“This second edition of the book Cognitive Behavioural Coaching in Practice is a leap forward in the practice of CBC, highlighting chapters on wellbeing, resilience, stress and many more relevant constructs for a post-Covid era. Mental wellbeing is now top of the agenda for individual and organisational health and wellbe-ing, which makes this book a ‘must read’ for anyone practicing or researching cognitive behavioural coaching.” – Sir Cary Cooper, CBE, 50th Anniversary Professor of Organizational Psy-chology & Health at the ALLIANCE Manchester Business School, University of Manchester

“Neenan and Palmer, two prolific writers, have produced a read-able, practical, and helpful text on applying REBT to coaching. The strength of this lies in the knowledgeable authors who each write on their respective areas of expertise. This book is an excellent resource for practitioners because of the wide variety of topics it covers by experts.” – Raymond DiGiuseppe, Ph.D., Professor of Psychology St. John’s University, New York City, USA

“This is an essential reading for anyone who wants to practice coaching, based on the cognitive-behavioural approach. It is a highly practical book which provides an excellent illustration of various applications of cognitive-behavioural coaching. The topic of each chapter is presented by top experts at the international level in the field. All professional coaches and students or allied professionals that want to train in coaching will find this book and excellent resource for evidence-based tools and techniques.” – Oana A. David, Ph.D., Associate Professor, Director of the International Coaching Institute at Babes-Bolyai Uni-versity Cluj-Napoca, and President of the International Association of Cognitive Behavioral Coaching

“This new edition of Cognitive Behavioural Coaching in Practice: An Evidence Based Approach maintains the quality and focus of the 1st edition, but also pushes the area forward significantly. The chapters included in the 2nd edition will surely be invaluable to students, trainees, practitioners, and researchers, invested in Cognitive Behavioural Coaching. Neenan and Palmer have once again engaged excellent authors in the book to provide a broad and deep insight into the most important facets of Cognitive Behavioural Coaching. The book offers a contemporary resource for readers that is based in evidence, and a wealth of practitioner experience.” – Martin J. Turner, CPsychol., FAREBT (Acad), Reader in Psychology, Manchester Metropolitan Univer-sity, Department of Psychology

“We are living in particularly difficult times where uncertainty is profoundly challenging people’s ability to cope and maintain a sense of hope. Bias, error and distortion are at the root of our potentially negative thinking and anxiety in such circumstances. Those interested in the helping relationship whether coaches or coaching psychologists need a psychologically minded, evidence-based approach to inform and guide their practice in supporting their clients. This second edition of Cognitive Behavioural Coach-ing in Practice which I highly recommend, certainly provides that.” – Hugh O’Donovan, CPsychol. P.s.S.I, Principal at HODA, Coaching Psychologist, Author of Mindful Walking and Honorary Vice President of the International Society for Coaching Psychology

“How many times during this COVID-19 pandemic as coaches and coaching psychologists do we find ourselves working with our clients on issues such as employees engagement, lack of control, digital stress, new work/life balance, new health and wellbeing topics, self-esteem and self-acceptance, or on the dark side of resilience? How many times from 2020 as practitioners have we resorted to coaching supervision? Nine years after its release, the second edition of Cognitive Behavioural Coaching in Practice puts at the service of this transformed world the updated contributions of “highly experienced coaches, some of whom are researchers too.” – Silvana Dini, Co-founder & Steering Committee mem-ber of SCP Italy, ISCP Honorary Vice President, Coaching Psychologist (FISCP Accred), Coaching Supervisor (ISCP Accred), Management Consultant

“This book by Neenan and Palmer gives valuable insights into different aspects of Cognitive Behavioural Coaching by bringing together some of the world’s most prominent people in the field to share with us their knowledge and experience in the field both in theory and practice. It doesn’t matter if you are an experienced coach or new in the field of coaching psychology this book will provide you with highly valuable insights and knowledge in the field that will deepen your understanding of it providing you with effective tools and valuable insights on how to work with cogni-tive behavioural coaching in different situations. This is a book you will definitely return to on many occasions.” – P-O Eriks-son, Licensed psychologist, founder and chair of Coaching Psychologists, Sweden and Honorary Vice President of International Society for Coaching Psychology

“The 2nd edition of Cognitive Behavioural Coaching in Practice: An Evidence Based Approach is an essential guide to coaching with the use of evidence-based practice. The first edition was a must-have for anybody willing to be an expert in coaching while relying on specialist psychological knowledge. In the second edi-tion, the existing chapters have been revised and updated and two new ones have been added: on supervision, and health and well-being, which is a clear added value of the publication. I highly recommend the book to be placed on the reference list for any coaching-related university courses as well as I would certainly recommend it to experienced coach and coaching psychologist colleagues.” – Anna Syrek-Kosowska, ASK Expert, WSB Uni-versity and Kozminski University, Poland

“I highly recommend the second edition of this excellent book. It provides a comprehensive and pragmatic guide to cognitive behav-ioural coaching, exploring application of the approach in a range of contexts. It is an invaluable resource for coaches, expanding upon the first edition to include the important areas of supervi-sion, and health and wellbeing. It is equally useful to those new to cognitive behavioural coaching, or more experienced coaches who would like to add further depth to their knowledge and prac-tice. Covering personal, health and corporate settings, it combines a strong evidence base with practical tools and techniques.” – Sheila Panchal, CPsychol., Co-Director of the Centre for Positive Transitions; Leadership and Maternity Coach.

