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Creating Coaching Cultures for Success

Dr Suzy Green

www.thepositivityinstitute.com.au info@thepositivityinstitute.com.au

The Journal of Positive Psychology, July 2006; 1(3): 142–149

Cognitive-behavioral, solution-focused life coaching: Enhancing goalstriving, well-being, and hope

L. S. GREEN1, L. G. OADES1, & A. M. GRANT2

1University of Wollongong, NSW, Australia and 2University of Sydney, NSW, Australia

AbstractResearch is in its infancy in the newly emerging field of coaching psychology. This study examined the effects of a 10-weekcognitive-behavioral, solution-focused life coaching group programme. Participants were randomly allocated to a lifecoaching group programme (n¼ 28) or a waitlist control group (n¼ 28). Participation in the life coaching group programmewas associated with significant increases in goal striving, well-being and hope, with gains maintained up to 30 weeks later onsome variables. Hope theory may explain such positive outcomes. Life coaching programmes that utilize evidence-basedtechniques may provide a framework for further research on psychological processes that occur in non-clinical populationswho wish to make purposeful change and enhance their positive psychological functioning.

Keywords: Evidence-based life coaching; goal-striving; subjective well-being; psychological well-being; hope theory

Introduction

Coaching psychology is a newly emerging andapplied sub-discipline of psychology that drawsupon and develops established psychologicalapproaches. It is defined as ‘‘the systematic applica-tion of behavioral science to the enhancement of lifeexperience, work performance and well-being forindividuals, groups and organizations who do nothave clinically significant mental health issues orabnormal levels of distress (Australian PsychologicalSociety, 2003).Life coaching is a systematized, structured

approach to helping people make changes in theirlives, and has become a popular means of helpingnon-clinical populations set and reach goals andenhance their well-being. Unfortunately, currentlyit is extravagant claims rather than substance thathighlight this emerging field, and many life coachesdo not ground their practice in behavioral science.Such coaches tend to rely on popularized and oftenunvalidated motivational approaches (Elliott, 2003).However, life coaching may have the potential

to be a useful change methodology. Indeed, recentlythere has been growing interest within the professionof psychology in regard to the practice of lifecoaching (Williams & Davis, 2002), and both theAustralian Psychological Society and the BritishPsychological Society have recognized this interest

by establishing formal specialized special interestgroups in coaching psychology.

Until recently there were no empirical investiga-tions of life coaching. A study by Grant (2003) thatutilized a cognitive behavioral, solution-focusedmodel of coaching provided preliminary evidencethat evidence-based life coaching can enhancemental health, quality of life, and goal attainment.The current study is the first controlled studyexamining the effectiveness of a cognitive-behavioral,solution-focused, life coaching group program andfocuses on its impact on goal striving, well-being, andhope. Thus the present study’s overall aim is tobroaden a limited empirical base on the psychologyof life coaching.

The impact of goals on well-being

Goal-setting and goal-striving is central to lifecoaching and is the foundation of successfulself-regulation. Individuals select personal goalsfrom a variety of life domains and work towardstheir attainment. Research on goal constructs hasa longstanding history in psychological literature,particularly in regard to goal-commitment, goal-difficulty, and goal-expectancy (see Austin &Vancouver, 1996, for an extensive review). Theinclusion of such research findings in a coaching

Correspondence: Suzy Green, Lecturer, Coaching Psychology Unit, School of Psychology, University of Sydney, Sydney,NSW 2001, Australia. Tel: 61292236660. Fax: 61292316919. E-mail: suzygreen@optusnet.com.au

ISSN 1743-9760 print/ISSN 1743-9779 online/06/030142–8 ! 2006 Taylor & Francis

DOI: 10.1080/17439760600619849

3 Green&Palmer(2014)

ModelofFlourishing:RAW

Anappliedposi*vepsychologythatdrawsonanddevelopsestablishedpsychologicalapproaches…canbeunderstoodasbeingthesystema'capplica'onofbehaviouralsciencetotheenhancementoflifeexperience,workperformanceandwellbeing.

(APSIGCPMissionStatement)

CoachingPsychology:AdefiniJon

CoachingPsychologyandPosiJvePsychology:

ComplementaryApproaches

•  OpJmalfuncJoning•  Enhancedperformance•  Enhancedwell-being•  Focusonstrengths

2

BestFriends

PosiJvePsychology

Theories/intervenJonstoguideeffortswhichaSempttocreatethebestcondiJonsforgrowth&opJmalfuncJoninge.g.PERMAH,SDTTHEWHY…

CoachingPsychology

Methodologies/toolsforrelaJngtoothersinwaysthatpromoteopJmalfuncJoning&well-beingTHEHOW…

WhatisCoaching?

WhatisCoaching?

…canbeunderstoodasacollabora've,solu'on-focusedandsystema'cprocesswhichisaimedatenhancingperformance,self-directedlearningandwell-being…

ProfessorAnthonyGrantCoachingPsychologyUnit

UniversityofSydney

“Unlockingaperson’spoten'altomaximisetheirownperformance”

SirJohnWhitmore(2002)

WhatisCoaching?

