Congress Theme: Advances in coaching psychology theory, research and practice from around the world
A brief overview to the keynotes and invited papers.
Keynote: The science of performance: How psychological flexibility supports sustainable performance improvements in coaching psychology with Dr Rachael Skews (UK)
In this session, Dr Rachael Skews will link the scientific evidence around human performance, wellbeing, occupational psychology, and workplace performance into a narrative to inform coaching psychology practice across a number of coaching domains. She will explore the impact of increasing psychological flexibility within human and work performance contexts as an illustration of how coaching psychology can support sustainable improvements in performance.
Keynote: Recognising clinically significant mental health issues in practice, the boundary between Coaching Psychology and Psychotherapy with Danny Mc Enery (Ireland)
Objective: The objective of this empirical project was to elucidate the high-level indicators and cognitive processes used by healthcare professionals, including GPs, clinical psychologists, psychotherapists, and coaches, to discern the severity of mental health issues (MHIs) in practice. This study aimed to provide practical guidance for novice and trainee coaches who lack the experiential learning to make such discernments.
Methods: A Husserlian Descriptive (Psychological) Phenomenological approach was employed, capturing the intuitive insights of seventeen healthcare professionals through semi-structured interviews. A total of 757 minutes of recorded, transcribed, and anonymised interviews were analysed using thematic analysis to identify and categorise the high-level indicators and processes related to identifying the severity of MHIs in practice.
Results: The analysis revealed ten overarching themes, encompassing thirty-four sub-themes. These themes included indicators such as daily dysfunction, context of the MHI, client’s awareness of the context, MHI’s progression/regression, and client MHI history.
Implications: The study operationalised these themes into a practical MHI classification framework with visual aids for novice and trainee coaches. It advocates for a tiered practitioner engagement model based on training, emphasising the role of academically qualified coaching psychologists. Future research directions include deeper qualitative analysis and cultural evaluations to safeguard vulnerable clients with severe MHIs, enhancing the empirical foundations and professional standards of coaching psychology.
Keynote: Efficacy of Self-Practice/Self-Reflective Training Module for Coaching Competencies with Dr Sadia Khan & Prof Saima Ghazal (Pakistan)
Professional practice can be an enriched source of personal and professional growth by utilizing systematic evidence-based practices. The aim of present study was to develop a training module based on principles of adult learning through reflection on practice, via a Self-Practice/ Self-Reflective (SP/SR) training module for the trainee coaches to enhance their professional competencies. A Quasi experimental pre/post research design was used to train N=20 trainee coaches (n=10 for training/experimental group, n= 10 as a wait control group) for a duration of 3 weeks. Five competencies, interpersonal communication skills, self-awareness, empathy and working alliance were targeted. These competencies were statistically measured in pre-post testing through Interpersonal Communication Skills Inventory, Situational Self-Awareness Scale, The Self-Awareness Outcomes Questionnaire, Toronto Empathy Questionnaire, Working Alliance Inventory-Short Revised WAI-SR and The Self-reflection and Insight scale. The study data was analyzed using SPSS version 23. The results show that SP/SR training was indeed effective in increasing coaching competencies as compared to wait control group. Individual analysis of each participant in experimental group in a pre/post comparison showed that competencies related to interpersonal communication skills, self-awareness and working alliance showed more improvement as compared to empathy. This study provides evidence for use of training modules based on psychological perspective in coaching field which indicates that the field of coaching can benefit from field of psychology both in terms of practical and academic point of view.
Invited paper: Time awareness coaching to support hybrid workers’ wellbeing: A pilot randomised controlled trial with Anna Navin Young
Background: High rates of poor employee mental health and wellbeing spur demands for effective workplace wellbeing initiatives. Time stress is a leading challenge in today’s fast-paced work culture and can threaten wellbeing. As coaching is a fast-growing practice in personal and professional develop, specific time-focused coaching approaches are essential to the promotion of positive mental health and wellbeing in the workplace.
Objective: A pilot randomised controlled trial aimed to investigate the feasibility, acceptability, and effectiveness of a time awareness coaching (TAC) intervention to support hybrid workers’ work-time practices and wellbeing.
Methods: Coaching practitioners were recruited and trained to facilitate the TAC intervention. Hybrid working participants were randomised to one of three intervention groups: (1) TAC, (2) reflective time journaling (active control), and (3) waitlist (passive control). Pre-post surveys gathered mixed methods data on participants’ work habits, wellbeing, perceptions of time, and experiences of the intervention.
Results: Mixed methods results will be discussed alongside coaches’ feedback on the acceptability of the TAC intervention. The feasibility and implementation of the trial and interventions will be explored, challenges will be addressed, and recommendations for future research and practice will be presented.
Keynote: Unfolding executive coaches’ identity work through the social constructivist lens: Coach–coachee–organisation with Dr Yi-Ling Lai (UK)
This study investigates coaches’ professional identity development through a socially contextualised lens. Coaches, as the freelancer, encounter complex working relationships with clients due to multiple contracting entities; yet coaches’ identity development has been neglected in the extant training and development courses. This qualitative study identifies three layers of sub‐identity for coaches to handle a multi‐level working relationship with clients.