“The second edition of Cognitive Behavioural Coaching in Prac-tice: An Evidence Based Approach co-edited by Michael Neenan and Stephen Palmer offers latest perspectives on CBC in practice, including stress management, motivation, and performance devel-opment. Considering that CBC has been substantially employed in coaching applications, this book is well-suited for practitioners in the field of coaching psychology for the enhancement of their evidence-based practice.” – Yi-Ling Lai, CPsychol., Birkbeck, University of London

“For anyone interested in cognitive behavioural coaching, this book provides an evidence based approach from the global leaders in the field. Some of the post-pandemics most in demand topics are elaborated from the CBC viewpoint, including dealing with procrastination, stress, wellbeing and resilience at work. The best of CBC is packed into chapters on motivational interview-ing, Socratic questioning and single session coaching. The book provides a rich resource not only for CBC academics and practi-tioners, but also for coaches from other modalities who look for an integrative approach in coaching.” – Jelena Pavlović, Assistant Professor of Organizational Development and Change, University of Belgrade & Founder at Koučing Centar

This fully updated second edition of Cognitive Behavioural Coach-ing in Practice explores various aspects of coaching from within a cognitive behavioural framework. In response to the continued growth in the popularity and scope of coaching and cognitive behavioural therapy, Michael Neenan and Stephen Palmer again bring together experts in the field to discuss topics including pro-crastination, stress, coaching alliance, motivational interviewing, goal selection and self-esteem.

The book is illustrated throughout with coach–coachee dia-logues that include a commentary of the aims of the coach during the session. This second edition is fully updated and includes three new chapters on single-session coaching, health and wellbeing coaching and coaching supervision.

Part of the Essential Coaching Skills and Knowledge series, this comprehensive volume will be essential reading for coaches, as well as therapists, counsellors and psychologists.

Michael Neenan is Associate Director of the Centre for Stress Management and Centre for Coaching, Blackheath, London. He trained as a cognitive behavioural therapist (CBT) and later, with others, adapted CBT for use in coaching. Among his books, he has written two on developing resilience, which is a key interest of his. He has written and edited over 20 books.

Stephen Palmer is Professor of Practice at the Wales Academy for Professional Practice and Applied Research, University of Wales Trinity Saint David, and Founder Director of the Centre for Coaching, London. He is President and a Fellow of the International Society for Coaching Psychology. He is a Chartered Psychologist and has over 30 years’ experience of applying the cognitive behavioural approach in different fields of practice including therapy, training and coaching. He has written and edited over 50 books and has published numerous articles.

Cognitive Behavioural Coaching in Practice

Essential Coaching Skills and KnowledgeSeries Editors: Stephen Palmer, Averil Leimon & Gladeana McMahon

The Essential Coaching Skills and Knowledge series pro-vides an accessible and lively introduction to key areas in the developing field of coaching. Each title in the series is written by leading coaches with extensive experience and has a strong practical emphasis, including illustrative vignettes, summary boxes, exercises and activities. Assuming no prior knowledge, these books will appeal to professionals in business, management, human resources, psychology, counselling and psychotherapy, as well as students and tutors of coaching and coaching psychology.

www.routledge.com/Essential-Coaching-Skills-and-Knowledge/book-series/ECS

Titles in the series:

Group and Team Coaching: The Secret Life of Groups, Second EditionChristine Thornton

Coaching in Three Dimensions: Meeting the Challenges of a Complex WorldPaul Lawrence & Allen Moore

The Heart of Coaching Supervision: Working with Reflection and Self-CareEve Turner and Stephen Palmer

Psychology for Coaches: Key Concepts and Findings to Ground Your SkillsMaciej Świeży

Cognitive Behavioural Coaching in Practice: An Evidence Based Approach 2nd EditionMichael Neenan and Stephen Palmer

Coaching Women to Lead: Changing the World from the Inside 2nd EditionAveril Leimon, François Moscovici & Helen Goodier

Cognitive Behavioural Coaching in Practice

An Evidence Based Approach

2nd Edition

Edited by Michael Neenan and Stephen Palmer

Second edition published 2022by Routledge

2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RNand by Routledge605 Third Avenue, New York, NY 10158

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2022 selection and editorial matter, Michael Neenan and Stephen Palmer; individual chapters, the contributors

The right of Michael Neenan and Stephen Palmer to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

First edition published by Routledge 2011

British Library Cataloguing-in-Publication DataA catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication DataNames: Neenan, Michael, editor. | Palmer, Stephen, 1955- editor. Title: Cognitive behavioural coaching in practice : an evidence based approach / edited by Michael Neenan and Stephen Palmer. Description: Second Edition. | New York, NY : Routledge, 2022. | Series: Essential coaching skills and knowledge | Revised edition of Cognitive behavioural coaching in practice, 2012. | Includes bibliographical references and index. Identifiers: LCCN 2021020684 (print) | LCCN 2021020685 (ebook) | ISBN 9780367461386 (hardback) | ISBN 9780367461393 (paperback) | ISBN 9781003027164 (ebook) Subjects: LCSH: Personal coaching. | Cognitive therapy. Classification: LCC BF637.P36 C64 2022 (print) | LCC BF637.P36 (ebook) | DDC 158.3–dc23 LC record available at https://lccn.loc.gov/2021020684LC ebook record available at https://lccn.loc.gov/2021020685

ISBN: 978-0-367-46138-6 (hbk)ISBN: 978-0-367-46139-3 (pbk)ISBN: 978-1-003-02716-4 (ebk)

DOI: 10.4324/9781003027164

Typeset in New Century Schoolbookby KnowledgeWorks Global Ltd.

To my wonderful son, LaurenceMichael

To my father, Ronald Palmer (1930–2011)Stephen

In memory of Anthony Grant (1954–2020) who was the pioneer of evidence-based coaching

Michael & Stephen

http://www.taylorandfrancis.com

Editors and contributors xiiiForeword to the First Edition, Anthony M Grant xviForeword to the Second Edition, Prof Suzy Green xixPreface xxi

Introduction, Michael Neenan and Stephen Palmer 1

1 Understanding and tackling procrastination, Michael Neenan 10

2 Motivational interviewing, Tim Anstiss and Jonathan Passmore 31

3 The coaching alliance in cognitive behavioural coaching, Alanna Henderson and Stephen Palmer 51

4 Socratic questioning, Michael Neenan 75

5 Developing self-acceptance through coaching, Stephen Palmer and Helen Williams 99

6 Stress and performance coaching, Kristina Gyllensten and Stephen Palmer 126

7 Health and wellbeing coaching, Siobhain O’Riordan and Stephen Palmer 150

Contents

xii CONTENTS

8 Developing a coaching culture at work, Alison Whybrow and Siobhain O’Riordan 165

9 Understanding and developing resilience, Michael Neenan and Windy Dryden 199

10 Single-Session Cognitive-Behavioural Coaching (SSCBC), Windy Dryden 221

11 Coaching supervision, Michael Neenan 243

Afterword, Michael Neenan and Stephen Palmer 265Appendices 266Resources 275Index 277

Editors

Michael Neenan is Associate Director of the Centre for Stress Management and Centre for Coaching, Blackheath, London. He trained as a cognitive behavioural therapist (CBT) and later, with others, adapted CBT for use in coaching. Among his books, he has written two on developing resilience which is a key interest of his.