WayofBeing WhatisCoaching?

CoachingisaposiIvepsychologyintervenIon

3

AnAmplifier?PosiJvePsychologyCoaching

-aworkingdefiniIon

…isevidence-basedcoachingprac'ceinformedbythetheoriesandresearchofposi've

psychologyfortheenhancementofresilience,achievementandwell-being…

(Green&Palmer,2014)

PosiJvePsychologyCoaching

Forthcoming from Routledge

Positive Psychology Coaching in Practice Edited by Suzy Green and Stephen Palmer

Series: Coaching Psychology

Positive Psychology Coaching in Practice is the first book of its kind to provide extensive information for both the academic and practitioner on the integration of positive psychology science into evidence coaching practice. This 12 chapter edited book has both a theoretical and practical approach focused on the application and integration of a wide range of positive psychological topics in evidence-based coaching practice. Each chapter is written by leading Positive Psychology Coaches with extensive experience with a strong practical emphasis. Topics will include an overview of key well-being theories and their practical use in coaching, strengths-based assessment, mental toughness and resilience, positive health and wellness, neuroscience and mindfulness applications in coaching. This book is a must-have for the evidence-based coach who is keen to assist their clients to not only achieve their goals but to help them create a flourishing life.

www.routledge.com/psychology

For more details, or to request a copy for review, please contact: psychology@routledge.com

October 2017: 232 pp Hb: 978-1-138-86098-8: AUD 265.00 Pb: 978-1-138-86099-5: AUD 71.99 eBook: 978-1-315-71616-9

*Offer cannot be used in conjunction with any other offer or discount and only applies to books purchased directly via our website.

The Coaching Psychology Series Coaching psychology is a distinct branch of academic and applied psychology that focuses on enhancement of performance, development and wellbeing in the broader population. Written by leading experts, the Coaching Psychology series will highlight innovations in the field, linking theory, research and practice. These books will interest professionals from psychology, coaching, mentoring, business, health, human resources and management as well as those interested in the psychology underpinning their coaching and mentoring practice.

FormsofCoaching•  FormalvsInformalCoaching(Coaching

ConversaJons)•  Remedial,ReacJve&ProacJveCoaching•  Coachingforskills,performance,development,

well-being(resilience)!

Act

Define the Issue

Set a Goal

Develop Action Plan

Monitor

Evaluate

Change if not working Do more of what works

Celebrate Success

TheCycleofSelf-RegulaJon

HighMentalHealth

LowMentalHealth

LowEngagement/GoalStriving HighEngagement/GoalStriving

PLODDING FLOURISHING

SUFFERING

DISTRESSED

Grant(2012)Keyes(2007)

LANGUISHING

FUNCTIONING

PerformanceWell-BeingMatrix

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WhyEvidence-BasedCoachinginPosiJveEducaJon?

•  BothPosiJvePsychology&CoachingPsychologyareaimedatincreasingperformance&well-being

•  BothapproachescanbeuJlisedinschoolseYngs•  Coachingcanenhancetransferoftraining•  CoachingcancreateposiJverelaJonships•  Coachingcanenhanceacademicgoalstriving•  CoachingforenhancedPERMAH

MLCSchool,Burwood

CoachingResearch…

Evidence-BasedCoachingResearch3RCTsinSchools•  IncreasedGoalStriving

•  IncreasedWell-being

•  IncreasedHope&Hardiness

“...two people looking at your life”

“... only half an hour each

week”

NorthSydneyGirls&BoysHighSchools

ComparingEBCoachingwithaPPI(Green,Norrish,Vella-Brodrick,Grant,2013)

•  EBCoachingledtoincreasedAcademicGoalStriving

•  PPIledtoincreasedpsychologicalwell-being

Dulagil, A., Green, S., Ahern, M. (2016). Evidence-based coaching to enhance senior students’ wellbeing and academic striving. International Journal of Wellbeing, 6(3), 131-149. doi:10.5502/ijw.v6i3.6

Aylin Dulagil The Positivity Institute adulagil@bigpond.net.au

Copyright belongs to the author(s) www.internationaljournalofwellbeing.org

131

ARTICLE

Evidence-based coaching to enhance senior students’

wellbeing and academic striving

Aylin Dulagil · Suzy Green · Madonna Ahern

Abstract: This study examined the impact of an evidence-based within subjects coaching intervention within an Australian high school. Participants were a cohort of 25 female high school students aged between 15 and 16 years (mean age = 15.9). The coaching program was part of a broader positive education program conducted by the school. Participants took part in a ten-session evidence-based coaching program (teacher facilitated) that included topics such as goal setting, mindfulness, coaching, and helpful self-talk. Pre and post measures were obtained for wellbeing, cognitive hardiness, trait hope, depression, anxiety, stress, and goal striving and goal achievement. Participants showed a significant increase in wellbeing, total trait hope, cognitive hardiness, and a significant decrease in depression, anxiety and stress. Participants also showed a significant increase in perceptions of successful striving towards personal goals. Scores on personal goal commitment, academic goal striving and academic goal commitment demonstrated a trend towards increased success in the post-intervention scores but did not achieve significance. This study uniquely considers evidence-based coaching as part of a broader positive education approach in an education setting. Limitations of the study and directions for future research are discussed. Keywords: coaching, high school, positive education, positive psychology, wellbeing

