Coaching Psychology International V O L U M E 3, I S S U E 2

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1 ISSN Coaching Psychology International V O L U M E 3, I S S U E 2 O C T O B E R Leading the development of coaching psychology around the world

2 ISSN Coaching Psychology International V O L U M E 3, I S S U E 2 O C T O B E R I N S I D E T H I S I S S U E : Welcome & Update from the Chair Welcome & Update from the Chair Brief Research Report 3 CLARITY: A Cognitive Behavioural Coaching Coaching and Psychology in Italy Do top executives prefer or occasionally need directive, instructional or strategic coaching? Physical health & wellbeing: A life-stage model Techniques: Imagery 16 From SPACE to SFERA 18 Establishing Coaching Psychology in Switzerland 21 Book Review 23 CPI talks to Dr Anna Syrek-Kosowska, SCP Hon VP 24 Dr Siobhain O Riordan Chair Welcome to this issue of Coaching Psychology International (CPI). As 2010 draws to a close it is possible to reflect upon some of the progress of the Society for Coaching Psychology over the last 12 months. This year has provided us with an opportunity to collaborate on different projects with other professional coaching and coaching psychology bodies. This includes the research conducted with Coaching at Work magazine in the area of poor practice in coaching. We are also contributing to the Accreditation Comparison project of the Coaching Bodies Roundtable. Finally we are pleased to be Strategic partners of the 1st International Congress of Coaching Psychology. Further information about the Congress activities being held around the world is available at: The Society will have an exhibition stand at the British Psychological Society s Special Group in Coaching Psychology UK hosted event on December 2010 at City University London. I would like to thank all of the contributors to this issue of CPI. There are a range of interesting articles covering topics such as: Cognitive behavioural coaching models; Parallels between elite athletes and top executives; Physical health & well-being; and Using internal and external imagery. There is also a Brief Research Report summarising progress on a project aiming to build an understanding of coaching and coaching psychology practice in the UK. We are also pleased to provide updates on coaching psychology developments from countries around the world including Italy, Switzerland and Ireland. Dr Anna Syrek-Kosowska has also talked to CPI in her role as SCP Hon Vice President and we are pleased to include a Polish language version of this interview too. Happy reading. siobhain@societyforcoaching.psychology.net Coaching Psychology International Hon Editor Dr Siobhain O Riordan, UK Editorial Board Dr Suzy Green, Australia Dr Kristina Gyllensten, Sweden The Society for Coaching Prof Psychology Stephen is Palmer,... an international UK professional membership body established to further the discipline Dr Giles and profession St Burch, of coaching New Zealand psychology. With the growing interest in coaching psychology around the Kasia world, Szymanska, The Society hopes UK to encourage the development of the theory, research and practice in coaching psychology and support coaching psychologists in their work.

3 V O L U M E 3, I S S U E 2 P A G E 3 BRIEF RESEARCH REPORT The Coaching Census Building an Understanding of coaching and coaching psychology practice in the UK Jonathan Passmore, Stephen Palmer, Emma Short and Elliot White Abstract In this short paper we summarise the issues of design and focus of a recent survey. The paper highlights issues of design and updates Society for Coaching Psychology members on the current stage of the research project. Keywords: Survey, coaching psychology, coaching, coaching practice in the UK, differenced between psychology and non-psychology trained coaches. Introduction For a 6 week period from 1 October to 15 November we have been running a major survey of UK coaches using SurveyGizmo. We were delighted with the response, with some 300 coaches taking time to complete the questionnaire. Research participants were members of the Society for Coaching Psychology, British Psychological Society Special Group in Coaching Psychology (SGCP), and the Association for Coaching. In this short article we set out what the research was about and explain our interest in this area of research. Coaching Psychology is a relatively new discipline (Palmer & Whybrow, 2005) when compared to clinical or occupational psychology although not much younger than counselling psychology. Both the SGCP and the Australian Psychological Society Interest Group in Coaching Psychology have slightly different descriptions or definitions of coaching psychology. However, one key theme is that while debates continue over an exact definition, coaching psychology focuses on the science of coaching. It is noticeable that coaching psychology conferences in the UK have more research papers than coaching conferences. However, this may just reflect the general format of psychology conferences. One question which has been debated in recent years is whether there is a difference between psychology trained and non-psychology trained coaches and what are these differences. It could be argued that coaching psychologists have deeper and more psychological training which will be reflected in their practice (behaviours) in the room with coachees. This might be, for example, the greater use of more psychological approaches and frameworks such as Cognitive behavioural coaching and motivational interviewing, in contrast with more behavioural and facilitative approaches such as the GROW coaching framework (Passmore, 2007). Others have argued that psychology trained coaches have a strong background and understanding of evidence and research, which will be reflected in their greater interest in undertaking writing and research. Psychologists as a result might be more prevalent in journal editor roles or in writing academic papers or evidenced based coaching books. A smaller minority have suggested that there is no difference and that coaching psychologists and non-psychologically trained coaches are the same. As psychologists we each had views about this, but little empirical evidence to support our positions. One of the authors has undertaken some previous research (Passmore, 2008) which suggested that there were little if any differences in the behaviours used between psychology trained coaches and non-psychologist trained coaches in a survey of some 500 coaches undertaken in However, more recently a US team have published a paper (Bono et al., 2008) which suggested that there are differences in a US population. The paper by Bono and associates (2008) addressed the debate through an online survey of US coaching practitioners from psychologist and non-psychologist backgrounds. The psychologists were drawn from a variety of disciplines including counselling, clinical, and organisational psychology and a total of 428 coaches (256 non-psychologists, 172 psychologists) completed the survey. The results suggested interesting differences between psychologists of differing disciplines as well as differences between psychologist and non-psychologist coaches. The paper suggested these differences may be small, but exist at the level of behaviours of psychology and non-psychology trained coaches. Non-psychologist coaches were significantly more likely to mention questioning skills, whereas psychologist coaches were significantly more likely to mention assessment and analysis as key coaching tools. Non-psychologists were more likely to mention building rapport and having a large adaptable toolbox (of methods, technologies, and tools). In contrast and may be surprisingly psychologists were more likely to mention knowledge of business as a key coaching competency. The research We were intrigued by these results and we wanted to find out more. One key question was while such differences may exist in the US, are these replicated in the UK, where training for psychologists is different and the regulation of the use of psychometric questionnaires for example is more open. We were also interested to make direct comparisons with the US, on how UK coaching practices are evolving the similarities and the differences. A key difference in the psychology field is that coaching psychology is now established in the UK and within the BPS as a major professional grouping which holds national conferences and publishes two professional peer reviewed journals, whereas in the US the focus appears to have been on psychologists who coach. In order to undertake a direct com-

4 parison. We negotiated with colleagues in the US to take their survey and repeat this in the UK lock, stock and barrel. Other studies have just focused on coaching psychology practice in the UK and within the BPS SGCP (see Palmer & Whybrow, 2007; Whybrow & Palmer, 2006a,b). For those who have completed the survey, or tried too, there are a number of issues we wrestled with about the survey design. The survey is relatively long for an online survey, taking 25 minutes approximately to complete. We recognised this would have an impact on participation and our initial review of the completions reveals that it has. Around 35% of participants ran out of time and were unable to complete the survey or perhaps stopped for other reasons. The survey design was also focused towards organisational coaching. For coaches and coaching psychologists working outside organisations the questions may appear less relevant. We debated adding more questions, but we were concerned that this would have an adverse impact on completions rates. A third issue was that some of the questions reflect their US design, for example the use of telephone coaching, which is used less in the UK compared to the US. We debated how much we could change the survey, but given our hope was to compare the results with Bono s original work, we acknowledged that changes would reduce the ability to make a fair comparison. What next? We have now completed the data gathering stage and this paper is to update Society for Coaching Psychology members that we are currently undertaking data analysis. Some of the initial findings will be reported at the1st International Congress of Coaching Psychology Congress event being held at City University in London in December In-depth papers will be submitted to journals in 2011 for publication. References Bono, P., Purvanova, P., Towler, A. & Peterson, D. (2009). A survey of Executive coaching. Personnel Psychology. 62, Palmer, S. & Whybrow, A. (2005). The proposal to establish a special group in coaching psychology of the British Psychological Society: Introduction and proposal. The Coaching Psychologist. 1, July, Whybrow, A. & Palmer, S. (2006a). Taking stock: A survey of Coaching Psychologists practices and perspectives. International Coaching Psychology Review, 1, 1, Whybrow, A. & Palmer, S. (2006b). Shifting perspectives: One year into the development of the British Psychological Society Special Group in Coaching Psychology in the UK. International Coaching Psychology Review, 1, 2, Palmer, S. & Whybrow, A. (2007). Coaching Psychology: an introduction. In S. Palmer and A. Whybrow (eds), Handbook of Coaching Psychology: a guide for practitioners. London: Sage. Passmore, J. (2007). Behavioural Coaching. In S. Palmer and A. Whybrow (eds), Handbook of Coaching Psychology: a guide for practitioners. London: Sage. Passmore, J. (2008). Coaching in the workplace. Unpublished dissertation. University of East London. Biographies: Dr Jonathan Passmore is the director of the Coaching Psychology Unit at the University of East London. He is a chartered psychologist and holds five degrees, as well as being the author of some 25 peer review research papers and a dozen books. He is the editor of the Kogan Page / Association for Coaching series of Coaching titles including Excellence in coaching. Professor Stephen Palmer PhD is Director of the Centre for Coaching and the Coaching Psychology Unit, City University, London,UK. He is an AEI Certified REBT Supervisor of Training and a MSCP Accredited Coaching Psychologist. He is Co-editorof the Handbook of Coaching Psychology (with Whybrow). He is Hon President of the Association for Coaching and Hon President of the Society for Coaching Psychology. Dr Emma Short is a senior lecturer at Bedfordshire University. She is interested in cyber-bullying and coaching. She is the Research Officer for the BPS SGCP. Elliot White is a researcher at the University of East London. He is currently studying decision-making styles and individual differences in financial traders. His wider interests include occupational and coaching psychology, and the integration of evolutionary behavioural accounts with game theory. He is also involved in clinical research and practice in East London NHS Foundation Trust. Correspondence Dr Jonathan Passmore Coaching Psychology Unit University of East London London, UK. jonathancpassmore@yahoo.co.uk Prof Stephen Palmer Coaching Psychology Unit City University London London, UK s.palmer-1@city.ac.uk Dr Emma Short Department of Psychology University of Bedfordshire Park Square Luton, UK emma.short@beds.ac.uk Elliot White University of East London London, UK. epwhite@gmail.com