ORCID: 0000-0003-3882-119X

Stephen Palmer is Professor of Practice at the Wales Academy for Professional Practice and Applied Research, University of Wales Trinity Saint David Adjunct Professor of Coaching Psychology at Aalborg University, and Founder Director of the Centre for Coaching, London. He is President and a Fellow of the International Society for Coaching Psychology. He is a Chartered Psychologist and has over 30 years’ experience of applying the cognitive behavioural approach in different fields of practice including therapy, training and coaching. He has written and edited over 50 books and has published numerous articles.

ORCID: 0000-0002-0108-6999

Contributors

Tim Anstiss is a medical doctor with experience of working in cardiology, psychiatry, occupational health and public health settings as well as running cardiac rehabilitation, weight loss and chronic pain services. A member of the Motivational Interviewing Network of Trainers, Tim has trained thousands of healthcare

Editors and contributors

xiv EDITORS AND CONTRIBuTORS

and other professionals in MI and health coaching and has been involved in several national and international behaviour change programmes.

ORCID: 0000-0002-7762-532X

Windy Dryden is in part-time clinical, coaching and consultative practice and is an international authority on cognitive behaviour therapy (CBT) and cognitive behavioural coaching (CBC). He is Honorary Vice President of the International Society for Coaching Psychology, was granted honorary membership in the International Association of Cognitive Behavioral Coaching in 2014 and is Emeritus Professor of Psychotherapeutic Studies at Goldsmiths University of London. He has worked in the helping professions for more than 45 years and is the author and editor of over 250 books and has edited over 20 book series.

ORCID: 0000-0001-5819-749X

Kristina Gyllensten works as a psychologist and researcher at a department for occupational and environmental medicine, at Sahlgrenska University Hospital, Sweden. She has written and co-written a number of papers, book chapters and has edited and co-authored several books. Her publications have focused on workplace stress, stress management, gender and stress, psychological coaching, and cognitive therapy.

ORCID: 0000-0002-1726-3734

Alanna Henderson is an Executive and Developmental coach, and trainer. She has researched, and published a number of coaching articles and co-authored book chapters, on the coaching relationship, and is an Honorary Research Fellow of the Department of Organisational Psychology at Birkbeck University of London. Alanna was Co-Editor of Coaching: An International Journal of Theory, Research and Practice until 2016. Formerly an investment analyst and Fund Manager, she is a chartered and registered psychologist.

ORCID: 0000-0002-4612-6958

Siobhain O’Riordan is a Chartered Psychologist, a Chartered Scientist, and International Society for Coaching Psychology

EDITORS AND CONTRIBuTORS xv

(ISCP) Accredited Coaching Psychologist and Supervisor. She is Founder Chair and Fellow of the ISCP, Associate Director at the Centre for Coaching, London and Honorary Research Fellow  at the University of Wales Trinity Saint David. She co-edits four peer reviewed journals including the International Journal of Coaching Psychology. She is co-editor, with Stephen Palmer, of the recently published book an Introduction to Coaching Psychology (2021).

ORCID: 0000-0003-3216-2939

Jonathan Passmore is chair of the British Psychological Society Division of Coaching Psychology, Senior Vice President CoachHub, and director at Henley Centre for Coaching Henley Business School, UK. He has published widely with over 30 books, 100 scientific articles and has spoken at over 200 events around the world. Prior to joining Henley, he created the UK’s first masters in Coaching Psychology at University of East London and has worked in commercial roles and in the consulting sector for PWC and IBM.

ORCID: 0000-0003-0832-7510

Helen Williams is a qualified coaching psychologist specialising in solution-focused cognitive behavioural (SFCB) coaching, working with Sten10 Ltd and as an associate consultant with the Centre for Coaching. She is a Chartered and Registered Psychologist. Helen developed the CLARITY coaching model with Stephen Palmer. She has co-authored several publications including the book Solution Focused Coaching in Practice (O’Connell, Palmer & Williams, 2013).

ORCID: 0000-0001-5217-5812

Alison Whybrow is a Chartered and Registered Psychologist, who consults, coaches and supervises across industries at senior levels. She is a co-founder of the Climate Coaching Alliance. She writes on subjects such as complexity, gestalt, regenerative coaching practice and organisational culture. She co-edited the ‘Handbook of Coaching Psychology’ (with Palmer, 2019).

ORCID: 0000-0002-6716-8612

Coaching is inevitably a goal-directed activity. Clients come to see coaches because they want to achieve certain goals in their work or personal lives. In essence, regardless of the coach’s pre-ferred theoretical or explanatory framework, the coach’s role is to help clients identify their preferred outcome and to facilitate the development of a self-regulatory process that will help the client move towards that outcome, helping the client delineate specific action steps and then helping them monitor, evaluate and, if necessary, change their actions in order to make better progress towards their goals – a straightforward process of goal directed self-regulation.

Clearly, in order for clients to create purposeful, positive change – real and lasting change – the client needs to have the thoughts, feelings and behaviours that can best support them in making such changes. It is also important that the environ-ment or context supports these changes, and it is the role of the coach to help the client to design or structure these domains accordingly.

This, then, is the very core of the coaching process. It is also the core of the cognitive behavioural approach, and is why the cognitive behavioural approach is fundamental to coaching.

Indeed, virtually every aspect of coaching can be clearly and concisely explained in cognitive behavioural terms: from the notion of goals being internalised representations of desired states or outcomes (Austin and Vancouver, 1996), to the psy-chological and behavioural processes associated with the self-control required for purposeful positive change (Carver and Scheier, 1998), to the constructs of hope and pathways think-ing (Snyder, Rand and Sigmon, 2002), resilience (Maddi, 2005), self-concordance (Sheldon, 2004) and self-reflection and insight (Grant, Franklin and Langford, 2002) – all essentially cognitive behavioural constructs.

