and Coaching Psychology 411
2.1 The Role of Psychology in Contemporary Coaching Practice 412
2.2 The Role of Coaching Relationship for Facilitating Coaching Outcomes 413
2.3 What Are Active Ingredients in an Effective Coaching Relationship? 414
2.4 Analysis of Existing Professional Coaching Frameworks 415
2.5 A Systematic Review on Coaching Psychology 417
3 Research Methods and Findings 417
3.1 Study One: The Development of Coaching Relationship Competency Framework 417
Critical Incident Technique 418
Thematic Analysis 419
Q-Sorting 420
3.2 Study Two: Establishing Validation Criteria: Reliability and Validity 421
Research Process 421
Data Analysis 422
Soft Skills (Mean ? 5.3 r. ? .30)
Hard Skills (Mean Between 3.0 and 5.3 r. ? .30)
Additional Behavioural Indicators 424
3.3 Study Three: The Evaluation of the Coaching Relationship Competency Framework 424
Quantitative Data Analysis 425
Coaching Alliance Inventory (CAI) 425
CRCF Questionnaire 426
Self-Efficacy Scale (SES) 426
Qualitative Data Analysis 427
4 Discussion 428
5 Conclusion 429
References 430
The Future of Multi-cultural Coaching Psychology 433
1 Introduction 433
2 Research Design 434
2.1 Research Approach 434
2.2 Research Strategy 435
2.3 Sampling Procedure and Inclusion Criteria 435
2.4 Data Collection Methods and Recording 435
2.5 Data Analysis Procedure 435
2.6 Reporting Style 436
3 Findings and Discussion 436
3.1 Fundamentals of Multicultural Coaching Psychology 436
3.2 Psychological Approaches Within Multicultural Coaching Psychology 438
3.3 Meta-theoretical Perspectives and Practical Applications Within Multicultural Coaching Psychology 440
4 Conclusion 441
References 443