5 V O L U M E 3, I S S U E 2 P A G E 5 CLARITY: A cognitive behavioural coaching model Helen Williams and Stephen Palmer Abstract This article introduces CLARITY, a seven step cognitive behavioural coaching model. Building upon existing rational emotive and cognitive behavioural frameworks, CLARITY helps to directs attention within the coaching conversation to the potentially powerful concepts of imagery and identity. Keywords: CLARITY, Cognitive Behavioural Coaching, imagery, identity Introduction Cognitive behavioural approaches have been found to be highly effective in coaching, counselling and psychotherapy (see Grant, 2001; Green, Oades & Grant, 2006; Green, S., Grant & Rysaardt, 2007; Kearns, Forbes, & Gardiner, 2007; Kearns, Gardiner & Marshall, 2008; Grbcic & Palmer, 2006). In a survey of coaching psychologists, cognitive behavioural approaches were listed in the top six used (Palmer & Whybrow, 2007). Beck (1967; 1976) described the existence of inner dialogue, the self-critical inner voice that can block an individual from achieving their full potential. Ellis (1994) noted how emotional disturbance is caused not by the event itself, but by the way the event is perceived. Ellis developed the ABCDE model (Ellis, 1962; Ellis et al, 1997) whereby Activating events and Consequences are understood to be connected via Beliefs. For example, what an individual thinks and believes about the activating event of giving a presentation will play a causal role in how that individual responds to giving a presentation. By Disputing these beliefs the individual can choose an alternative Effective new approach (Ellis et al, 1997). Palmer (2002, 2009) emphasises the importance of the Future focus, encouraging the practitioner to facilitate discussion of what has been learnt from the coaching process and the possible next steps. Lee (2003) developed the ACE model, encompassing Actions, Cognitions and Emotions whilst Edgerton developed the SPACE model, incorporating Physical reactions and Social context in to the therapeutic discussion and porraying the interactions in a more graphical manner (Edgerton & Palmer, 2005). Some frameworks have been developed that focus more on the behavioural aspect of the cognitivebehavioural and solution focused models such as PRACTICE (Palmer, 2007). Imagery Prior to stressful events it is often the case that people develop negative images of how they are going to fail at a particular task (Palmer & Cooper, 1997; 2010). Coping imagery, (also known as goal-rehearsal imagery), involving visualisation of the person coping with the most difficult aspects of the stressful event, is perhaps one of the most effective stressmanagement techniques available (Lazarus, 1981; Palmer & Dryden, 1995; Palmer, 2008; Palmer & Cooper, 1997; 2010). It is worth noting that when Lazarus (1981) developed the multimodal approach he also recognised and subsequently included the imagery modality into his framework. Identity Self-identity has been found to play a significant role in predicting a person s behaviour (Sparks & Shepherd, 1992; Hagger & Chatzisarantis, 2006; Hamilton & White, 2008). Unhelpful identifications may be brought in to awareness, challenged and replaced with more helpful identifications. The CLARITY model The acronym CLARITY represents seven important elements of the coaching intervention as follows:

6 C Context Describe the situation. L Life event/experience Describe the specific past/present/anticipated future life event. Have there been times when you have handled the situation differently? A Actions Talk through what you are doing/not doing. What might you choose to do differently? R Reactions What emotions are you feeling? Rate these emotions on a scale of What physical reactions are you experiencing? What are the triggers and how might you change these? Build an image of you in your favourite relaxing place and bring this to mind as needed. Re-rate your emotions. I Images and Identity What do you imagine happening? How are you identifying with the situation? How would you think, feel and act if you identified positively with the task in question? Build an image of you coping with the difficult aspects of the situation. T Thoughts/beliefs What are you thinking? What do you believe to be true? What is the evidence for this? What might be more helpful, useful and accurate alternative thoughts? Y Your future choices What have you learned? What will you choose to do differently? CLARITY may be used for coaching in a range of contexts including skills and performance, management and leadership, health and life/ personal coaching. A two-phased approach is recommended. First discuss each element in order to build up an understanding of the situation. The logic, evidence and helpfulness of any negative points raised may then be challenged, and alternatives generated. The final element Your future choices may be used to facilitate the coachee to commit to an action plan. The CLARITY model template can be used in the session to aid the coaching conversation and process. Conclusion Many models and frameworks are used within coaching practice. The CLARITY model specifically includes imagery and identity which may need addressing during the coaching conversation. References Beck, A.T. (1967). Depression: Clinical, experimental, and theoretical aspects. Philadelphia, PA: University of Pennsylvania Press. Beck, A.T. (1976). Cognitive Therapy and the Emotional Disorders. New York: New American Library. Edgerton, N. & Palmer, S. (2005). SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management. The Coaching Psychologist, 2, 2, Ellis, A. (1962; 1994) Reason and emotion in psychotherapy (rev. and updated). New York: Birch Lane Press. Ellis, A., Gordon, J., Neenan, M. & Palmer, S. (1997). Stress Counselling: A Rational Emotive Behavior Approach. New York: Springer Publishing Co. Grant, A.M. (2001). Coaching for enhancement performance: Comparing cognitive and behavioural approaches to coaching. Paper presented at the 3 rd International Spearman Seminar: Extending Intelligence: Enhancement and New Constructs: Sydney. Retrieved on 30 December 2007 from: CBT_BT_CT_Spearman_Conf_Paper.pdf Green, L.S., Oades, L.G. & Grant, A.M (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology, 1(3): Green, S., Grant, A. & Rysaardt, J. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2, Grbcic, S. & Palmer, S. (2006). A cognitive-behavioural manualised self-coaching approach to stress management and prevention at work: A randomised controlled trial. Paper given at the International Coaching psychology Conference held on 18 December, 2006, at City University London. Hagger, M.S. & Chatzisarantis, N.L.D. (2006). Self-identity and the theory of planned behaviour: Between- and within-participant analyses. British Journal of Social Psychology (2006) 45, Hamilton, K. & White, K.M. (2008). Extending the Theory of Planned Behaviour: The role of self and social influences in predicting adolescent regular moderate to vigorous physical activity. Journal of Sport and Exercise Psychology, 2008, 30, Kearns, H., Forbes, A. & Gardiner, M. (2007). Intervention for the treatment of perfectionism and self-handicapping in a non-clinical population. Behaviour Change, 24, Kearns, H, Gardiner, M. & Marshall, K. (2008). Innovation in PhD completion: the hardy shall succeed (and be happy!). Higher Education Research & Development, 27: 1, Lazarus, A. A. (1981). The Practice of Multimodal Therapy. New York: McGraw-Hill. Lee, G. (2003). Leadership coaching: From personal insight to organisational performance. London: CIPD. Palmer, S. (2002). Cognitive and organisational models of stress that are suitable for use within workplace stress management/prevention coaching, training and counselling settings. The Rational Emotive Behaviour Therapist, 10, 1,

7 Palmer, S. (2007). PRACTICE: A model suitable for coaching, counselling, psychotherapy and stress management. The Coaching Psychologist, 3, 2, Palmer, S. (2008). Coping imagery. The Coaching Psychologist, 4, 1, Palmer, S. (2009). Rational Coaching: A cognitive behavioural approach. The Coaching Psychologist, 5, 1, Palmer, S. & Dryden, W. (1995). Counselling for Stress Problems. London: Sage. Palmer, S. & Cooper, C. (2007; 2010). How to Deal with Stress. Kogan Page. Palmer, S. & Whybrow, A. (Eds) (2007). Handbook of Coaching Psychology: A Guide for Practitioners. Hove: Routledge. Sparks, P. & Shepherd, R. (1992). Self-identity and the theory of planned behaviour: Assessing the role of identification with green consumerism. Social Psychology Quarterly, 1992, Vol 55, No.4, Biographies: Helen Williams C.Psychol MSc is a practising coaching psychologist and MSCP, specialising in cognitive behavioural coaching. Initially qualified as an occupational psychologist, Helen gained over ten years commercial experience working with SHL. She has co-authored articles and chapters on coaching in organisations, cognitive behavioural coaching, assessment and development, psychometrics in coaching and stress management. See earlier article for Prof Stephen Palmer s Biography. Correspondence Helen Williams Centre for Coaching 156 Westcombe Hill London, SE3 7DH UK HelenWilliamsConsulting@gmail.com Prof Stephen Palmer Centre for Coaching 156 Westcombe Hill London, SE3 7DH UK palmer@centresofexpertise.com URL:

8 V O L U M E 3, I S S U E 2 P A G E 8 Coaching and Psychology in Italy Silvana Dini, Dr. Senior Coach Psychologist and Management Consultant Grazia Paolino Geiger, Dr. PCC Certified Coach Psychologist Alessandra Rosicarelli, Dr. PPC Certified Psychologist and HR Specialist Ida Sirolli, Dr. Psychologist, HR Senior Professional Abstract The article gives the reader a snapshot view of the state of Psychology and Coaching Psychology in Italy. It starts with an overview of recent data, which provide a general picture, and subsequently focuses on Work and Organizational Psychology, Coaching and Coaching Psychology. Finally, a brief synthesis is made of the recently published Guidelines for the Work and Organizational Psychologist in the Practice of Coaching in Organizational contexts, written by the authors of the present article and published by a branch of the Italian National Psychological Association in April Their origin and contribution to the overall scene of Coaching in Italy is illustrated. Keywords: Coaching in Italy, Coaching, Organzational Coaching, Coaching Values, Coaching Competencies, Coaching Psychology, Guidelines. Introduction The topics addressed in the following paragraphs give a picture of the multifaceted context in which Italian psychologists operate as coaches in Organizational contexts. We will also compare Italy with other European countries and favour a discussion on how the broad coaching community can exchange information on a profession which different cultures, on one hand, have not yet clearly and universally defined, but on the other commonly share the same vision of what it means to care for a person s overall well-being. Status of Psychology in Italy Italy has a centenary tradition as far as Psychology is concerned. In fact, in the year 1905 several official events established the presence of Italian Psychology at an international level: the foundation of the scientific periodical Rivista di Psicologia on behalf of Giulio Cesare Ferrari, the introduction of three University Chairs related to the discipline of Psychology, and the 5 th International Congress on Psychology held in Rome. But it is only in 1971 that the first two courses in Psychology were introduced at the Universities of Padua, one of the most prestigious in Italy and oldest in the world (founded in the second in Italy, the seventh in the world), and Rome. Since the 1970s, the academic situation has evolved greatly, and today there are 46 first level (3 years) university programs and about 65 second level programs (additional 2 years for a total of 5 years) accessible to students that have completed level one. Every year about 3000 students achieve a second level degree, of which 85% are women, the average age of graduates is 26/27 years and 50% have a good knowledge of the English language. In order to become a registered psychologist, graduates must complete a mandatory 12 month internship and take a State exam. Overall, young graduates have an occupational rate equal to 47% within one year from graduation (in general the average percentage for graduates in Italy is 55%) and 88.3% after 3 years from graduation (the overall Italian average is 75%). So we can conclude that graduates in Psychology have an above average employment rate three years from graduation. Taking a specific look at registered psychologists, on average, graduates find an employment which is not necessarily in the psychological field within one year after the completion of their internship, or after two years for a job as a psychologist. As far as employment opportunities are concerned, in a recent research on registered psychologists, 72% consider the Organizational field as the most promising, followed by the educational field (69%) (The Perspectives of Psychological Professions in Italy, Eurisko, 2008). In fact, for example, between 2008 and 2009, companies have increased hires of psychologists by 154% (Alma Laurea Research, 2010). Focus on Work and Organizational Psychology in Italy In research conducted by the University of Rome La Sapienza (Borgogni, Consiglio 2006), we found a focus on the interrelation between the development of the psychological discipline, the social image of psychologists and the problems of work contexts today. The enquiry aimed both at identifying the role of psychologists within Organisations and the competencies required to manage modern Organisational contexts. In fact, in a world characterised by globalisation, fast technological progress, uncertain and competitive markets, unstable organisational structures and climates, the contribution the discipline can give is more and more evident and strategic. The research highlights that companies must now, more than ever, support their people in facing difficulties subsequent to change, unstableness, new ways of working and connecting with people etc. So, on top of the typical role played by psychologists in Organisations, mainly related to the use of tools and instruments for recruitment, performance appraisal, assessments etc., the psychologist is now required to intervene at different levels: Individual level encourage and facilitate employees in identifying new ways of cohabiting with and within work groups; Organisational level suggest ways to retain talent, support change management, value communication processes, draw attention to the importance of integrating structure and culture, reinforce the liaison between productivity, satisfaction and well-being. The overall results show that there is still confusion related to:

9 1. how terminology is used, namely, that there is a scarce alignment on the meaning of the word competency among companies and professionals; 2. how psychologists are perceived within Organisations. At times a great need is declared, at others there is little knowledge of the skills and know-how work psychologists can offer. The enquiry highlighted the following as distinctive capabilities specifically expected from psychologists who work in Organisations (mainly in the Human Resources department): 1. the ability to manage relationships, intended as the capability to read patterns, dynamics and underlying emotions of relationships in specific contexts; 2. the knowledge and use of technical tools and methods, grounded in a significant research tradition. The results of the research presented in this paragraph are useful elements which allow the reader to better understand the conditions in which work and organisational psychologists are trained and operate in Italy today. In short, there is an ongoing evolution of the awareness on behalf of Organizations of the potential contribution psychologists can offer, but they are not prepared to fully legitimize the role of psychologists and formally recognize their competencies. This gap has consequences related to the presence of psychologists on the labour market, including the sphere of Coaching and Coaching Psychology which will be addressed in the following paragraph. Coaching and Coaching Psychology in Italy Italy has about 1000 Coaches. In Europe, the 2008/2009 Frank Bresser Consulting Coaching survey estimated that about Coaches work in Organizational contexts, with a large concentration in the UK (about 7.500) and Germany (about 5.000). These Coaches, have different academic and professional backgrounds, but they all have the same mission: facilitate top and middle managers to continuously increase their performances and/or facilitate change management. Italy has many consultancies which offer coaching services and several schools which train Coaches. ICF (International Coaching Federation) Italy, after a significant growth, is now focusing on the improvement of quality standards in the practice of Coaching. In short, the offering and demand for Coaching and Executive Coaching are increasing and in parallel investments and business volumes too. Our country seems to be ready to start a qualification process of the demand and offering of Coaching services with the contribution of both companies (clients) and Coaching professionals. A Community Learning process has started, and is already allowing a progressive comparison between different approaches and the emergence of best practices, the definition of rules of conduct and standards for the quality of service. However, at the moment, considering the growth and diffusion of Coaching, but the lack of knowledge and information regarding its practice, when managers and HR departments decide to implement Coaching programmes they are often struck by the same questions: how do I choose the right Coach? Who can help me choose? Which criteria should I use? Should I choose internal or external Coaches? How I can I propose Coaching programmes within the Company? How do I measure results? We believe that Coaching Psychology could significantly contribute to this process and to answering these questions even if, at present, trained Coaches are not differentiated according to their academic background, including psychologists. As we mentioned in the preceding paragraph, psychologists in Organisational contexts are still having difficulties in gaining a full recognition of their competencies, save for their know-how mainly related to the evaluation sphere (i.e. recruitment, performance appraisal, assessments). In Coaching, the situation is very similar, and no distinctive contribution of psychologists is ever mentioned, recognised or researched. The only formal contribution which has been given in this sense is the publication of the Guidelines for the Work and Organisational Psychologist in the practice of Organisational Coaching published April 15 th 2010 by a regional branch of the National Italian Psychological Association (English version is available at: ordine/ordine_aree_tematiche/lavoro/) The Guidelines represent the first formal action aimed at valuing the distinctive contribution psychologists have to offer. A brief description of the Guidelines is given in the following paragraph. Guidelines for Coaching Psychologists in Organizational contexts The Guidelines for Coaching Psychologists aim to contribute to the definition of a value and competence profile of the Organisational Coach. They have been written for the specific community of psychologists but at the same time can be considered a useful orientation tool for companies which are choosing a Coach or intend to train internal Coaches. They can also be useful to Coachees which are in the process of choosing a Coach and/or about to be involved in a company Coaching programme. There are three main concepts which are conveyed through the document. The first - A Coaching process is effective in organisational contexts when Coaches integrate three types of competencies: Business and Organisation, namely the skills and know-how which are necessary to understand the business and strategy of the Organisation they are working for; Psychological, needed to understand the mechanisms which regulate the integration and development of individuals in their Organisational context and the subsequent relationship dynamics; Coaching, specific of the process and method of Coaching. The second- Competencies are reciprocally supported and reinforced by values during effective Coaching sessions. Therefore, competencies are anchored to the following values: Responsibility, Care for Competence, Uniqueness of the person, Self-Improvement, Quality of Relationships. The third- The Work and Organisational psychologist who integrates his psychological skills and know-how with Business and Coaching competencies offers a distinctive contribution to the development and effectiveness of Coaching in Organisations. Conclusion In Italy registered Psychologists consider the Organizational field as the most promising and companies in Italy have significantly increased hires of psychologists in the last three years (Alma Laurea Survey, 2009). There is an ongoing evolution of the awareness on behalf of Organizations of the potential contribution psychologists can offer, but they are not prepared to fully legitimize the role of psychologists and formally recognize their competencies. In parallel, the offering and demand for Coaching and Executive Coaching are increasing and our country seems to be ready to start a qualification process of the demand and offering of Coaching services with the contribution of both companies (clients) and Coaching professionals. The Authors believe that Coaching Psychology could significantly contribute to this process and the Guidelines for Coaching Psychologists represent the first formal action aimed at valuing the distinctive contribution psychologists have to offer.

10 References Alma Laurea Survey (2010). Profile of Italian graduates in year Retrieved 15 September, 2010, from universita/occupazione/occupazione08. Borgogni, L., Consiglio, C. (2006 ). The Psychologist in the firm: what future? Reflections alongside an empirical research. Rivista di Psicologia Clinica 2/3. Retrieved 01 September, 2010, from Borgogni_Consiglio.htm Frank Bresser Consulting Report (2009) The results of the Global Coaching Survey 2008/2009. Retrieved September 15, 2010, from report.pdf Mecacci, L., (2003). Storia della psicologia del Novecento. Roma- Bari: Laterza Biographies: Grazia Paolino Geiger is a registered Psychologist and Psychotherapist, Executive Trainer, ICF PCC Certified Coach, has attained a Master at the London Academy of Executive Coaching and is an author of several articles and books. Recently Grazia has coached women with weight loss problems in an Italian reality TV program. Silvana Dini is a registered Organizational Psychologist, Senior Coach and Management Consultant with a great experience both in Multinational Companies and Consultancies, is professor at a Work and Organizational Psychology Master, is member of SCP, ICF and AIDP (Italian Association for HR Directors). Silvana is also author of the book: Coaching new challenges (2004). Ida Sirolli is a registered Organizational and Clinical Psychologist, has at length worked in large companies on People Evaluation/Development, Coaching and Leadership programs, collaborates as a researcher at the Sapienza University of Rome, has published articles on helping relationships and her recent interest is in adult learning and development theories applied to coaching. Alessandra is a registered Organizational Psychologist and has achieved several specializations in this field. She has worked both in large consultancies and in the HR department of IT and Pharmaceutical multinational companies. Alessandra has ultimately combined her professional and personal skills by completing two master programs in Coaching. Correspondence: Ida Sirolli isirolli@libero.it Silvana Dini silvana.dini@gmail.com Grazia Paolino Geiger graziageiger@gmail.com Alessandra Rosicarelli arosicarelli@gmail.com

11 V O L U M E 3, I S S U E 2 Do top executives prefer or occasionally need directive, instructional or strategic coaching? Parallels with the world of elite sport suggest that both industry and executives might benefit Nollaig Heffernan and Stephen Palmer P A G E 1 1 Abstract This paper discusses whether drawing parallels between elite athletes and top executives points towards using a more directive approach than is typically adopted in executive coaching. Keywords: directive/instructional/strategic coaching, executive and sports coaching Introduction Executive coaching has been examined closely by commentators and researchers working in the field (e.g. Kilburg, 1996; Hall, Otazo & Hollenback, 1999). The development of a good coach-coachee relationship has been found to be an important component of effective executive coaching (e.g. Paige, 2002). Comparisons between coaching, counselling, friendship and sport psychology have highlighted the similarities and differences between the different relationships involved (O Broin & Palmer, 2010) with the role of the key twoperson relationship discussed in-depth (Jowett, O Broin & Palmer, 2010). But can the coaching of elite athletes inform executive coaching practice? Discussion To become an elite athlete requires dedication and commitment, a great deal of focus and a large amount of instruction (Orlick, 2000). Indeed, to become proficient in any sport, it is necessary to receive directive and instructional coaching: to become elite it is imperative. Much the same can be said of top executives, many of whom will have shown dedication, commitment and a focused determination to deliver in order to attain promotion and/or financial rewards. A considerable amount of instruction is also essential whether it is received at university, from senior staff, through training or experience on the job. In terms of the type of instruction received the world of sport and the workplace tend to diverge. Models of leadership and coaching tell us that when employees are untrained in a task we should be more directive and instruct those employees what to do (e.g. Blanchard, Zigarmi & Zigarmi, 1986; Parsloe, 1999), whereas in contrast sport promotes the facilitative supportive model for the novice (sportscoach UK, 2009 ). When employees develop the skills required to carry out the task we are advised to encourage participation through facilitation and empowerment and move away from a directive leadership style (Bass, 1985). The two following quotes illustrate these points: The more inexperienced the learner is, the more handson the coaching style will need to be. With complete beginners, the coach may well have to adopt the style almost of an instructor (Parsloe, 1996:19). it is essential to match provision to each individual s interests and motivation to create and maintain his or her engagement. The focus should be on adapting the activity to suit the individual, rather than trying to fit the individual into an activity. This is as relevant for adult beginners and returners acting on their own initiative as for participants involved in targeted interventions (sportscoach UK, 2009:29). At the elite level improvement in performance is incremental and directive coaching is demanded by the athlete. It is the athlete who drives this need to attain excellence and perfection and will typically seek out the most technically competent coach available (Chelladurai, 1990; Schinke, 2004). By engaging in a directive approach the coach is, in reality, facilitating the elite athlete in order to achieve their goals (Chelladurai & Saleh, 1978; Lyle, 2002; Durand- Bush, Thompson & Salmela, 2006). Executive coaches are understandably somewhat reluctant in taking a directive consultant-type or mentoring approach and more typically advocate the facilitative approach in which the executive is facilitated to arrive at his or her own conclusion (Schwarz, 2002). Being an experienced executive coach may be seen as sufficient and no expertise in an area that reflects the work of the executive is deemed necessary. In practice, this has proven successful in certain situations. However, the executive coach runs the risk of neglecting the one factor which is so pertinent in the mind of every elite athlete - time.