Foreword to the First Edition

FOREWORD TO THE FIRST EDITION xvii

There is little doubt that, besides being a comprehensive ‘bio-psychosocial’ theory of human behaviour (Froggatt, 2006), cognitive behavioural theory can provide a wide range of useful and effec-tive techniques for changing thoughts, feelings and behaviours. Indeed, there is a wealth of research attesting to the effectiveness of the cognitive behavioural approach in a wide range of domains, primarily with clinical or counselling populations and to a lesser extent in relation to sports, health and work-related issues – and much of that research, theory and practice has great relevance for the goal and solution orientation of the coaching enterprise.

The challenge for coaches who wish to utilise the existing evi-dence base accumulated in the cognitive behavioural tradition is to be able to express and use these concepts in a non-pathological fashion – in a way that resonates for coaching clients, in a way that is constructive and positive, rather than in a way that focuses on repairing or fixing dysfunctionality. When this is done well, when coaching clients learn to constructively view their thinking from different perspectives and work with a well-trained cogni-tive behavioural coach to develop insight and greater behavioural choice, then grand things can happen. Indeed, there is now a growing body of coaching specific research indicating that cogni-tive behavioural approaches to coaching are highly effective, not just at facilitating goal attainment but also in enhancing resil-ience, well-being and insight (Grant, Passmore, Cavanagh and Parker, 2010).

Evidence-based coaching is becoming a reality, and this book marks an important milestone in helping coaches and clients alike to develop a greater understanding of the cognitive behav-ioural approach to coaching. Enjoy!

Anthony M. GrantDirector, Coaching Psychology Unit

School of PsychologyUniversity of Sydney

References

Austin, J. T. and Vancouver, J. B. (1996) Goal constructs in psychol-ogy: Structure, process, and content. Psychological Bulletin, 120 (3): 338–375.

Carver, C. S. and Scheier, M. F. (1998) On the Self-Regulation of Behavior. Cambridge, UK: Cambridge University Press.

Froggatt, W. (2006) A brief introduction to cognitive-behaviour therapy. Retrieved on 1 January 2008, from http://www.rational.org.nz/

xviii FOREWORD TO THE FIRST EDITION

Grant, A. M., Franklin, J. and Langford, P. (2002) The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality, 30 (8): 821–836.

Grant, A. M., Passmore, J., Cavanagh, M. J. and Parker, H. (2010) The state of play in coaching today: A comprehensive review of the field. International Review of Industrial and Organisational Psychology, 205: 125–168.

Maddi, S. R. (2005) On hardiness and other pathways to resilience. Amer-ican Psychologist, 60 (3): 261–262.

Sheldon, K. M. (2004) Optimal Human Being: An Integrated Multi-Level Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Snyder, C. R., Rand, K. L. and Sigmon, D. R. (2002) Hope Theory: A Mem-ber of the Positive Psychology Family. New York: Oxford University Press.

After 20 years of teaching and practising evidence-based coaching, it gives me great pleasure to write the foreword to the second edi-tion of Cognitive Behavioural Coaching in Practice: An Evidence Based Approach.  I am also honoured that the editors, Stephen Palmer and Michael Neenan, have provided me with the opportu-nity to do so. It’s also a particularly meaningful task for me given I learned about the application of cognitive behavioural theory and techniques to coaching from the late great Tony Grant, who was my doctoral supervisor. As a Clinical Psychologist who was trained extensively in cognitive behavioural therapy it was and still is a large part of my own practice as a Coaching Psycholo-gist.  In addition to having coached many clients over the years using this approach, I’ve also actively been involved in research-ing this approach, having conducted three randomised controlled trials on Cognitive Behavioural-Solution Focused coaching high-lighting its effectiveness to both goal attainment and wellbeing.

I’d also like to acknowledge the significant expertise as aca-demics and practitioners that Stephen Palmer and Michael Neenan have as editors of this book. They are both pioneers and leaders in the field of cognitive behavioural approaches and spe-cifically cognitive behavioural coaching.  I first came across the simple yet powerful ANTS (automatic negative thoughts) into PETS (performance enhancing thoughts) when I read Neenan and Windy Dryden’s book Life Coaching: A Cognitive Behavioural Approach back in 2002, which was transformative for me at the time, when I first made the transition from clinical psychology into coaching psychology. I’ve also been inspired by Professor Ste-phen Palmer many times during my career and, may I say, with much humour and delight, particularly in reference to Stephen’s creative transformations of ANTS into PETS to RUTS (resil-ience undermining thoughts) into RETS (resilience enhancing thoughts) and HITS (health inhibiting thoughts) into HETS

Foreword to the Second Edition

xx FOREWORD TO THE SECOND EDITION

(health enhancing thoughts). Most would agree that these simple yet powerful acronyms are easily retained by workshop partici-pants and used seamlessly in an evidence-based coaching context.

I also want to echo what Tony has so clearly outlined in the original foreword, that is, that cognitive behavioural approaches are core to coaching and as many practitioners will agree it’s not that the coachee does not have the capacity for change but it’s their thinking that either helps or hinders this process. This second edition of ‘Cognitive Behavioural Coaching in Practice; is a must-have for any evidence-based coach and in particular for those who have not had the opportunity to learn these skills as a psychologist or mental health professional within a counselling or clinical setting. Even for those who have learnt these skills, this text will support an easy transition to the use of cognitive behav-iour techniques which assist coachees to move towards a desired future, a desired self – the focus of evidence-based coaching.

Professor Suzy Green DPsychHonorary Professor, University of East London, UK

Founder and CEO of The Positivity Institute, Australia

The success of cognitive behavioural therapy (CBT) in establish-ing itself as a first-line treatment for a range of psychological problems made it almost inevitable that it would eventually be adapted and applied to other fields such as coaching. Individuals who worked in organisations as trainers, mentors or consultants saw its great potential to help employees manage stress, enhance performance and increase resilience. From the mid-1980s onwards, the co-editors of this book were adapting enthusiasti-cally the cognitive behavioural approach for use in workplaces in the UK and abroad. CBT certainly needed adapting because using therapeutic terminology in the workplace was a non-starter as individuals attending groups or having one-to-one sessions might be seen as having ‘mental problems’. CBT was therefore renamed as cognitive behavioural coaching (CBC).

