The Psychology of Coaching: Systemic Psychodynamic Coaching

My journal review for this week is titled, Coaching ethics: Making ethical decisions--novices and experts by Dr. Jonathan Passmore. This British study was published in The Coaching Psychologist in 2009. I choose this article to discuss based on Dr. Welfel’s discussion in Chapter 12 regarding “The Ethics of Coaching” where she asked the question “what constitutes competent and ethical coaching?” regarding coaching as a practice activity for mental health professionals that has emerged fairly recently and has grown dramatically in a brief period (Welfel, 2016). Coaching is distinct from psychotherapy because the focus is on the present and the future, is centered on helping clients achieve their potential, does not represent therapy for

I will inspire athletes to demonstrate good character. Sports do not have an influence on one’s character; however, coaches can strongly impact athletes’ character, both negatively and positively. For this reason, I will work to coach in ways that support the growth of athletes’ character and create learning opportunities and situations in which athletes can practice and learn from. As a coach, I will lead by example and demonstrate good character because actions speak louder than words. I will do this by embodying sportsmanship and respecting athletes, opponents, other coaches, and referees. I will also show this to athletes by respecting, caring, and being trustworthy. I will also lead by example by staying

Tell me about yourself and your background. (college you graduated from, where you coached, etc)

The below should help you understand the nature and purpose of coaching, know how to use a coaching style to improve performance in the workplace and be able to identify ways in which coaching can be implemented in an organisation.

Coaching is paramount to helping teachers improve their craft. There are a variety of different coaching models that a coach can consider. A coach will consider many factors when making the decision on what model to use. Some schools or districts may have a model in place that they want all of their coaches to use. When a coach needs to decide on the coaching model, he or she will use, will consider a variety of elements. The two coaching models I will discuss are the instructional coaching method and the content coaching model. The information I gather about my colleague will determine the best coaching model to use when we collaborate with one another.

We as coaches must learn to bridge all the elements around us to make one functioning unit.

Positive psychology and coaching psychology have certain similarities with regards to their development as responses to the status quo of the field. The status quo was deficit-based, pathology-focused, and based on essential assumptions regarding human nature. These fundamental assumptions were largely less than positive, especially when examined from a rational perspective. As responses to the status quo, positive psychology and coaching psychology are based on abundance, focused on solutions, and assumptions that people have an intrinsic tendency to desire growth and develop their potential (Linley, Woolston & Biswas-Diener, 2009, p.20). Consequently, individual grow and develop their potential when the environments they live in support their efforts. Due to the focus of these concepts, many practitioners of positive and coaching psychology tend to function differently from conventional approaches to leadership and organizational development of ability.

The field of nursing is both a science and an art. New nurses graduate with, at least, acceptable basic competence. They are expected to have the ability to effectively communicate and make decisions in a complex environment with multiple demands on their practical comprehension. However, they usually lack the experience to apply this learned theory. This limited knowledge results in anxiety and difficulty in transitioning from the role of student to leader. How these students can best learn these skills is a topic that has come under considerable debate. We know that most become overwhelmed with multiple tasks and not able to prioritize with critical thinking in a fast pace acute hospital. This

A coaching philosophy is a base for which a coach works and seeks guidance from, said to be “built on a set of standards by which a coach influences, teaches, and models” (Van Mullen, 2013, p.29). Described as a collection of values, beliefs, assumptions, attitudes, principles and priorities which underpin practice (Lyle, 2002). When creating a Coaching Philosophy there are four aspects a coach should reflect upon, and scaffold their philosophy around-Axiology, Ontology, Epistemology and Pedagogy. Axiology, encompasses morals, values, ethics, and ideals which coaches place differing importance on. Important in a coaching context, as it informs the type of culture and environment a coach creates within a team(Fyall, 2017). Hardman (2008) suggests

Apart from assisting in examining the root problem, the theory is also useful in coaching. This is defined as developing a significant relationship between client and consultant personnel who uses a range of behavioral methods and techniques to attain mutually identified goals (Peel, 2005). The goals differ from one client to another depending on factors such as gender, religious identity, ethnic background, and socioeconomic status. Depending on each client's affiliation on different social dynamics, a social worker can identify what to do to develop an effective coaching strategy. For instance, Bandura (2005) suggests that although individuals might be exposed to the same stimulus, they might respond differently. Moreover, their rewards to

The purpose of this essay will be to outline my coaching philosophy for the domain I have chosen. A coaching philosophy is a structured guide, which determines the values and beliefs of a coach’s action (Jones and Potrac, 2008). Coaching philosophy is centred on how a coach influences, teaches and models their teaching standards. A coaching philosophy is important because it is the base for dealing with everything a coach does on a day-to-day basis. It helps others to appreciate the actions of a coach.

I believe there need to be more collaborative leadership, focusing on ideas that form knowledge as it comes from the social realm, and that knowledge itself is the exponent of many beliefs. Ultimately, knowledge is the spinoff of social discourse and communication (Nichols, 2014). The nature of the collaborative environment means that a therapist and client are equally valued. As a result, collaborative environment can be nurturing, providing the chance to share knowledge and psychoeducation for the members on an ongoing basis. Additionally, obliging leaders often share their knowledge and experience by providing ongoing personalized coaching to other members of the family, becoming inspiring, ground-breaking, and helpful any therapeutic settings (Gladding, 2015).

My exposure and engagement with the materials and ideas presented in Coaching for Performance have influenced my leadership philosophy immensely. A larger understanding of the impact that coaching can have on myself and those I work with has bolstered my belief in the weaving of servant and situational leadership styles and how I can approach challenges in a new manner by embracing a coaching perspective. The goals presented in this paper are a starting point in my journey to explore how I can explore avenues to implement a coaching culture in my present school, and district. I know this will be a complex task, but I have been exposed to a variety of resources and concepts not only from the course material and interactions with my peers but

The principle of coaching is to provide the tools and practices which alter the client’s structure of interpretation (Flaherty, 2011). As a matter of convention, the traditional coaching relationship is generally focused on the achievement of specific executive related goals. The coaching process will normally address the individual behavior that causes managerial or personal conflict and attempt to modify that behavior. Today, one of the key roles of a leader is to help their subordinates modify their behavior to improve their productivity, contribute more to the growth of the company, and to become a peak performer within the organization (Kilburg, 1996).

Workplace coaching is a term that refers to the process of equipping people in the working environment with necessary tools, opportunities, and knowledge for total development in order to enhance their effectiveness from an individual, organizational, and work perspective. Workplace coaching has emerged as a major concept in modern organizations since leaders, researchers, and organizations have identified it as a crucial competency in leadership and management (Cacioppe, n.d.). The increase in this practice has also been attributed to the fact that employees continue to request for coaching. As an important competency in leadership and management, workplace coaching has assumed different perspectives and approaches because of the existence of various coaching models such as Systemic Psychodynamic Coaching model.