12 Executives are rarely less conscious of time as a precious commodity so maybe it is time that the executive coach took a leaf from the sport coach s book and facilitated executives by being more directive and learn to work in conjunction with rather than opposed to the consultant (Woods, 2010). After all, true facilitation involves facilitating the coachee rather than the preferences of the coach or coaching model (Schwarz, 2002) but would it be ethical executive coaching as we know it? Of course, perhaps we should be reminded of the question asked by Day and Blakey (2009): Where were all the coaches when the banks went down? Perhaps radical coaching is worth considering (dutoit & Sims, 2010). References Blanchard, K., Zigarmi, P. & Zigarmi, D. (2004). Leadership and the one minute manager (2 nd Ed.). London: Harper Collins.Chelladurai, P. (1990). Leadership in sports: A review. International Journal of Sport Psychology, 21, Chelladurai, P. & Saleh, S. D. (1978). Preferred leadership in sports. Canadian Journal of Applied Sport, 3, Day, I. & Blakey, J. (2009). Where were all the coaches when the banks went down. Raleigh, N.C: Lulu.com Durand-Bush, N., Thompson, K. A. & Salmela, J. H. (2006). Expert coaching and the coaching process. In D. Hackfort & G. Tenenbaum (Eds.), Essential processes for attaining peak performance (pp ). Oxford: Meyer & Meyer Sport (UK) Ltd. dutoit, A. & Sims, S. (2010). Rethinking coaching: Critical theory and the economic crisis. London: Palgrave Macmillan. Hall, D.T. Otazo, K.L. & Hollenback, G.P. (1999). Behind Closed Doors: What Really Happens in Executive Coaching, Organisational Dynamics, Winter, Jowett, S., O Broin, A. & Palmer, S. (2010). On understanding the role and significance of a key two-person relationship in sport and executive coaching. Sport & Exercise Psychology Review, 6, 2, Kilburg, R.R. (1996). Toward a conceptual understanding and definition of executive coaching. Consulting Psychology Journal: Practice and Research, 48(2), Lyle, J. (2002). Sports coaching concepts: A framework for coaches behaviour. London: Routledge. O Broin, A. & Palmer, S. (2010). Introducing an interpersonal perspective on the coaching relationship (pp.9-33). In S. Palmer and A. McDowall (eds), The Coaching Relationship: Putting People First. Hove: Routledge. Orlick, T. (2000). In pursuit of excellence (3 rd Ed.). Leeds: Human Kinetics. Parsloe, E. (1999). The manager as coach and mentor. London: CIPD. Paige, H. (2002). Examining the Effectiveness of Executive Coaching on Executives. International Education Journal, 3, 2, Schinke, R. J. (2004). The contextual side of professional boxing: one consultant s experience. Athletic Insight, 6, 1-9. Schwarz, R. (2002). The skilled facilitator. San Francisco: Jossey- Bass. sportscoach UK (2009 ). The UK Coaching Framework: The Participant Development Model User Guide (July 2009). Leeds: The National Coaching Foundation. See: index.php? PageID=25&sc=151pdm_user_guide_final_july_2009_2501.pdf Woods, D. (2010). Leadership coaching: strategy coaching. In J. Passmore (Ed), Leadership Coaching (pp ). London: Kogan Page. Biographies: Dr Nollaig Heffernan graduated with an honours degree in Applied Psychology followed by a Higher Diploma in Business and Financial Information Systems from University College, Cork, Ireland. A Masters in Work and Organisational Psychology from the University of Hull, UK, combined both disciplines of psychology and business and inspired further research in the form of a PhD, specialising in the area of leadership and its measurement under the supervision of Dr. Peter Clough. This dual-discipline background in business and psychology has been invaluable in helping companies and organisations to improve their performance through both their processes and their people. See earlier article for Prof Stephen Palmer s Biography. Correspondence: Dr Nollaig Heffernan PhD Heffernan Consultancy Limited 2 Danesfort Avenue, Acomb, York, YO24 3AW, UK nollaig@heffernanconsultancy.com Website: Prof Stephen Palmer PhD Centre for Coaching 156 Westcombe Hill, London, SE3 7DH,UK palmer@centresofexpertise.com Website:

13 V O L U M E 3, I S S U E 2 P A G E 1 3 Physical Health and Well-being: A Life Stage Model Alexander Kelly, Sheila Panchal and Stephen Palmer Abstract People s physical health and exercise behaviour is often considered without paying attention to the wider context of their life stage. Coaches and coaching psychologists can benefit from an awareness of life stages both in terms of psychological and physical health. This article focuses on the latter, and can be useful to coaches and psychologists working in a range of settings. Keywords: Life stage model, physical health, well-being, exercise. Introduction At each life stage there will be a number of factors influencing a person s physical health and attitude towards it. People tend to experience different pressures, motivators and health issues according to their life stage. These include external factors (e.g. work/family pressures, time, and income available) as well as the impact of the ageing process. Life stages Lifespan developmental perspectives have been considered in terms of individual sport and exercise behaviour (Weiss, 2004), and have been applied to physical activity in examining community and environmental interventions (see Keegan et al., 2010). Developmental transitions experienced by athletes have also been explored (e.g. Wylleman and Lavallee, 2004). Figure 1 outlines the main characteristics and motivators at each life stage, and some linkages. It is adapted from a model of life transitions and stages which has been applied to the field of coaching and coaching psychology (Palmer and Panchal, 2011), which focuses on psychological well-being and how coaches can support individuals at these times. It draws on the existing work in the field of physical health during the lifespan (e.g. Weiss, 1994). Whilst this model seeks to offer useful insights, there will be exceptions. It is important to keep individual differences in mind and avoid stereotypes. Childhood During childhood, parents and schools represent key influences. Parents, teachers, and siblings can be powerful role models during this stage (Jarvis, 1999). A child s attitude towards exercise and sport is often shaped during these years, positively or negatively. The childhood experiences of sporting elation or humiliation can have a long term effect; predisposing children towards or away from sport and physical activities. Mention should also be made to the influence of technology impacting childhood health and fitness which may discourage physical activity. Teenage During teenage years the influence of peers and the media becomes more pronounced. Young people are likely to be more concerned with how they are perceived; their appearance become more important (e.g. Shroff and Thompson, 2006). Exercise and health behaviour at this stage is more likely to be motivated by aesthetics, rather than health. Celebrities, pop stars, film stars, and models represent role models to a much greater degree. These role models are often unrealistic. Increased use of airbrushing in magazines, and the lifestyle commitment required to look a particular way (use of nutritionists, personal trainers, and amount of time and money dedicated) are not fully appreciated. This lifestyle observed by young people can result in unrealistic expectations (e.g. Derenne and Beresin, 2006). Eating disorders, body dysmorphic disorder, and the use of steroids and body building supplements amongst young people have been increasing in recent years. Twenties During the twenties, attitudes and behaviour towards health and exercise are likely to be influenced by career, social and relationship factors. Individuals can take a variety of paths in this life stage, ranging from establishing a career, to travelling the world. This can mean that exercise is de-prioritised. Time pressures associated with establishing a new career, or geographical change, often do not sit well with maintaining a structured exercise programme and making healthy lifestyle choices. Generally speaking, old age and mortality are likely to be considered rarely by individuals in their twenties.

14 Figure 1: Life stage model and physical health factors (adapted from Palmer & Panchal, 2011) Thirties During the thirties, individuals are more likely to have established careers and relationships. There will be greater focus on the future, often for the first time. Individuals begin to consider their mortality, long-term health, and purpose (Panchal and Jackson, 2007). As a result, exercise will be prioritised to a greater degree by many. It may be used as a coping strategy for dealing with stress. Individuals in this stage can find themselves bored and in need of a challenge, as careers plateau. The rising popularity of certain endurance events, such as triathlons, is driven by individuals in their thirties (1). The mental (in addition to physical) discipline required for completing such events (coupled with greater disposable income to fund participation) come with age. The use of the term weekend warriors is most relevant to individuals in this life stage. Parenthood Parenthood can cross life stages. It can start from the teenage years onwards, and does not apply to everyone. It can be an intentional or unintentional life event. For many parents, finding the time to dedicate to a structured exercise plan and make healthy lifestyle choices is difficult (e.g. Nomaguchi and Bianchi, 1995). Individuals are likely to reduce the amount of exercise taken, or need to think more creatively about how to exercise, given their extra commitments. For instance, exercising with the children (if older), and mother and baby exercise classes. For some, parenthood represents a motivator to health and exercise, through greater future-mindedness and consideration of long term health and mortality. Also, parents may become role models through exercise and healthy lifestyle choices (e.g. healthy eating). Mid-life During mid-life individuals are likely to experience the death of friends or significant family members. They are also more likely to be diagnosed with serious illnesses or conditions during this stage. How individuals choose to deal with such experiences is varied; some taking a more careful and considered approach to their health, some continuing with bad habits or perhaps even indulging more than previously to live their remaining time to the full. The manner in which individuals have lived up until this point will most likely determine their current health and fitness in quite profound ways; serious illnesses such as heart conditions, joint problems, and diabetes. Basic functional fitness is likely to be compromised for the first time for many (e.g. ability to climb stairs, lift heavier objects, walk certain distances). With some disorders such as cardiovascular disease, patients are usually recommended to increase their daily exercise. Health and wellbeing coaching facilitates patients and clients to achieve their health-related goals and people within the mid-life stage may find it beneficial (Palmer et al., 2003). Retirement For those individuals that have maintained a reasonable level of health and fitness, the retirement years can be a time to enjoy. For longevity older people are encouraged to walk. There is likely to be far