But there was a catch. The enthusiasm for CBC was running ahead of the evidence base for its effectiveness in the workplace. The research into the effectiveness of CBT had built up ‘a solid and wide evidence base for efficacy and effectiveness, although of course there is always room for further evaluation’ (Kennerley, 2021: 7). In its early years, the research into the use of CBC in non-clinical settings was almost non-existent but, in the last 20 years, the research into CBC really started to gain momentum and gradually an evidence base was built up, underpinning its use in both professional and personal coaching (the introduction pro-vides a reference for this research). The popularity and growth of the evidence base for cognitive behavioural and solution-focused coaching owes a great deal to Anthony Grant.

In this edition, we include two Forewords. The new Foreword is by Prof Suzy Green, a recognised international expert in posi-tive and coaching psychology. We have also retained the Foreword from the first edition of our book in memory of our colleague Professor Anthony (Tony) Grant who very sadly passed away on

Preface

xxii PREFACE

3rd  February 2020. Tony was recognised as a leading coaching psychologist by the number of awards he received and was instru-mental in the development of evidence-based coaching. He was Founder Director of the world’s first Coaching Psychology Unit at the University of Sydney in 2000 and went on to publish numer-ous research studies over two decades. In 2019, Tony became a full professor and then Emeritus Professor in January 2020. Tony will be remembered for his enormous contribution to the field but also with great affection by his colleagues and students for his sense of humour and inspiring lectures and workshops.

In conclusion, this book brings together authors who are highly experienced coaches, some of whom are researchers too. We would like to take this opportunity to thank them for the insights they have shared with us. We hope that this book helps to increase the interest in and practice of CBC.

Michael NeenanStephen Palmer

Reference

Kennerley, H. (2021) The ABC of CBT. London: Sage.

DOI: 10.4324/9781003027164-1

Coaching continues to grow in popularity: it has established itself as an enduring resource for personal and professional develop-ment. For example, ‘Executive coaching during this period [from the first edition of the book in 2001] has grown and become main-stream in many business sectors worldwide. Coach-training organisations have also grown and thrived across the globe. It looks like coaching is here to stay’ (Peltier, 2010: xv). In the early stages of the development of coaching, it seemed as if it was aimed only at business executives based on the books being published, but in the ensuing years, coaching has opened up to people from all walks of life (Neenan and Dryden, 2020) and is applied to an ever-increasing number of areas such as schools, health, stress management, problems of daily living, couples, parents and fami-lies, increasing motivation, performance improvement (not just in business or sports), resilience building (see Bernard and David, 2018, for discussion of these topics).

Many of the coaching approaches currently available are adaptations of psychological models used in therapy such as psycho-dynamic, cognitive behavioural, person-centred, solution-focused and gestalt. Our coaching focus is a cognitive behavioural one. Cog-nitive behavioural coaching (CBC) derives from the work of two leading cognitive behavioural theorists, researchers and therapists, Aaron Beck, who founded cognitive therapy (CT), and Albert Ellis (1913–2007), who developed rational emotive behaviour therapy (REBT). Collectively, these two approaches come under the banner of CBT. The central message of CBT is usually traced back to the Stoic philosophers, Epictetus and Marcus Aurelius, but a modern source will do equally well: ‘The meaning of things lies not in things themselves, but in our attitudes towards them’ (Antoine de Saint Exupéry, French writer and aviator, 1900–1944). By exploring our attitudes to events rather than focusing excessively on the events themselves, we can understand better why we react in some of the

Introduction

Michael Neenan and Stephen Palmer

2 MICHAEL NEENAN AND STEPHEN PALMER

self- and goal-defeating ways that we do. Through this exploration, we can learn to widen our perspective in order to see that there are more productive ways of dealing with our difficulties and reaching our goals – this widening of perspective is the theme in CBC. Auer-bach (2006: 103) states that a cognitive coach is ‘a thought partner. As a thought partner, I help my clients think with more depth, greater clarity, and less distortion – a cognitive process. Coaching is largely a cognitive method’ but, as he elaborates, examining emo-tions is not neglected in this process and without a solid working alliance, cognitive methods alone won’t usually have much posi-tive effect on the coachee (note: coachee refers to coaching, client to therapy, and when we talk about coaching and therapy together, we’ll call them clients). We would define CBC as

A collaborative, goal-directed endeavour using multimodal learning methods to help individuals develop their capabilities in selected areas and to remove any psychological blocks that interfere with this process of learning and development.

There are a couple of points arising from our definition that we would like to address. First, as a goal-directed endeavour, CBC has a number of models of change to assist this endeavour and some of these will be explained in the relevant chapters: ABCDE (Chapter 1); SPACE and PRACTICE (Chapter 6).

However, what can appear bureaucratic about this endeavour is that CBC is now chock-a-block with models and frameworks derived from the generic ABCDE model from CBT. There are acronyms aplenty to trip over (coming up with new acronyms can become an obsession with some coaches); case conceptualisations to complete; forms and inventories to fill out; and steps and protocols to follow. It’s important for coaches not to become overfocused on these pro-cedures at the expense of common sense and efficiency otherwise coaching will become needlessly complex, creating a plethora of paperwork and the pace of coaching becoming slower than it needs to be (we’re not against dealing with complexity, undertaking more than standard form-filling, and engaging in longer- term coaching as long as it’s proportionate to the requirements of the coachee’s presentation). Some coachees are readily able to address their concerns straightaway by answering three questions:

1 What do I want to achieve for myself in coaching?2 What is required of me to achieve this?3 Am I willing to do what’s required of me? (This is the crucial

question to answer)

INTRODuCTION 3

These coachees carry the main cognitive load of action planning and problem-solving without the ‘CBC bureaucracy’ intruding into their goal-striving. The coach, most of the time, asks ques-tions to clarify their goal-oriented thoughts and actions (as I [MN] write this, I’m thinking of a coachee I do telephone coaching with and we work in this way).

