Solution-focused cognitive-behavioural (SF/CB) coaching framework for a psychology of coaching¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The dissertation proposes a solution-focused, cognitive-behavioural framework for coaching with normal, non-clinical populations, defining coaching as "a collaborative solution-focused, results-orientated systematic process" in which the coach facilitates the coachee's self-directed learning, personal growth and goal attainment. Its core constructs are a collaborative egalitarian relationship, constructing solutions rather than analysing problems, assuming clients are capable rather than dysfunctional, collaborative goal setting, and coach expertise in facilitating learning rather than domain expertise. The framework's processes mirror those of self-regulated adult learners and integrate a generic model of self-regulation and goal attainment in which self-reflection and insight are central.

Design Implications¶

Context¶

Requirements¶

• A collaborative, egalitarian coach-coachee relationship with collaborative goal setting
• Coachees are normal, non-clinical populations capable rather than dysfunctional
• The coach needs expertise in facilitating learning, not necessarily domain-specific expertise

Constraints¶

• The framework is scoped to normal, non-clinical populations rather than remediation of dysfunctionality; support for CB and SF techniques is described as almost overwhelmingly drawn from clinical populations

Target Learners¶

• normal, non-clinical adult populations seeking performance enhancement, personal growth and goal attainment

Target Learning Objectives¶

• self-directed learning
• goal attainment
• performance enhancement
• metacognitive awareness (self-reflection and insight)

Claims¶

• Cognitive-only coaching increased deep and achieving learning approaches, academic self-concept, and reduced test anxiety and anxiety/depression, but academic performance declined relative to control; behavioural-only coaching decreased test anxiety and increased academic performance with no other effects. [+W]

Related Theories¶

Examples¶

• Concentrate professional development support at the point of intention–behaviour translation through clinically embedded coaching

Key Sources¶

• Grant, Anthony M. (2001). Towards a Psychology of Coaching: The Impact of Coaching on Metacognition, Mental Health and Goal Attainment. Doctoral dissertation, Macquarie University. https://eric.ed.gov/?id=ED478147