Coaching Psychology Meta theoretical perspectives and applications in multicultural contexts 1st Edition by Llewellyn Van Zyl, Marius Stander, Aletta Odendaal 3319310121 9783319310121

Coaching Psychology Meta theoretical perspectives and applications in multicultural contexts 1st Edition by Llewellyn E. Van Zyl, Marius W. Stander, Aletta Odendaal – Ebook PDF Instant Download/DeliveryISBN:  3319310121, 9783319310121 

Full download Coaching Psychology Meta theoretical perspectives and applications in multicultural contexts 1st Edition after payment.

Product details:

ISBN-10 :  3319310121 

ISBN-13 :  9783319310121

Author:  Llewellyn E. Van Zyl, Marius W. Stander, Aletta Odendaal 

This book offers detailed strategies, methodologies, approaches, practice guidelines, and policy implications effective for professional coaching on the individual, group and organizational level. It details empirical research-based and theoretical perspectives on coaching psychology as well as elaborates upon the fundamentals within multi-cultural contexts.   First delivering a general introduction to coaching psychology before going on to examine specific psychological approaches towards coaching. The book also provides a conceptual framework for the use of psychometrics in multi-cultural coaching psychology. Next, the book presents meta-theoretical perspectives and applications for multi-cultural contexts, such as how to enhance leadership with group coaching from a system psychodynamic approach, how coaching can be used to support behavioral engagement and wellbeing, and how to utilize symbolic expressions, art, myths, dreams, and fantasies in coaching.   This book provides practical tools towards critical self-reflective practice. Delivering the current state of the art research by presenting psychological coaching strategies theory and practice in one viewpoint. It also  informs on the activity of various research approaches, thus interesting the broader student and academic reader. It will help all readers evaluate their current coaching competencies and, in the end, become better coaches. The book will also serve as an ideal resource for psychologists who want to migrate into coaching psychology.

 

Coaching Psychology Meta theoretical perspectives and applications in multicultural contexts 1st Table of contents:

Part I: Fundamentals of Coaching Psychology in Multi-cultural Contexts
Contextualising Coaching Psychology Within Multi-cultural Contexts
1 Introduction
2 The Meta-context Impacting the Development of Coaching Psychology
2.1 Global Trends and Developments
2.2 Contextualising Coaching and Coaching Psychology in South Africa
2.3 The Role of Professional Bodies in the Development of Coaching Psychology
2.4 Professional Status of Coaching and Coaching Psychology: Accreditation, Registration and Cert
2.5 Coaching Psychology in a Multi-cultural Context
3 Coaching and Coaching Psychology
3.1 Contemporary Coaching Practice
3.2 Coaching Psychology: Towards a South African Definition
3.3 Value Proposition for Coaching Psychology
4 In Conclusion
References
Coaching Psychology Research: A Journey of Development in Research
1 Introduction
2 A Brief Review of Coaching Psychology Research
2.1 Phase 1: Boundaries and Theories
2.2 Phase 2: Case Studies and Surveys
2.3 Phase 3: Qualitative
2.4 Phase 4: Quantitative – RCT Studies
2.5 Phase 5: Meta Research
3 Conclusion
References
The Coach as a Fellow Human Companion
1 Introduction
2 Dimensions Towards Fellow Human Companionship
2.1 The Dialogical Dimension
2.2 The Narrative-Collaborative Dimension
2.3 The Protreptic or Value Dimension
2.4 Mentalization
2.5 Feedback as a Collaborative and Outcome-Oriented Practice
Create a Culture of Collaboration and Feedback
Integrate Alliance and Outcome Feedback
Use Your Intuition and Be on Perceptive Tiptoes
Be Non-judgemental
Learn to ‘fail successfully’
3 Research Evidence for Relationship Issues in Coaching
4 Implications for Future Research
5 Conclusion
References
Coaching Supervision: Towards a Systemic Coaching Supervision Framework
1 Introduction
2 A Brief Overview of Supervision and Supervision in Coaching
2.1 What Is Supervision and Coaching Supervision?
2.2 The Purpose of Supervision
3 A Systemic Coaching Supervision Framework
3.1 Brief Introduction
3.2 Broader Context
3.3 Business Context
3.4 Reflective Space
3.5 Coach and Supervisor Profiles and Competences
3.6 Coaching Supervision Development Process
The Needs and Expectations Stage
Contracting Stage
Development Stage
3.7 A Meta-theoretical Container
3.8 Models of Coaching Supervision
4 Summary
References
Morality on the Executive’s Couch: Ethical Perspectives on Coaching Psychology, Theory and Pra
1 Introduction
2 Background
2.1 Legality
2.2 Consequentialism
2.3 Deontology
2.4 Rights
3 Design and Methodology
4 Findings
4.1 Characteristics of Coaching Psychology, Theory and Praxis
Coaching Psychology as a Scientific Foundation for Coaching Praxis
Confusion in the Regulatory Environment of Coaching
The Requirement for Coaching Proficiency
Normative Issues Relating to Coaching Across-Cultures and Other Diversities
Staying Within Respective Coaching Boundaries
Making Appropriate Diagnoses
Maintaining Confidentiality and Abstaining from Conflicts of Interests
Avoidance of Dependency
5 Discussion and Practical Application
6 Implications for Future Research
References
Part II: Psychological Approaches Towards Coaching Psychology in Multi-cultural Contexts
Exploring the Role of Psychological Ownership in the Coaching Process
1 Introduction
2 Purpose of This Chapter
3 Psychological Ownership
3.1 Psychological Ownership Defined
3.2 The ‘Roots’ of Psychological Ownership
The Effectance Motive
The Need for Self-Identity
The Need for Having a Home
3.3 The ‘Routes’ to Psychological Ownership
Controlling the Object or Target
Knowing the Target or Object
Investing the Self in the Target
3.4 The Benefits of Psychological Ownership
4 Coaching
4.1 Coaching Defined
4.2 Coaching Models
The GROW Model
Phase 1: Topic
The Role of Psychological Ownership in Phase 1
Phase 2: Goal
The Role of Psychological Ownership in Phase 2
Phase 3: Reality
The Role of Psychological Ownership in Phase 3
Phase 4: Options
The Role of Psychological Ownership in Phase 4
Phase 5: Wrap-Up
The Role of Psychological Ownership in Phase 5
5 Psychological Ownership and Coaching in a Multicultural Context
6 Chapter Summary
7 Practical Implications of the Role of Psychological Ownership in the Coaching Process
8 Concluding Remarks
References
Coaching and Consulting for Authentic Leadership: A Theoretical Foundation for an Evidence-Base
1 Overarching Assumptions of the AiM
2 The Methodological Approach to Developing the AiM
3 Understanding Intention, Within Context
4 The Objectives and Context of the Coaching Interventions
4.1 The Objectives
4.2 Coaching-Intervention Process
4.3 Diversity in Context
5 The Authentic-intention Model (AiM)
5.1 The Purpose and Function of the AiM
5.2 The Structure and Process of the Authentic-intention Model
6 Mapping the Underlying Theories onto the AiM
6.1 Authentic Leadership
Definitions of Authentic Leadership
Authenticity and Well-Being in Coaching
Authentic Leadership, Related to Coaching and the AiM
Definition of Self-Determination Theory