15 less time pressure and (provided that basic functional fitness is good) many pastimes and pursuits can still be enjoyed. Figure 1 notes some links between the life stages. Mortality becomes an increasing focus from thirties through to retirement. There is also a link between parental role models as key influences in the childhood/ teenage years, and the desire to be a positive role model as a health motivator in parenthood. Additional analysis could further explore how generational and social trends influence physical health behaviour at each life stage. For example, technology plays a major role for today s children, which may contribute to the rising rates of childhood obesity. Conclusion Whilst there are numerous factors affecting individual health and wellbeing, certain factors are more prevalent at each life stage; motivators, influences and characteristics change as transitions are made into a new stage. The context of life stage, and the current (and future) influences upon life stages, should therefore be considered. (1) 'Of the 1376 to complete Ironman Australia 2010, 959 were men aged between 30 and 54'. 'Ian Cornelius, president of the Australian Ultra Runners Association, says that of the association s 360 members, 234 are over 40'. References Derenne, J.L. and Beresin, E.V. (1996). Body Image, Media, and Eating Disorders. Academic Psychiatry 30: , May-June Jarvis, M. (Ed.) (1999). Sports Psychology. London: Routledge. Keegan, R.J., Biddle, S.J.H. and Lavallee, D.E. (2010). It s not how old you are, it s where you re at in life: Application of a life-span framework to physical activity in examining community and environmental interventions. Sport & Exercise Psychology Review, 6 1, Palmer, S. and Panchal, S. (Eds.) (2011). Developmental Coaching: Life Transitions and Generational Perspectives. London: Routledge. Nomaguchi, K.M. and Bianchi, S.M. (1995). Exercise Time: Gender Differences in the Effects of Marriage, Parenthood, and Employment. Journal of Marriage and Family, 66, 2, , May Palmer, S., Tubbs, I. and Whybrow, W. (2003). Health coaching to facilitate the promotion of healthy behaviour and achievement of health-related goals. International Journal of Health Promotion and Education, 41, 3, Panchal, S. and Jackson, E. (2007). Turning 30 transitions: Generation Y hits quarter-life. The Coaching Psychologist, 3, 2: Shroff, H. and Thompson, K.J. (2006). Peer Influences, Body-image Dissatisfaction, Eating Dysfunction and Self-esteem in Adolescent Girls. Journal of Health Psychology, 11, 4: Weiss, M.R. (Ed.) (2004). Developmental Sport and Exercise psychology: A Lifespan Perspective. Morgantown, WV: Fitness Information Technology. Wylleman, P. and Lavallee, D. (2004). A Developmental Perspective on Transitions Faced by Atheletes. In M.R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective. Morgantown, WV: Fitness Information Technology. Alexander Kelly, Sheila Panchal and Stephen Palmer, 2010 Biographies: Alexander Kelly has a BA in Economics from the University of Leeds, and is a qualified personal trainer. He has competed in a range of endurance events including triathlons and marathons. Sheila Panchal CPsychol is a Registered Occupational Psychologist and co-author of 'Turning 30: How to get the life you really want' (with Jackson, 2005). Her academic and practitioner interests focus on transitions, and she is co-editor of a new book titled 'Developmental coaching: Life transitions and generational perspectives' (with Palmer, 2011). See earlier article for Prof Stephen Palmer s Biography. Correspondence: Alexander Kelly alexkelly74@hotmail.com Sheila Panchal sheilapanchal@hotmail.com Prof Stephen Palmer PhD Centre for Coaching 156 Westcombe Hill, London, SE3 7DH,UK palmer@centresofexpertise.com Website:

16 Sports psychology can inform coaching and coaching psychology practice: Internal versus external imagery Stephen Palmer Abstract Coaching and coaching psychology could learn important lessons from sports coaching and sports psychology. This brief paper focuses on internal and external imagery. Keywords: external and internal imagery, visualisation, coaching, coaching psychology, sports coaching, sports psychology, enhanced performance. Psychologists have been interested in the nature of imagery for over a century (James, 1882) and sports psychologists for almost as long (Griffith, 1926). Imagery techniques are often used within cognitive-behavioural coaching and coaching psychology practice to increase confidence and self-compassion, enhance performance, induce relaxation, reduce stress and anxiety (Neenen and Dryden, 2002; Palmer et al., 2003; Palmer, 2008, 2009, 2010; Palmer and Szymanska, 2007). However, it is interesting to note that many coaching books make little or no reference to the terms imagery, imagery techniques or visualisation methods in their index (e.g. Clutterbuck, 2007; Fournies, 2000; Goldsmith et al., 2000; Lee, 2003; Sperry, 2004) although they may mention company vision statements. This is not a criticism of the coaching literature (or their indexing systems) as books tend to reflect practice and imagery techniques may not be appropriate in many cases. Jack Nicklaus, Golfer In the field of sports it has long been recognised that imagery and visualisation techniques are useful methods to enhance performance (see McMorriss and Hale, 2006; Sheilch and Korn, 1994). The well-known international golfer, Jack Nicklaus has previously mentioned his use of imagery and visualisation, I never hit a shot, not even in practice, without having a very sharp, in-focus picture of it in my head. First I see the ball where I want it to finish, nice and white and sitting up high on the bright green grass. Then the scene quickly changes, and I see the ball going there: its path, trajectory, and shape, even its behavior on landing. Then there is a sort of fade-out, and the next scene shows me making the kind of swing that will turn the previous images into reality. (See ThinkExist.com). This demonstrates how an expert golfer can use end-goal imagery and then rehearsal imagery to focus and develop a strategy to hitting the golf ball in a manner that will hopefully achieve the desired result. Internal and external imagery One area that the field of personal/executive coaching and coaching psychology could possibly benefit from is taking a closer look of the actual imagery techniques used by in sports coaching and sports psychology. Unlike the executive/personal coaching and coaching psychology literature, in the sports field, there has been a greater focus on the use of internal and external imagery (e.g. McMorriss and Hale, 2006; Janssen and Sheikh, 1994). External imagery is when the coachee in their mind s eye, sees themselves from a distance performing a skills-based task e.g. swinging their golf club and hitting the ball in the right direction. This would be similar to watching a video recording of them undertaking the desired action. Internal imagery, sometimes known as kinaesthetic imagery, is when the coachee views him or herself undertaking the skills-based task through their own eyes looking outward e.g. looking through their eyes at the golf ball, imagining feeling the sensation of the golf club in their hand and seeing the golf club in their hand. Novices may prefer to employ external imagery for enhancing performance whereas internal imagery may be more effective for elite athletes (Janssen and Sheikh, 1994). Novices find it easier to use external imagery whereas the experienced athlete has a greater knowledge of how a task is undertaken and finds internal imagery easier to use. On closer examination of the somewhat limited coaching and coaching psychology literature on imagery techniques it becomes apparent that the authors seldom make a distinction between external and internal imagery for enhancing performance or tackling stressful events. For example, coping or rehearsal imagery is a popular technique in which the coachee visualises him- or herself coping with challenging and/or stressful situation such as giving an important presentation at work (see Palmer 2008). The technique is recommended as a between-session task or assignment. As a technique giving the coachee the option to externalise or internalise the coping/ rehearsal imagery or perhaps practising a combination of both may increase the effectiveness of the technique by increasing confidence, reducing anticipatory stress/anxiety and finally enhance the coachee s overall task-related performance. Conclusion Currently the personal/executive coaching and coaching psychology literature tends to neglect suggesting that the coachee could use internal and/or external imagery when using imagery techniques. This highlights how sports psychology can inform coaches and coaching psychologists and enhance the application of imagery techniques.

17 References Clutterbuck, D. (2007). Coaching the team at work. London: Nicholas Brealey International. Fournies, F. F. (2000). Coaching for improved work performance. New York: McGraw-Hill. Goldsmith, M. Lyons, L. and Freas, A. (2000). Coaching for leadership: How the world s greatest coaches help leaders learn. San Francisco: Jossey-Bass/Pfeiffer. James, W. (1892). Textbook of Psychology. New York: Henry Holt & Co. Janssen, J. J. and Sheikh, A. A. Sheilch, (1994). Enhancing athletic performance through imagery: an overview. In A. A. and Korn,E. R. (1994), Imagery in sports and physical performance. Amityville, NY: Baywood Publishing Company. Lee, G. (2003). Leadership coaching: From personal insight to organisational performance. London: CIPD. McMorriss, T. and Hale, T, (2006).Coaching science: Theory into practice. Chichester: John Wiley and Sons. Neenan, M. and Dryden, W. (2002) Life Coaching: A Cognitive- Behavioural Approach. Hove: Brunner-Routledge. Nicklaus, J. (2010). I never hit a shot, extended quote from Thinkexist.com. Retrieved on 28/11/20 from quotes/jack_nicklaus/ Palmer, S. (2008). Coping imagery. The Coaching Psychologist, 4, 1, Palmer, S. (2009). Compassion-focused imagery for use within compassion focused coaching. Coaching Psychology International, 2, 2, 13. Palmer, S. (2010). Step-up imagery technique. The Coaching Psychologist, 6,1,42. Palmer, S. and Szymanska, K. (2007). Cognitive Behavioural Coaching: an integrative approach. In S. Palmer and A. Whybrow (eds), Handbook of Coaching Psychology: a guide for practitioners. London: Sage. Palmer, S. Cooper, C. and Thomas, K. (2003). Creating a balance: Managing Stress. London: British Library. Sheilch, A. A. and Korn, E. R. (1994).Imagery in sports and physical performance. Amityville, NY: Baywood Publishing Company. Sperry, L. (2004). Executive coaching: The essential guide for mental health professionals. New York: Brunner-Routledge. Correspondence: Professor Stephen Palmer Centre for Coaching 156 Westcombe Hill London, SE3 7DH dr.palmer@btinternet.com