1. Introduction Schools have played a critical role in promoting wellbeing for some time. Approaches have moved from a focus on self-esteem in the 1970s, to social skills programs in the 1990s and resilience and anti-bullying programs in the 2000s (McGrath, 2009). More recently, schools have been recognized as important locations for the use of positive psychology, with the specific aim of increasing student wellbeing and building useful skills for promoting positive human development throughout the life span (Huitt, 2011; Gill, 2009; Clonan, Chafouleas, McDougal, & Riley-Tillman, 2004; Green, 2014).

The wellbeing of adolescents is increasingly a salient concern for educators and can be defined as the combination of feeling good and functioning well (Huppert & Johnson, 2010). Finding agreement about what constitutes adolescent (or student) wellbeing is difficult (Roffey, 2012). Roffey (2012), however, asserts that student wellbeing is “a sustainable emotional state characterized by (predominantly) positive mood, attitude and relationships at school, resilience, self-optimization and a high level of satisfaction with learning experiences” (p. 19). The recent NSW Department of Education and Communities, “Wellbeing Framework for Schools” (2015) document defines wellbeing as relating both to feeling good and functioning well (reflecting the distinction between hedonic and eudemonic wellbeing that has long occupied philosophers and

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CoachinginEducaJon

OpportuniIes…•  Coachingasawell-beingintervenJoninitsownright(aPPI)

•  Coachingasan“amplifier”forotherPPIs•  Coachingas“peakperformance”intervenJonforSeniorHighSchool

•  Coachingasaleadership“style”•  CoachingtosupportthecreaJonofaposiJveschoolculture/climate

CreaJngacoachingculture

WhatisaCoachingCulture?

CluSerbuck&Megginson(2005)propose:“…acoachingcultureisoneinwhichcoachingisthepredominantstyleofmanagingandworkingtogether...whereacommitmenttogrowthoftheorganisa'onisembeddedinaparallelcommitmenttogrowthofthepeopleintheorganisa'on.”

WhatisaCoachingCulture?

VanNieuwerburgh&Passmore(2013)propose:“Acoachingcultureforlearningisonewherecoaching,theuseofreflec'veandprovoca'veques'ons,isusedconsistentlybyallpartnersacrosstheschoolcommunity,tohelpdeveloplearning,understandingandpersonalresponsibilityinothersfromstaff,toparentsandfromstudentstowiderstakeholders”

WhatisaCoachingCulture?

Gormley&VanNieuwerburgh(2014)propose:“…coachingculturesexistwhenagroupofpeopleembracecoachingasawayofmakingholis'cimprovementstoindividualsandtheorganisa'onthroughformalandinformalcoachinginterac'ons.Thiscanmeanalargepropor*onofindividualsadop*ngcoachingbehaviourstorelateto,supportandinfluenceoneanotherandtheirstakeholders”(pg92).

ProposedBenefits•  EnhancedEI/self-awareness•  BeSercommunicaJon/relaJonships•  Enhancedinterpersonalskills•  Increasedconfidence•  BeSerabilitytomanage/lead•  BeSerwork/lifebalance•  IncreasedloyaltytoorganisaJon•  Enhancedabilitytoresolveconflicts•  Renewedpassionfordevelopmentofothers

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StagesofDevelopment•  Nascent:Almostnocommitmenttotheconceptofa

coachingculture•  TacIcal:SomerecogniJonthatacoachingculturemay

bedesirablebutonlyavagueunderstandingoftheconcept

•  Strategic:InvestmenthasbeenmadetowardsdevelopingacoachingcultureandleadersstarttomodelbestpracJce

•  Embedded:PeopleacrosstheorganisaJonareinvolvedincoachingandtheseiniJaJvesalignwithorganisaJonalobjecJves

7stepstowardsacoachingculture(Hawkins,2012)

1.  Procuringexternalcoaches2.  Developinginternalcoachingcapacity(includinginternal

coaches)3.  LeaderssupporJngcoachinginiJaJves4.  Developingteamcoaching5.  Embeddingcoachinginperformancemanagement6.  Coachingbecomespredominantstyleofmanaging/leading7.  Coachingusedwithstakeholders

CoachinginEducaJon

Leader as Coach (incl. skills training)

External Professional Coaching (Leaders + Staff + Students)

Teacher as Coach (for students)

Peer Coaching for Staff

Student Coaching (peer)

Coaching Conversations for all

Leach&Green(Chapter12)invanNiewerburgh(Ed)CoachinginProfessionalContexts,2016

IntegraJngCoaching&PosiJvePsychologyinEducaJon

Thankyou…

info@theposiIvityinsItute.com.auFacebook:ThePosiIvityInsItute

Twicer:DrSuzyGreen