Self Determination, Related to Coaching and the AiM
6.2 Approach-Avoidance Motivation and Trust
Definitions of Approach-Avoidance Motivation and Trust
Approach-Avoidance Motivation and Trust, Related to Coaching and the AiM
6.3 Mindfulness and Triple-Loop Learning
Definitions of Mindfulness and Triple-Loop Learning
Mindfulness and Triple-Loop Learning, Related to Coaching and the AiM
7 Discussion
8 Conclusion and Future Research
References
Appreciative Inquiry Coaching in a Multi-­cultural Context
1 Introduction
References
An Archetypal Approach to Coaching
1 Introduction
2 Main Constructs of Archetypal Psychology
2.1 Unconscious
2.2 Complex and Archetype
2.3 Self and Ego
2.4 Persona
2.5 Shadow
2.6 Anima/Animus
2.7 Individuation
3 Utilization of Archetypal Psychology in Coaching
4 Intercultural Coaching
5 In Closing
References
Systemic Thinking and Transcultural Approaches in Coaching Psychology: Introducing a New Coaching
1 Introduction
2 The Frame: Coaching Psychology Within the Positive Psychology Paradigm
3 Input
3.1 Input I: The Premises of Systemic Thinking
3.2 Input II: Basic Assumptions of Systemic Thinking in Coaching Processes
3.3 Input III: Transcultural Aspects in Coaching Psychology
4 The Process
4.1 The Process: Systemic Transcultural Competences and Approaches in Transcultural Systemic Coach
4.2 The Process: The Profile of a Transcultural Systemic Coach
4.3 The Process: Practices and Interventions in Systemic Transcultural Coaching Processes
5 The Output
6 Introducing a Systemic and Transcultural Coaching Framework
7 Conclusions, Implications and Recommendations for Theory and Practice
8 Chapter Summary
References
Part III: Meta-theoretical Perspectives and Applications Within Multi-cultural Contexts
The Coach as a Container in the Team Coaching Process
1 Theoretical Background
1.1 A Somatic Systemic Approach
1.2 The Systems Psychodynamic Perspective
1.3 Melanie Klein’s Object Relations Perspective
1.4 Open Systems Theory
2 The Idea of Containment
2.1 The Coach as a Container
2.2 Projective Identification as a Communications Process in the Containing Process
2.3 Children and Containing
2.4 Organizations and the Container
2.5 Organizations and ‘ineffective’ Containing
3 Research Design
3.1 Research Approach
3.2 Research Strategy
3.3 Research Method
Research Setting
Researcher Roles
Sampling
Data Collection Method and Recording of Data
Data Analysis
Strategies Employed to Ensure Quality of Data
4 Findings
4.1 Theme 1: Recognition and Management of Anxiety and the Process by Which the Teams Were Cur
4.2 Theme 2: The Effective Use of Projective Identification
4.3 Theme 3: Owning the Projection
5 Discussion
5.1 Theme 1: Recognition and Management of Anxiety: The Process by Which the Teams Were Current
5.2 Theme 2: The Effective Use of Projective Identification
5.3 Theme 3: Owning the Projection
6 Conclusions, Limitations and Recommendations
6.1 Conclusions
6.2 Limitations
6.3 Recommendations
References
Relationship Among Emotional Intelligence, SOAR, and Team-Based Collaboration: Implications for a
1 Introduction
2 The SOAR Framework
2.1 Linking the SOAR Framework with Emotional Intelligence and Team-Based Collaboration
3 Research Study of SOAR as a Mediator of Team-Based Collaboration
3.1 Research Design
3.2 Results
4 Discussion
5 Implications for Practice and Recommendations
6 Conclusion
References
Strength Coaching as an Enabler of Positive Athlete Outcomes in a Multi-cultural Sport Environm
1 Introduction
1.1 The Strength Based Approach in Positive Psychology
1.2 Strength Based Coaching
1.3 Strength Based Coaching in Sport
2 A Strength Based Coaching Model for Sport
2.1 Phase 1: Clarifying Expectations and Establishing Rapport
2.2 Phase 2: Identifying and Marrying Conscious and Unconscious Strengths
2.3 Phase 3: Identifying Coaching Themes
2.4 Phase 4: Encouraging, Deriving Meaning, Self-Efficacy and Installing Hope
2.5 Phase 5: Framing Solutions
2.6 Phase 6: Building Strengths and Competencies
2.7 Phase 7: Empowerment
2.8 Phase 8: Reframing
2.9 Phase 9: Building Sustainable Resilience
2.10 Phase 10: Evaluating and Re-contracting the Relationship
3 Coaching in a Multi-cultural Sports Environment
3.1 Theme 1: Culture, Race and Ethnicity Matters
3.2 Theme 2: Use of Language Between the Coach and Coachee May Be a Challenge or an Issue Whe
3.3 Theme 3: It Is Best to Bring Up Differences of Culture, Race, and Ethnicity Directly and in
3.4 Theme 4: Combining an Emic (Universal), Etic (Group), and Unique (Person) Approach to Coachin
4 Case Study
5 Conclusion
References
Utilizing Symbolic Expressions, Art, Myths, Dreams and Fantasies in Coaching
1 Introduction
2 Creating Art During Coaching
2.1 Drawings and Painting
2.2 Writing
2.3 Sculpturing, Composing, Scrap Booking and Collage
3 Utilizing Existing Art During Coaching
3.1 Paintings
3.2 Music
3.3 Myths and Fairy Tales
3.4 Films/Theatre/Opera
References
Exploring Positive Psychology and Person-­Centred Psychology in Multi-cultural Coaching