18 V O L U M E 3, I S S U E 2 P A G E 1 8 From SPACE to SFERA: adaptation of the SPACE model of cognitive behavioural coaching and therapy to the Polish language Anna Syrek-Kosowska PhD, Nick Edgerton and Stephen Palmer Abstract The paper presents the SFERA model which is an adaptation of the SPACE model used in cognitive behavioural coaching and therapy. The SPACE model enables the analysis of unhelpful patterns of functioning and offers multiple intervention routes to change as part of coaching or therapeutic processes.. Keywords: SPACE, SFERA, cognitive behavioural coaching, adaptation of coaching models to Polish Tytuł: Od SPACE do SFERA: Adaptacja na język polski modelu SPACE stosowanego w coachingu poznawczo-behawioralnym i terapii Autorzy: Dr Anna Syrek-Kosowska, Nick Edgerton i Prof. Stephen Palmer Abstrakt Artykuł przedstawia model SFERA adaptację modelu SPACE, który jest stosowany zarówno w coachingu poznawczo -behawioralnym jak i terapii. Model SPACE wspiera proces analizy, oceny schematów poznawczych oraz projektowania działań w ramach procesów coachingowych czy terapeutycznych. Słowa kluczowe: SPACE, SFERA, coaching poznawczo-behawioralny, polska adaptacja modeli coachingowych, narzędzia coacha Introduction The SPACE model was influenced by the BASIC I.D. model used in Multimodal Therapy (Lazarus, 1989) and the five aspect model proposed by Greenberger and Padesky (1995). Edgerton developed SPACE for use within coaching, therapy and stress management programmes (see Edgerton and Palmer, 2005). Literature on the subject describes a wide range of applications, together with case studies directly referring to developmental processes, including life, business and executive coaching (see Palmer and Szymanska, 2007; Williams, Edgerton, and Palmer, 2008; 2010). In Polish, as in many other languages, it is impossible to translate the acronym SPACE in such a way as to maintain all the names of the individual areas. It is therefore necessary to adapt the model to produce the most appropriate form from the point of view of the standards of the Polish language, similarly to psychologists from other non-english speaking countries (see Dias, Edgerton and Palmer 2010). Hence, the psychologist, Anna Syrek-Kosowska who works in Poland, has suggested the acronym SFERA to describe the areas defined within the SPACE model. The next part of the paper presents the adaptation of the SPACE model to the Polish language. From SPACE to SFERA The SPACE model, which was developed in 2002, presents the connections and interactions between the individual elements of the psychological process in the form of a diagram (Dias, Edgerton, Palmer 2010). Social context (or Situation) Physiology (Physical) Actions Cognitions Emotions The acronym "SPACE" does not mean anything in Polish, so the acronym SFERA was proposed instead. According to the dictionary the basic meaning of the word "sfera", denotes "sphere", "area", "field", or "zone" (Słownik Wyrazów Obcych, 2001). In Polish the word can also be used to describe a field of interest or area of interactions, and in the context of this meaning it is closely linked to the themes of coaching or therapy. Both processes involve "spheres" (e.g. the professional sphere, private sphere, etc.), which are analysed with regard to their individual, mutually interacting elements=, i.e.: the way of thinking about a situation, the emotions and physiological reactions that arise, as well as the reactions to specific situations that we work on with the coachee. The translation into Polish could therefore be as follows: Społeczny kontekst (lub Sytuacja) (Social context or Situation) Fizjologia (Physiology) Emocje (Emotions) Reakcja (Actions) Analiza myślowa (Cognitions) Figure 2 shows the adaptation of the Polish language model SFERA within the context of the description of the problem presented in Figure 1.

19 Figure. 1. Space Model used to assess performance anxiety Figure. 2. The SPACE model in the Polish adaptation (SFERA) used to assess performance anxiety

20 References Dias G., Edgerton, N. and Palmer, S. (2010) From SPACE to FACES: The adaptation of the SPACE model of cognitive behavioural coaching and therapy to the Portuguese language. Coaching Psychology International, 3(1), Edgerton, N. and Palmer, S. (2005). SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management. The Coaching Psychologist, 1, 2, Greenberger, D. and Padesky, C. A. (1995). Mind over Mood. New York: Guilford Press. Lazarus, A.A. (1989). The Practice of Multimodal Therapy. Baltimore, MD: John Hopkins Paperbacks. Palmer, S. and Szymanska, K. (2007). Cognitive Behavioural Coaching: an integrative approach. In S. Palmer and A. Whybrow (eds),handbook of Coaching Psychology: a guide for practitioners. London: Routledge. Słownik Wyrazów Obcych (2001), Wydanie I, wyd. Europe. Williams, H., Edgerton, N. and Palmer, S. (2008). May the force be within you: Harnessing the power of the mind to combat stress by using the cognitive behavioural SPACE model of coaching, counselling and training. Stress News, 20, 3, Williams, H., Edgerton, N. and Palmer, S. (2010). Cognitive Behavioural Coaching. In E. Cox, T. Bachkirova and D. Clutterbuck (eds),the Complete Handbook of Coaching. London: Sage. 2010, Syrek-Kosowska, Edgerton & Palmer. Biographies: Anna Syrek-Kosowska PhD a psychologist, therapist and trainer recommended by the Polish Psychological Society, SFA consultant, certified Coach (ICC), MSCP. For over ten years now, she has been developing, implementing and managing HR projects (including training, coaching and management), working for the largest international corporations and businesses in Poland. An author of curricula and lecturer at post-graduate courses in the field of coaching and training; also, working for many higher educational institutions, such as the Academy of Business in Dabrowa Górnicza. An author of numerous publications and expert commentaries related to business psychology, appearing in industry-related magazines and other media in Poland. President of the Committee for Higher Educational Institutions at the Coaching Chamber whose aim is to promote the idea of coaching and to implement educational standards in the field. Nick Edgerton C.Psychol is Co-Director of the training programmes at the Centre for Coaching, London, UK. Training at the Centre for Coaching incorporates the SPACE model for use within a cognitive behavioural coaching. Nick Edgerton also provides a coaching and therapy service using the SPACE model. See earlier article for Prof Stephen Palmer s Biography. Correspondence: Anna Syrek-Kosowska PHD, Centrum Szkolen i Psychologii Biznesu Ul. Sikorskiego 18/ Katowice Poland anna.syrekkosowska@csipb.pl Nick Edgerton Associate Director of Training Faculty of Coaching Psychology Centre for Coaching London, UK Website: nick.edgerton@btinternet.com Prof Stephen Palmer PhD Centre for Coaching 156 Westcombe Hill, London, SE3 7DH,UK palmer@centresofexpertise.com Website:

21 Establishing Coaching Psychology in Switzerland By Dr Lisbeth Hurni Founding Chair and SSCP-President 06/2006 until 08/2010 Key words: Swiss Society for Coching Psychology, SSCP, Federation of Swiss Psychologists, FSP, Establishing a new field in psychology, Accreditation, new curriculum of coaching psychology, certfication procedures, professionalization, professional development, networking 1) Founding the Swiss Society for Coaching Psychology - Getting started Initial attempts to establish coaching as a professional body within psychology took place in However, at that time, the reactions among psychologists were often similar: Why do we need a new field in psychology? - Finally, in 2005, a group of ten psychologists founded the Swiss Society for Coaching, SSCP ( Right from the beginning, the members asked the committee to apply for membership within the Federation of Swiss Psychologists, FSP. The committee was also authorized to prepare for a specialization title in coaching psychology and accreditation procedures. It turned out to be an ambitious program and the implementation took more time than anyone could have foreseen at that time. 2) Becoming a member association of the Swiss Federation of Psychologists, FSP In 2006, the Swiss Society for Coaching Psychology achieved an important objective: SSCP was accepted as a member association of the Swiss Federation of Psychologists, FSP, which is the umbrella organization hosting for all state associations and specialization fields of Swiss Psychology. Currently FSP has about 6300 members. Becoming officially accepted as a member association was not an easy task, as it turned out to be. Several other associations with partly related goals such as work and organizational psychology or psychotherapy had to be convinced. The main question repeatedly asked: Is a new field of coaching psychology really necessary? Luckily for SSCP the Swiss Federation of Psychologists came to support the coaching psychology agenda after a presentation to the FSP-committee had taken place at one of their sessions. The support by FSP was very much appreciated. 3) Specialization title and curriculum: two important steps ahead The members of SSCP had always been convinced that a curriculum for coaching psychology should be developed. The training program should be designed as complementary to the psychology diploma (master level) and should correspond to university level training in psychology. Thanks to the strong support from SSCP-members and their thoughtful contributions, the curriculum was developed in The criteria for different aspects such as duration or amount of required training hours had to be planned according to the framework for specialization titles existing at the Federation of Swiss Psychologists, FSP. In 2007 the curriculum and proposition for a specialization title in coaching psychology was submitted. Rather naive and overly enthusiastic, the committee as well as the members of SSCP had the feeling that the time and energy-consuming efforts to establish coaching psychology had come to a happy end. However, there were some further steps to be taken.the curriculum had to be checked and compared with other specialization curricula on a formal level. This work was done by a special commission at FSP. The most difficult task was the question of identity: Is the specialization of coaching psychology sufficiently unique and serious as a field of scientific psychology? This process of assessing, judging and asking for futher details with regard to several aspects of coaching took three years. It included the demand for independent expert opinions on the quality of the curriculum. Finally, a few minor improvements were added to the fourth revision of the curriculum and the project was ready for acceptance at the annual assembly of delegates by FSP in June

22 Certification: Coaching Psychologist, FSP Coaching: theory and interventions 200 hrs. Coaching-applicaton fields 200 hrs. Personal coachings 200 hrs. Coaching experience 3 years Coaching experience as coachee 20 hrs. Supervision: single/group/intervision 80 hrs. Case studies 50 hrs. Total requirements 750 hrs Thanks to the "highlighting of psychology in coaching by the British Psychological Society s Special Group in Coaching Psychology and their annual Conferences, coaching psychology could not be overlooked any further on an international level. These developments considerably helped to convince the Swiss community of psychologists. 4) SSCP-Academy: an important project towards professionalization Having more and more members interested in perfecting their training, SSCP started the Coaching Academy in 2008 with seminars on quality issues in coaching and differences between coaching and psychotherapy with a special focus on life coaching. Further seminars followed during this pilot period prior to official acknowledgment of coaching psychology in Switzerland: stress management with regard to career and family objectives, positive psychology, resource focused methods in coaching, effectiveness and quality studies, business coaching and a first supervision workshop. Currently, SSCP is working out details of an organizational model for the academy and is preparing to offer a complete training program based on the accepted curriculum. 5) Starting certification procedures: the last step in the establishing process In 2009, preparations for the certification procedure began. A special certification committee of the SSCP studied the details of a certification process of the Swiss Federation of Psychologists, FSP. The members of the SSCP had to comply with the necessary but time consuming procedure of filing an application for the specialization title which required listing all details of former psychology training at a postgraduate level i.e. training courses after having left from university with a master level diploma in psychology. At the same time, the application forms had to make clear how the training undertaken corresponds to the different fields of the SSCP curriculum for coaching psychology. After one year of preparations, an initial group of SSCP-members is now waiting for acceptance. So the final stage for establishing a new application field in psychology is visible on the horizon: The first specialization titles as coaching psychologists with an official specialization title of the Swiss Federation of Psychologists will very soon become reality. 6) Future projects steps ahead In 2010, the Swiss Society for Coaching Psychology is making every efforts to professionalize coaching with a second generation of highly motivated committee members with the following objectives: consolidation and implementation of training and certification processes as well as intensifying networking within and outside of psychology and getting ahead with professional development and quality issues in coaching. Highlighting the psychology in coaching is still a very ambitious project all over the world. SSCP arrived at some important milestones on this important journey in Switzerland. Biographies: Dr Lisbeth Hurni studied psychology in Berne, Switzerland and Boston, USA. She is a well-known career specialist in Switzerland and has been working as a coaching psychologist since 1995, focussing on career coaching and consulting organizations. Dr Hurni is an accredited member of the Federation of Swiss Psychologists (FSP, and holds a specialization title for career psychology and personnel psychology. Currently, she is working on quality issues, problem solving styles and developmental approaches in career coaching. Dr Hurni is a certified coach SSCP, Swiss Society for Coaching Psychology. Together with a group of psychologists, Dr Hurni founded the Swiss Society for Coaching Psychology and was chair from (SSCP, Correspondence: Dr Lisbeth Hurni academy@coaching-psychology.ch