Second, as personal and professional development is the heart of coaching, it seems to me (MN) unnecessary to divide CBC coaching into development-focused and problem-focused (emotional and prac-tical; David and Bernard, 2018; Dryden, 2018). An example of the former would be learning and internalising a philosophy of self-accep-tance to minimise the person’s negative reactions to future adverse events; examples of the latter would be tackling anxiety while chair-ing meetings (emotional; Dryden, 2011), and learning interpersonal skills now the technician, who has been working mainly on his own, has been promoted to manage others (practical). Proponents of this bifurcation of CBC may create the impression that development-focused coaching is a glide path to a successful outcome with little, if any, psychological struggle experienced along the route.

One definition of development is ‘the process in which some-one or something grows or changes and becomes more advanced’ (Cambridge Online Dictionary). Overcoming anxiety and learn-ing new interpersonal skills are examples of growth to a more advanced level of functioning in specific areas; in other words, development has occurred. Development as defined by the coachee, not the coach. Whatever the coachee’s goal is, there’ll be some degree of problem-solving involved in achieving it – it’s an inseparable, not separable, part of a person’s development.

Coaching and CBT have the same aim: problem resolution and goal achievement – at work, improving one’s performance in order to secure a promotion and, in therapy, overcoming panic and agoraphobia in order to break free from a restricted life and enjoy a more fulfilling one. Other similarities between CBC and CBT include staying mainly in the here and now to understand the person’s current concerns and the cognitive-behavioural factors maintaining them (past information may be collected in order to clarify these concerns); developing action plans to realise client goals; setting an agenda in each session to maximise the time available; encouraging belief and behaviour change; carrying out between session tasks as part of improving and/or maintaining clients’ goal-focused self-regulatory skills; seeing the relationship as a partnership in problem-solving and resilience-building and helping to foster in clients an experimental approach to change. The ultimate aim of CBC and CBT is to help people to become

4 MICHAEL NEENAN AND STEPHEN PALMER

their own coach or therapist. These characteristics of CBT/CBC are closely associated with the general model of coaching and this close fit between the specialisation of CBC and the general model leads Grant to state in the foreword of this book that ‘the cognitive behavioural approach is fundamental to coaching’.

A key difference between CBC and CBT is that people seeking coaching usually focus on achieving personal and/or professional fulfilment, not on psychological difficulties that significantly impair their well-being or functioning. However, some research studies ‘have found that between 25 and 50 per cent of those seeking coach-ing have clinically significant levels of anxiety, stress, or depression’ (Grant, 2009: 97). With their understanding and treatment of psy-chological disorders, CB therapists who have moved into coaching, after a period of transitional training (Auerbach, 2001; Sperry, 2004), would be more likely than coaches without a background in mental health to recognise when it would be appropriate to refer a coachee for therapy. Some therapists who also coach advertise them-selves as therapist-coaches or coach-therapists and offer coachees their counselling services (recontracting) when coaching issues require a clinical focus (Bachkirova and Baker, 2019). In this way, a continuity of support is offered rather than the referral disrupting the relationship and halting the work done so far. However, if the therapy proves ineffective and the coach then refers the client to another therapist there is the danger that the coachee won’t return to continue the coaching having lost faith in the coach’s abilities.

We believe that some distinctions between therapy and coach-ing are overstated: therapy often gets dismissed as just repairing weakness and dysfunction while coaching is focused on unlocking potential, improving performance, enhancing well-being and deliv-ering results. A client who comes to therapy for help with their social anxiety or obsessive compulsive disorder is seeking results (overcoming the problem) which will lead to enhanced well-being, improved performance at work or home, and unlock some of the potential previously inhibited by the problem. Indeed, from a CBT perspective, when clients are gaining in confidence as a self-therapist (i.e. independent problem-solver), the therapist then conceptualises their role as more of a coach supporting clients’ self-directing learning. Therefore, promoting coaching doesn’t have to be carried out at the expense of diminishing what therapy has to offer.

Many of the difficulties people bring to therapy are, in fact, the same as in coaching such as: low self-esteem, perfection-ism, performance anxiety, coping with uncertainty, feeling like a fraud, interpersonal difficulties, fear of failure, fear of being seen as weak or not in control, being bullied, procrastination,

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anger. Colleagues who have moved into coaching from therapy frequently comment: ‘It’s mostly the same old stuff but a different language is used to deal with it [e.g. developmental opportunities instead of weaknesses or problems]’. With regard to language, we prefer to use a common one for both sets of clients, therapy and coaching, such as ‘helpful/unhelpful thoughts’, ‘productive/unpro-ductive behaviours’ and ‘emotional difficulties’ and therefore no longer use terms like ‘irrational thinking’, ‘emotional disturbance’ or ‘dysfunctional behaviour’ with our therapy clients. As the phi-losopher Julian (Baggini, 2016: 239) remarks: ‘To dismiss others as irrational [or their beliefs] is to attempt a kind of excommu-nication from the community of reason when what we should do is keep as many as possible within it’. Looking back, we probably have unintentionally disrespected some of our clients by calling their thinking irrational which they may have interpreted as meaning they had a mental illness or were just stupid.

CBT’s emphasis (or more accurately, Beck’s cognitive therapy) on empirical research means ‘at the time of writing, CBT is a psy-chological therapy with a most solid and wide evidence base for efficacy [shows that it works in controlled research trials] and effectiveness [it works well in everyday clinical practice]’ (Bennett-Levy et al., 2004; Kennerley et al., 2017: 20; Salkovskis, 1996). Does the success of CBT in treating clinical problems translate into similar success in coaching with individuals focused on personal and professional development? This is an important question. Two decades ago it was a leap of faith for practitioners who had adapted the cognitive behavioural approach to the field of coaching as little research had been undertaken. However, since 2001, researchers have been building-up an evidence base for cognitive behavioural and solution-focused cognitive behavioural coaching.