1 Introduction
2 Orientation to the Person Centred and Positive Psychology Approaches in Coaching
3 The Strengths Based Coaching Model: Contrasting Paradigms
3.1 Phase 1: Clarifying Expectations and Establishing Rapport
Central Goals and Tasks
A Positive Psychology Approach to Phase 1
A Person-Centred Approach to Phase 1
3.2 Phase 2: Identifying Conscious and Unconscious Strengths
Central Goals and Tasks
A Positive Psychology Approach to Phase 2
A Person-Centred Approach to Phase 2
3.3 Phase 3: Identifying Coaching Themes
Central Goals and Tasks
A Positive Psychology Approach to Phase 3
A Person-Centred Approach to Phase 3
3.4 Phase 4: Encouraging, Deriving Meaning, Developing Self-Efficacy and Instilling Hope
Central Goals and Tasks
A Positive Psychology Approach to Phase 4
A Person-Centred Approach to Phase 4
3.5 Phase 5: Framing Solutions and Action Plans
Central Goals and Tasks
A Positive Psychology Approach to Phase 5
A Person-Centred Approach to Phase 5
3.6 Phase 6: Building Strengths and Competencies
Central Goals and Tasks
A Positive Psychology Approach to Phase 6
A Person-Centred Approach to Phase 6
3.7 Phase 7: Empowerment
Central Goals and Tasks
A Positive Psychology Approach to Phase 7
A Person-Centred Approach to Phase 7
3.8 Phase 8: Reframing
Central Goals and Tasks
A Positive Psychology Approach to Phase 8
A Person-Centred Approach to Phase 8
3.9 Phase 9: Building Sustainable Resilience
Central Goals and Tasks
A Positive Psychology Approach to Phase 9
A Person-Centred Approach to Phase 9
3.10 Phase 10: Evaluating and Re-contracting the Relationship
Central Goals and Tasks
A Positive Psychology Approach to Phase 10
A Person-Centred Approach to Phase 10
4 Reflecting on the Positive Psychological and Person-­Centred Approach During the Coaching Pr
4.1 Orientation
4.2 Similarities Between Paradigms Within the Eclectic Multi-­cultural Coaching Process
4.3 Differences Between Paradigms Within the Eclectic Multi-­cultural Coaching Process
Positive Psychology
Person Centred Approach
Summary of Comparison
5 Concluding Remarks
References
Training Emerging Psychologists as Multi-­cultural Contextual Coaches
1 Introduction
2 Training Students as People Developers
2.1 Self-Development and Self-Directed Learning
2.2 Mentoring, Coaching and Supervision
3 Research Design
3.1 Research Approach
3.2 Research Strategy and Setting
3.3 Sampling Procedure and Participation
3.4 Data Collection Methods
3.5 Data Recording and Analysis
3.6 Reporting Style
4 Findings
4.1 Category 1: Overall Experience
4.2 Category 2: Growth and Development
4.3 Category 3: Training Methodology
4.4 Category 4: Competence as Multi-cultural Coach
4.5 Category 5: Recommendations
5 Discussion
5.1 Recommendations for Future Training of Multi-cultural Psychology Coaches
6 Recommendations for Future Research
7 Appendix A: Overview of Methodology to Be Employed to Train Multi-cultural Coaching Psychologi
References
Enhancing Evidence-Based Coaching Practice by Developing a Coaching Relationship Competency Framewo
1 Introduction
2 Contemporary Issues in Coaching and Coaching Psychology
2.1 The Role of Psychology in Contemporary Coaching Practice
2.2 The Role of Coaching Relationship for Facilitating Coaching Outcomes
2.3 What Are Active Ingredients in an Effective Coaching Relationship?
2.4 Analysis of Existing Professional Coaching Frameworks
2.5 A Systematic Review on Coaching Psychology
3 Research Methods and Findings
3.1 Study One: The Development of Coaching Relationship Competency Framework
Critical Incident Technique
Thematic Analysis
Q-Sorting
3.2 Study Two: Establishing Validation Criteria: Reliability and Validity
Research Process
Data Analysis
Soft Skills (Mean ≥ 5.3; r. ≥ .30)
Hard Skills (Mean Between 3.0 and 5.3; r. ≥ .30)
Additional Behavioural Indicators
3.3 Study Three: The Evaluation of the Coaching Relationship Competency Framework
Quantitative Data Analysis
Coaching Alliance Inventory (CAI)
CRCF Questionnaire
Self-Efficacy Scale (SES)
Qualitative Data Analysis
4 Discussion
5 Conclusion
References
The Future of Multi-cultural Coaching Psychology
1 Introduction
2 Research Design
2.1 Research Approach
2.2 Research Strategy
2.3 Sampling Procedure and Inclusion Criteria
2.4 Data Collection Methods and Recording
2.5 Data Analysis Procedure
2.6 Reporting Style
3 Findings and Discussion
3.1 Fundamentals of Multicultural Coaching Psychology
3.2 Psychological Approaches Within Multicultural Coaching Psychology
3.3 Meta-theoretical Perspectives and Practical Applications Within Multicultural Coaching Psychol
4 Conclusion

 

People also search for Coaching Psychology Meta theoretical perspectives and applications in multicultural contexts 1st:

meta-theory psychology

meta-coaching pdf

meta theories in psychology

coaching perspective
 
meta-coaching definition

Tags: Coaching Psychology, Meta theoretical, perspectives, applications, multicultural contexts, Llewellyn Van Zyl, Marius Stander, Aletta Odendaal