23 V O L U M E 3, I S S U E 2 Book Review By Stefania Grbcic P A G E 2 3 Leadership Coaching; Working with Leaders to Develop Elite Performance Edited by Jonathan Passmore London, Kogan Page Limited, Pages. Paperback ISBN: Leadership coaching; working with leaders to develop elite performance is an apt title. Elite performance can be achieved when working with all leaders is what the book posits. It is packed with different leadership models (LMs), all that can be tailored to each leader. The plethora of different LMs are explained from Western views on leadership to the ancient writings of Sun Tzu including African myths. These different models are captured in 16 compelling chapters that have been written by a number of eminent professionals. The different LMs described in the book range from the following: Servant LM, Authentic LM; Integrated LM; Emotionally Intelligent LM; Leadership Radar ; Art of War LM (thought to have been written by Sun Wuin in 500BC); Icarus Syndrome LM; Integrated LM; Political Leaders coaching, Feed Forward model; a Systems Perspective; Transactional and Transformational LM; the Hay Group LM; and Strategy models. The authors provide in depth descriptions of the aforementioned leadership coaching models, providing the reader with the option and flexibility to choose and apply specific models to different leaders. As the book editor, Dr Jonathan Passmore, one of UK s leading coaches, describes: The best leaders select from a wide palette and make informed choices about their interventions and the approaches that suit the individuals, the culture and the context (p. 6). It is left to the reader to assess each leader and their particular situation and to effectively apply an appropriate model,( i.e. to choose a model that will fit the leader and his/her presenting case/ situation). Chapter 3 emphasises this potential challenge for effective coaching, as the effectiveness will ultimately depend on the coach s skill to identify, select, and use the coaching style that will match the leader. In summary, the book offers insightful learning for effective application. It discusses relationships from a number of different perspectives and offers readers an opportunity to re-evaluate their own coaching styles and to focus on their reflective awareness. The chapters provide a number of interesting case studies, which aids in depth understanding of the LM applications. The book can be used as a reference for coaches, coaching psychologists and leaders from all disciplines as it encapsulates theory, research, case studies, and practical guidance. A book well worth having.

24 V O L U M E 3, I S S U E 2 CPI Talks to Dr Anna Syrek-Kosowska, SCP Hon VP CPI: Can you tell us about your professional background and what led to your interest in coaching psychology? Anna: Psychology is my passion; it is something more than just my educational background and the occupation I practise. This is the reason why ever since the beginning of my career I have endeavoured to work in many fields as a psychologist, which has enabled me to support other people's development, help them overcome problems and find fulfilment in various areas of life. Apart from my academic qualifications in the form of a Ph.D. in psychology, I have also developed my skills by attending numerous postgraduate courses of study, training and a psychotherapy school. I set great store by my professional experience relating both to my work as a psychotherapist at a psychological support centre, and to my extensive experience as a trainer for business (including as an in-house trainer at an international corporation), an HR project manager for some of the largest multinational enterprises and, in the last few years, as a coaching psychologist. Working in all these different environments has given me the opportunity to encounter people's various goals, needs and modes of action. I have been able to see in practice how powerful coaching psychology can be, with it being based on scientifically verified knowledge, drawing on the extensive achievements in our field, and bringing about measurable results if applied in an appropriate manner by professionals. Since my hobby involves working with students at higher educational institutions, I set up a postgraduate study course for people wanting to become coaches by creating the Professional Coaching Academy at the Academy of Business in Dąbrowa Górnicza (WSB), where I am the director responsible for the content of the studies, as well as a supervisor. An entire community of coaches has come into being on the basis of the initiative (csipb.pl & WSB Coach Club). Within this context other lecturers have joined me in promoting the idea of professionalizing the coaching profession, the highest possible standards of conduct and ethics, as well as using coaching psychology during the work with our clients. I also promote the idea of coaching in Poland-wide media in numerous publications, series of free of charge coaching sessions and appearances in the media. CPI: What do you consider to be the key issues currently facing coaching psychologists in Poland and also at a global level? Anna: In my opinion, there are several significant issues relating to the various spheres where coaching psychologists operate in both the global and Polish perspective. I will start with the international level, since in a way it sets the parameters for actions undertaken by local professionals. I would attach importance to creating a greater awareness of what coaching psychology is and what differences there are between the coaching offer put forward by the coaching psychologist, as opposed to coaches using other standards as the basis for their work. This is not clear for many clients, and as a result they underestimate the differences. Another important issue is building a brand, to put it in marketing terms, making a clear distinction between coaches/ psychologists and psychologists/therapists, so that everyone can have a clear idea of who is who and what kind of support can be expected. I have dedicated my latest publication to this issue, which is P A G E 2 4 being issued on the occasion of the 1 st International Life Coaching Conference in Poland (to be held in November), since, in my opinion the topic has still not been completely defined, and it is unclear even for some coaches, despite being included in every coaching manual. An important step would be to integrate coaching psychologists' communities both at a global and Polish level by way of joint international initiatives, sharing experiences and knowledge. Additionally, in Poland the concept of coaching psychology needs to be promoted to psychologists themselves (this should include addressing some basic issues, such as access to materials, subject specific vortals, webinars in Polish, etc.), support from academic circles and from the Polish Psychological Society, overcoming the general fear of visiting a psychologist's office, even if the psychologist is a coach. Fortunately, the current "vogue for coaching" has made it possible for many people outside the profession to learn about the process and about how effective it can be. Coaching in Poland has been associated with a lot of positive energy, many people's enthusiasm, an openness to new trends and sharing experiences and knowledge. CPI: The formation of the Society for Coaching Psychology (SCP) has been viewed by many as an exciting and significant international development for the profession of coaching psychology. How do you feel about the development of the SCP? Anna: The creation and development of SCP has been an extremely important stimulus for the entire community of coaches, psychologists and potential clients, since it creates a new aspect in the approach to coaching, to coaches' working standards, as well as to the application in the coaching process of the knowledge and experience gathered over the years in the field of psychology. This knowledge should be the cornerstone for the development of coaching competencies, including for coaches who are not psychologists. What seems important for the development of the SCP is implementing training standards (both for psychologists and coaches who are not psychologists), obtaining SCP accreditation, as well as supervision, which would strengthen the position of the SCP compared with the leading international coaching organizations. The international calibre training, accreditation and supervision system should be of the highest quality, clearly defined and also generally accessible for non-english speakers in local communities. This will make it possible to develop the real power of the coaching psychologists' community and help them influence local trends in coaching development. Collaboration with other international coaching organisations, the creation of joint international initiatives (such as conferences, publications, international research, etc.) and ensuring reciprocal recognition of training completed with a view to accreditation would seem to be of key importance. In my opinion, shifting the emphasis from the exchange of knowledge (both theoretical and practical) to the field of research related to the effectiveness of psychological coaching is also significant. The effectiveness of coaching processes and the actual results of research in the field significantly enhance the possibilities of collaboration e.g. with business.

25 CPI: What led you to accept the invitation to become a Hon Vice President of the SCP and how would you like to see your role developing over time? Anna: It is a great honour for me to accept the role of Hon Vice President of the SCP; it is also an interesting challenge, an opportunity to share knowledge and experiences with professionals, psychologists and coaches whose expertise and academic achievements constitute a invaluable source of inspiration for the development of my own skills as a coach and for the promotion of the concept of coaching psychology in Poland. In the near future, the biggest challenges, apart from promoting SCP to coaches, psychologists and clients, will include facilitating access to membership, accreditation and supervision in the SCP, establishment of collaboration with the Polish Psychological Society, and building partnerships on the basis of important national scale coaching initiatives (e.g. conferences, research, publications, etc.). CPI. What role would you like to see the SCP playing in the international coaching psychology community? Anna: I would like the SCP to be not only a community of professionals creating international coaching standards, but also a brand recognised by psychologists, coaches and clients throughout the world, representing a sort of "quality mark" for the entire community, as well as providing market value from the point of view of promoting the services rendered by coach / psychologists. This would enable clients choosing an SCP accredited coaching psychologist to be certain they have made the best choice J The SCP should also promote new ideas in coaching, motivate the community to undertake joint ventures, and thus open the way for the creation of new global trends in response to constantly changing real life circumstances. Interviewed by Prof Stephen Palmer and Dr Siobhain O Riordan Wywiad do CPI PH.D. Anna Syrek-Kosowska, SCP Hon VP CPI: Proszę, aby Pani szerzej opowiedziała nam o swoim doświadczeniu zawodowym. Co Panią zainteresowało w coachingu psychologicznym (ang. coaching psychology)? Anna: Psychologia jest moją pasją, czymś więcej niŝ tylko wykształceniem i wykonywanym zawodem. Dlatego od początku mojej kariery staram się pracować jako psycholog w róŝnych obszarach, mogąc wspierać ludzi w ich rozwoju, przezwycięŝaniu problemów i spełnianiu się w róŝnych obszarach Ŝycia. Poza wykształceniem akademickim, tytułem doktora psychologii, rozwijałam swoje kompetencje w trakcie wielu podyplomowych studiów, kursów i szkoły psychoterapeutycznej. Cenię sobie swoje doświadczenie zawodowe, które dotyczy zarówno pracy terapeuty w ośrodku pomocy psychologicznej, jak i szeregu doświadczeń związanych z pracą dla biznesu w roli trenera (równieŝ jako trenera wewnętrznego w międzynarodowej korporacji), menedŝera projektów HR dla największych korporacji międzynarodowych oraz od kilku lat coacha. Dzięki pracy z róŝnorodnymi środowiskami, mam okazję spotkać się z róŝnymi celami, potrzebami i sposobami działania ludzi. W praktyce widzę jaką siłą moŝe być coaching psychologiczny, który opiera się na zweryfikowanej naukowo wiedzy, korzysta z bogatego dorobku naszej dyscypliny i przekłada się na wymierne efekty, kiedy jest adekwatnie stosowany przez profesjonalistów. PoniewaŜ moim hobby jest praca ze studentami na wyŝszych uczelniach, stworzyłam roczne studia podyplomowe dla osób chcących zostać coachami Akademia Profesjonalnego Coachingu w WyŜszej Szkole Biznesu w Dąbrowie Górniczej w Polsce, której jestem kierownikiem merytorycznym oraz superwizorem. Wokół tej inicjatywy powstała cała społeczność coachów (Klub Coacha csipb.pl & WSB), w której wspólnie z pozostałymi wykładowcami promuję ideę profesjonalizacji profesji coacha, najwyŝszych standardów działań i etyki oraz wykorzystania coaching psychology w pracy z klientami. Dodatkowo promuję ideę coachingu w ogólnopolskich mediach poprzez liczne publikacje, akcje bezpłatnych sesji coachingowych i wystąpień medialnych. CPI: Jak Pani sądzi, jakie są obecnie główne problem psychologówcoachów zarówno w Polsce jak i w skali globalnej? Anna: W mojej opinii istnieje kilka istotnych kwestii obejmujących róŝne sfery funkcjonowania psychologów-coachów (coaching psychologists) w perspektywie globalnej i polskiej. Zacznę od poziomu międzynarodowego, bowiem on niejako wyznacza kierunki działań lokalnych profesjonalistów. Wydaję się, Ŝe istotne jest budowanie większej świadomości czym jest coaching psychologiczny i na czym polegają róŝnice w ofercie coachingowej, którą proponuje coachpsycholog w odróŝnienia od coachów pracujących w oparciu o inne standardy. Dla wielu klientów nie jest to czytelne, nie doceniają więc tych róŝnic. Kolejną waŝną sprawą jest budowanie, mówiąc językiem marketingu brandu coacha-psychologa, z wyraźnym rozróŝnieniem od psychologa-terapeuty, aby dla wszystkich było jasne kto jest kim i jakiego wsparcia moŝna oczekiwać. Poświęciłam temu swoją ostatnią publikację przy okazji I Międzynarodowej Konferencji Life Coachingu w Polsce (odbędzie się w listopadzie), poniewaŝ uwaŝam, Ŝe choć kaŝdy podręcznik coachingu zawiera taki punkt, temat ten jest wciąŝ niedookreślony, nieczytelny nawet dla części środowiska coachów. Zarówno na poziomie globalnym jak i polskim waŝna jest integracja środowiska psychologów-coachów; wspólne międzynarodowe inicjatywy, wymiana doświadczeń i wiedzy. A w Polsce dodatkowo promowanie idei coachingu psychologicznego wśród samych psychologów (w tym sprawy tak podstawowe, jak dostęp do materiałów, vortali tematycznych, webinariów w języku polskim etc.), wsparcie środowiska akademickiego oraz Polskie Towarzystwa Psychologicznego, przełamywanie społecznego lęku przed wizytą u psychologa, nawet jeśli jest on coachem. Na szczęście dzięki obecnej