Palmer and Szymanska (2019) provide an overview to the key published research on the effectiveness of cognitive behavioural coaching and found that the approach reduces:

• anxiety• stress• depression• perfectionism• and self-handicapping

The approach has been found to enhance:

• goal striving• well-being

6 MICHAEL NEENAN AND STEPHEN PALMER

• hope• resilience• cognitive hardiness• sales performance• core self-evaluation• ‘significant’ personal and professional value• global self-rating of performance• emotional management

The research highlights how the cognitive behavioural approach has developed over the past two decades into evidence-based coaching. During 2020, we used cognitive behavioural coaching to help our coachees cope with COVID-19 lockdowns and adapt-ing to working from home, often with increased work pressures. We have used platforms such as Zoom and Skype to continue our coaching conversations. When we wrote our first article on CBC (Neenan and Palmer, 2001), it’s unlikely we could have predicted how the approach would be adapted years later for use over video conferencing platforms to tackle a wide range of presenting issues.

So, what has CBC got to offer? In this second edition, the existing chapters have been revised and updated and three new ones have been added: on supervision, single-session coach-ing and health and well-being. In Chapter 1, Neenan examines an rational emotive behavioural coaching (REBC) approach to tackling procrastination: pinpointing the emotional problems stopping productive action, understanding the personality styles of procrastinators, some cautions to remember in addressing procrastination and how the coach needs to move between the psychological and practical aspects of problem-solving if success is to be achieved. Although the reader can dip into any chapter of this book that interests them, for readers who are relatively new to CBC this chapter would be a good starting point because it cov-ers the basic approach. Anstiss and Passmore in Chapter 2 look at how, among other things, motivational interviewing (MI) can ‘roll with resistance’ to change in order to help the person become more motivated to improve her performance. (Miller and Rollnick, 2009) describe MI as ‘a collaborative, person-centered form of guiding to elicit and strengthen motivation for change’ (p. 137). This method or tool may be necessary at the beginning stage of CBC if a coachee is reluctant to move forward even though at one level they want to. In Chapter 3, Henderson and Palmer con-sider ways to enhance the coaching relationship by discussing the published research on the subject and what can be learnt from sports coaching and psychology; Neenan in Chapter 4 focuses on

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Socratic questioning and asks if its essential purpose is to point coachees in predetermined directions or foster new and surprising possibilities, stresses the importance of asking good (concise and focused) questions as questioning is the major part of a coach’s verbal activity, dealing with ‘I don’t know’ responses, silence in the session, not listening to coachees’ replies and relying too much on intuition to guide coaching. In Chapter 5, Palmer and Williams focus on the major drawback of raising low self-esteem: it still makes a person’s worth conditional upon achieving a desirable outcome and proposes, as an alternative, teaching unconditional self-acceptance whereby the performance is decoupled from the self. In Chapter 6, Gyllensten and Palmer discuss using coaching to tackle stress and enhance performance, particularly highlight-ing stress theory and practice; O’Riordan and Palmer in Chapter 7 describe cognitive behavioural coaching approaches and inter-ventions used in health and wellbeing coaching and include an overview of integrated coaching approaches.

In Chapter 8, Whybrow and O’Riordan, based on their research, explore to what extent companies are using coaching to improve performance and engagement among employees. In Chapter 9, Neenan and Dryden discuss problems with the standard ‘bouncing back’ definition of resilience, provide their own definition, list some of the attributes associated with being resilient as well as ideas that undermine resilience building; the dark side of resilience is explored, i.e. moral distinctions between the resilient and non-resilient and how resilience training can be used for exploitative purposes. In Chapter 10, Dryden focuses on single-session cognitive-behavioural coaching (SSCBC) which is underpinned by insights from the literature on single-session and one-at-a-time therapy and coaching as well as by insights from cognitive-behavioural coach-ing. In the final chapter, Neenan stresses the importance of regular supervision including presenting audio recordings of sessions which some coaches are reluctant to do, discusses the structure of a supervision session and using an experiential learning model to develop the coach’s skills and presents guidelines in the search for a good supervisor including one who is wise.

Where appropriate, each chapter contains an annotated coach-coachee dialogue to make explicit the reasons for the coach’s interventions – to get inside the coach’s mind, so to speak. At the end of each chapter, we have included discussion issues to aid personal reflection and debate with colleagues and students. Recommended reading has also been included. We hope that this book will stimulate your interest in CBC by providing a showcase for the range of issues this coaching approach deals with.

8 MICHAEL NEENAN AND STEPHEN PALMER

References

Auerbach, J. E. (2001) Personal and Executive Coaching: The Complete Guide for Mental Health Professionals. Ventura, CA: Executive Col-lege Press.

Auerbach, J. E. (2006) Cognitive coaching. In D. R. Stober and A. M. Grant (eds.) Evidence Based Coaching Handbook: Putting Best Practices to Work for Your Clients. Hoboken, NJ: Wiley.

Bachkirova, T. and Baker, S. (2019) Revisiting the issue of boundaries between coaching and counselling, In S. Palmer and A. Whybrow (eds.) Handbook of Coaching Psychology: A Guide for Practitioners, 2nd edn. Abingdon: Routledge.

Baggini, J. (2016) The Edge of Reason: A Rational Skeptic in an Irrational World. New Haven, CT: Yale University Press.

Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A. Mueller, M. and Westbrook, D. (eds.) (2004) Oxford Guide to Behavioural, Experiments in Cognitive Therapy. Oxford: Oxford University Press.

Bernard, M.E. & David, O.A. (eds.) (2018) Coaching for Rational Living: Theory, Techniques and Applications. New York: Springer.

David, O. A. and Bernard, M. E. (2018) Coaching for rational living: Ratio-nal-emotive, cognitive-behavioral perspectives, in M. E. Bernard and O. A. David (eds.) Coaching for Rational Living: Theory, Techniques and Applications. New York: Springer.

Dryden, W. (2011) Dealing with Clients’ Emotional Problems in Life Coaching. London: Routledge.

Dryden, W. (2018) A step-based framework for practice, in M. E. Bernard and O. A. David (eds.) Coaching for Rational Living: Theory, Tech-niques and Applications. New York: Springer.

