Title: Developing an agenda for teaching coaching psychology
Abstract: The research and practice of coaching psychology has developed considerably over the past 10 years. However, if coaching psychology is to continue to grow and develop, an educational and teaching framework needs to be established. Very little attention has been paid in the published literature to the teaching of coaching psychology. The aim of this paper is to stimulate discussion about the teaching of coaching psychology and to start the process of developing a teaching agenda, including delineating some of the concepts, theories and skills that can be seen to lie at the core of coaching psychology. Drawing on the Australian Psychological Society and the British Psychological Society definitions of coaching psychology it is proposed that the following areas should form the core of an education in coaching psychology; an evidence-based approach to practice; ethical principles; professional models of practice; mental health issues in coaching; cognitive-behavioural theory as applied to coaching; goal theory; change theory; systemic theory as applied to coaching (including group process and organisational applications); core applied coaching skills and their application to skills, performance, developmental and remedial coaching; and applications of coaching psychology to specialised areas of practice such as executive coaching, workplace coaching, health coaching, life coaching, and peak performance coaching, in addition to non-core specialist areas of theory such as applied positive psychology, solution-focused approaches, cognitive-developmental, narrative, psychodynamic and Gestalt approaches. Coaching psychology as a psychological sub-discipline is well on the way to developing a coherent area of research and practice. It now needs to develop and formalise a body of teachable knowledge that can sustain and advance this new area of behavioural science.
Publication Year: 2011
Publication Date: 2011-03-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 48
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