26 modzie na coaching coraz więcej osób spoza środowiska dowiaduje się na czym polega ten proces i jak efektywnym moŝe być. W Polsce wokół coachingu jest duŝo dobrej energii, pasji wielu osób, otwartości na nowe trendy, idee, wymianę doświadczeń i wiedzy. CPI: Powołanie takiej organizacji jak the Society for Coaching Psychology (SCP) przez wielu jest spostrzegane jako wyzwanie i waŝny wkład w międzynarodowy rozwój na świecie nurtu: coachingu psychologicznego. Jakie Pani widzi perspektywy rozwoju SCP? Anna: Powstanie i rozwój SCP jest ogromnie waŝnym bodźcem dla całego środowiska coachów, psychologów i potencjalnych klientówtworzy bowiem nową jakość w podejściu do coachingu, standardów pracy coacha, wdraŝania wiedzy i doświadczeń zgromadzonych przez lata w obszarze psychologii w proces coachingowy. Ta wiedza powinna być fundamentem dla rozwoju kompetencji coachingowych, takŝe dla coachów nie psychologów. To co wydaje się waŝne dla rozwoju SCP to wdroŝenie standardów szkoleń (w tym dla środowiska psychologów i coachów nie psychologów), uzyskiwania akredytacji SCP, superwizji, które umocniłoby pozycję SCP w czołówce międzynarodowych organizacji coachingowych. System szkoleń, akredytacji i superwizji na poziomie międzynarodowym powinien być najwyŝszej jakości, jasno zdefiniowany i powszechnie dostępny równieŝ dla osób nieanglojęzycznych w lokalnych społecznościach. Dzięki temu będzie rozwijać się realna siła społeczności coachów psychologów i ich wpływ na lokalne trendy w rozwoju coachingu. Istotna wydaje się równieŝ współpraca z innymi międzynarodowymi organizacjami coachingowymi, tworzenie wspólnych międzynarodowych inicjatyw (np. konferencji, publikacji, międzynarodowych badań etc.) oraz moŝliwość wzajemnego uznawania odbytych szkoleń w drodze do akredytacji. W mojej opinii waŝne jest równieŝ przenoszenie wagi z wymiany wiedzy (teoretycznej i praktycznej) na obszar badań dotyczących efektywności coachingu psychologicznego. Efektywność procesów coachingowych i rzeczywiste wyniki badań w tym obszarze znacznie wzmacniają moŝliwości współpracy np. ze środowiskami biznesowymi. CPI: Co spowodowało, iŝ zgodziła się Pani przyjąć zaproszenie do pełnienia funkcji Hon Vice President of the SCP i jak Pani widzi swoją rolę? Przyjęcie roli Hon Vice President of the SCP jest dla mnie zaszczytem i ciekawym wyzwaniem, moŝliwością wymiany wiedzy i doświadczeń w gronie profesjonalistów, psychologów i coachów, których doświadczenia, dorobek naukowy są bezcenną inspiracją do rozwoju własnych kompetencji coacha jak i promowania idei coachingu psychologicznego w Polsce. W najbliŝszym czasie największymi wyzwaniami będzie oprócz promowania SCP w środowisku coachów, psychologów, klientów ułatwienie dostępu do członkostwa, akredytacji i superwizji w SCP, nawiązanie współpracy z Polskim Towarzystwem Psychologicznym, budowanie partnerstwa przy okazji waŝnych inicjatyw coachingowych o skali ogólnokrajowej (np. konferencje, badania, publikacje etc.). CPI: Jaką rolę widzi Pani dla SCP w międzynarodowej społeczności coachów związanej z nurtem coachingu psychologicznego? Anna: Chciałabym, aby SCP było nie tylko społecznością profesjonalistów, tworzących standardy coachingowe na świecie, ale równieŝ brandem, marką rozpoznawalną przez psychologów, coachów i klientów na całym świecie, która będzie stanowiła swoisty znak jakości dla całej skupionej społeczności jak i rynkową wartość w kategoriach promowania usług coachów psychologów. Tak by klienci wybierali coacha akredytowanego przez SCP mieli pewność, Ŝe jest to najlepszy wybór J SCP powinno równieŝ pełnić rolę promotora nowych idei w coachingu, aktywować społeczność do wspólnych przedsięwzięć, dzięki którym w skali globalnej moŝemy kreować nowe trendy w odpowiedzi na zmieniającą się nieustannie rzeczywistość. Interviewed by Prof Stephen Palmer and Dr Siobhain O Riordan

27 Membership News from Ireland By Carmel O Neill (DWOP s CPG Membership Coordinator) The Division of Work & Organisational Psychology s Coaching Psychology Group (DWOP s CPG) has made some changes to their CPG membership categories. These changes were necessary due to the impressive increase in CPG members. Our members include registered members of the Psychological Society of Ireland (e.g. from Educational, Counselling and Health backgrounds), non-psychologist coaches, students of psychology and Human Resource managers. Our categories of membership are now condensed into four distinctly different categories: The revised categories are as follows: CPG Member (for both existing PSI and DWOP members) DWOP member fee = 5.00 Other Division = Non-Divisional = CPG Associate Member { Fees } Non-psychologist coaches (residing in Ireland) Overseas Coaching Psychologists Overseas Coaches This category incorporates Correspondence Subscriber. CPG Student Member {Fees 8.00} Students of Psychology Students of Coaching CPG Corporate Members {Fees } Organisations and Companies (with a maximum of four individuals nominated) Please note that all joining members confirm their commitment to adhere to the highest levels of professional integrity and practice as reflected in the Psychological Society of Ireland s Code of Ethics and Ethical Guidelines. We are happy to answer any queries so please don t hesitate to contact either myself carmel@coachingforcoherence.com or Dr. Joan Tiernan (DWOP s CPG Membership Secretary) joan.tiernan@ucd.ie.

28 V O L U M E 3, I S S U E 2 P A G E 2 8 The Society for Coaching Psychology Approved Centre and Recognised Course/ workshop systems confer recognition for education and training in the field of coaching psychology. These systems also offer guidance and a level of quality assurance for SCP members planning their coaching psychology related annual continuing professional development (CPD) or education activities. Further details of the application process and criteria for approval are available on the SCP website Details of SCP Approved Centres Details are provided below of organisations currently entitled to state that that they have achieved the Society for Coaching Psychology Approved Centre Status, providing initial and continuing professional development/education for its Members. Approved Centre Course Dates Website & General Enquiries Centre Address International Academy for Professional Development Ltd See: Website[s] ilm.htm ruddell@centresofexpertise.com cope@centresofexpertise.com Tel: (intl) +44 (0) Westcombe Hill, London SE3 7DH Details of SCP Recognised Courses Details are provided below of organisations currently entitled to state that a course[s] are Recognised by the Society for Coaching Psychology as providing CPD/CPE for its Members. Training Provider Title of Course & Dates Website & General Enquiries Location Westminster Business School, University of Westminster Postgraduate Certificate in Coaching and mentoring at Work Part time and block mode delivery - January and September start dates Website L.J.Matthewman@wmin.ac.uk Westminster Business School, University of Westminster, 35 Marylebone Road, London, NW1 5LS

29 Who is Who on the SCP Board? Sheila Panchal SCP Honorary Secretary Sheila is a Chartered Psychologist and Registered Occupational Psychologist. She is co-author of 'Turning 30: How to get the life you really want' (with Jackson, 2005). She has applied positive and coaching psychology in a range of organisational settings. Her work has covered areas such as leadership and maternity coaching, management development, change management, diversity and wellbeing. Sheila specialises in transitions, from developmental turning points to dealing with the stress of organisational change, and is co-editor of a new book titled 'Developmental coaching: Life transitions and generational perspectives' (with Palmer, 2011). Sheila is a member of the Division of Occupational Psychology and the Special Group in Coaching Psychology within the British Psychological Society. She is also a member of, and Hon Secretary for, the Society for Coaching Psychology. Her qualifications include a Professional Development Certificate in Coaching Psychology from the University of Sydney, and she is an accredited BPS Level A and Level B (intermediate) test administrator. Sheila lives in London, and is the mother of two young children.

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