Grant, A. M. (2009) Coach or couch? Harvard Business Review, 87 (1): 97.Kennerley, H., Kirk, J. & Westbrook, D. (2017) An Introduction to Cog-

nitive Behaviour Therapy: Skills and Applications, 3rd edn. London: Sage.

Discussion issues

• Is cognitive behavioural coaching CBC) very similar to cognitive behaviour therapy (CBT)?

• Are the differences between coaching and therapy overstated?

• Does CBC offer anything that’s really different from other forms of coaching?

• Do you agree with the concept of the coach-therapist who can deal with clinical issues, if they arise, thereby providing a continuity of support instead of referring the coachee elsewhere?

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Miller, W. R. and Rollnick, S. (2009) Ten things that motivational inter-viewing is not. Behavioural and Cognitive Psychotherapy, 37, 2, 129–140.

Neenan, M. and Dryden, W. (2020) Cognitive Behavioural Coaching: A Guide to Problem-Solving and Personal Development, 3rd edn. Hove: Routledge.

Neenan, M. and Palmer, S. (2001) Cognitive behavioural coaching. Stress News, 13, 3, 15–18.

Palmer, S. and Szymanska, K. (2019) Cognitive behavioural coaching: An integrative approach. In S. Palmer and A. Whybrow (eds.), Handbook of Coaching Psychology: A Guide for Practitioners, 2nd edn. Abingdon, Oxon: Routledge.

Peltier, B. (2010) The Psychology of Executive Coaching: Theory and Appli-cation, 2nd edn. Routledge: New York.

Salkovskis, P. M. (ed.) (1996) Frontiers of Cognitive Therapy. New York: Guilford Press.

Sperry, L. (2004) Executive Coaching: The Essential Guide for Mental Health Professionals. Hove: Brunner-Routledge.

Recommended reading

Neenan, M. and Dryden, W. (2020) Cognitive Behavioural Coaching: A Guide to Problem-Solving and Personal Development, 3rd edn. Hove: Routledge.

Neenan, M. (2018) Cognitive Behavioural Coaching: Distinctive Features. Abingdon, Oxon: Routledge.

Palmer, S. and Whybrow, A. (eds) (2019) Handbook of Coaching Psychol-ogy: A Guide for Practitioners, 2nd edn. Abingdon, Oxon: Routledge.

Peltier, B. (2010) The Psychology of Executive Coaching: Theory and Appli-cation, 2nd edn. New York: Routledge.

Introduction Auerbach, J. E. (2001) Personal and Executive Coaching: The Complete Guide forMental Health Professionals. Ventura, CA: Executive College Press. Auerbach, J. E. (2006) Cognitive coaching. In D. R. Stober and A. M. Grant (eds.)Evidence Based Coaching Handbook: Putting Best Practices to Work for YourClients. Hoboken, NJ: Wiley. Bachkirova, T. and Baker, S. (2019) Revisiting the issue of boundaries betweencoaching and counselling, In S. Palmer and A. Whybrow (eds.) Handbook ofCoaching Psychology: A Guide for Practitioners, 2nd edn. Abingdon: Routledge. Baggini, J. (2016) The Edge of Reason: A Rational Skeptic in an Irrational World.New Haven, CT: Yale University Press. Bennett-Levy, J. , Butler, G. , Fennell, M. , Hackman, A. Mueller, M. andWestbrook, D. (eds.) (2004) Oxford Guide to Behavioural, Experiments inCognitive Therapy. Oxford: Oxford University Press. Bernard, M.E. & David, O.A. (eds.) (2018) Coaching for Rational Living: Theory,Techniques and Applications. New York: Springer. David, O. A. and Bernard, M. E. (2018) Coaching for rational living: Rational-emotive, cognitive-behavioral perspectives, in M. E. Bernard and O. A. David (eds.)Coaching for Rational Living: Theory, Techniques and Applications. New York:Springer. Dryden, W. (2011) Dealing with Clients’ Emotional Problems in Life Coaching.London: Routledge. Dryden, W. (2018) A step-based framework for practice, in M. E. Bernard and O. A.David (eds.) Coaching for Rational Living: Theory, Techniques and Applications.New York: Springer. Grant, A. M. (2009) Coach or couch? Harvard Business Review, 87 (1): 97. Kennerley, H. , Kirk, J. & Westbrook, D. (2017) An Introduction to CognitiveBehaviour Therapy: Skills and Applications, 3rd edn. London: Sage. Miller, W. R. and Rollnick, S. (2009) Ten things that motivational interviewing isnot. Behavioural and Cognitive Psychotherapy, 37, 2, 129–140. Neenan, M. and Dryden, W. (2020) Cognitive Behavioural Coaching: A Guide toProblem-Solving and Personal Development, 3rd edn. Hove: Routledge. Neenan, M. and Palmer, S. (2001) Cognitive behavioural coaching. Stress News,13, 3, 15–18. Palmer, S. and Szymanska, K. (2019) Cognitive behavioural coaching: Anintegrative approach. In S. Palmer and A. Whybrow (eds.), Handbook of CoachingPsychology: A Guide for Practitioners, 2nd edn. Abingdon, Oxon: Routledge. Peltier, B. (2010) The Psychology of Executive Coaching: Theory and Application,2nd edn. Routledge: New York. Salkovskis, P. M. (ed.) (1996) Frontiers of Cognitive Therapy. New York: GuilfordPress. Sperry, L. (2004) Executive Coaching: The Essential Guide for Mental HealthProfessionals. Hove: Brunner-Routledge. Neenan, M. and Dryden, W. (2020) Cognitive Behavioural Coaching: A Guide toProblem-Solving and Personal Development, 3rd edn. Hove: Routledge. Neenan, M. (2018) Cognitive Behavioural Coaching: Distinctive Features.Abingdon, Oxon: Routledge. Palmer, S. and Whybrow, A. (eds) (2019) Handbook of Coaching Psychology: AGuide for Practitioners, 2nd edn. Abingdon, Oxon: Routledge. Peltier, B. (2010) The Psychology of Executive Coaching: Theory and Application,2nd edn. New York: Routledge.

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