Revisiting the issue of boundaries between coaching and counselling

Bachkirova, Tatiana; Baker, Sarah

doi:10.4324/9781315820217-40

Cited by 11 publications

(18 citation statements)

References 14 publications

(29 reference statements)

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“…These included the focus or time orientation of the engagement, client characteristics, goal orientation, and boundaries and power differentials in the relationships. Past research supports that there are differences between the two professions (Bachkirova & Baker, 2018; Bachkirova & Cox, 2005; Hart et al, 2001; Kilburg, 2004; Passmore, 2003). In addition to incorporating these differences into their work with clients, our coaches commented that having the organizational systems knowledge and OD resources during their development as coaches was useful or would have been useful.…”

Section: Discussionmentioning

confidence: 98%

“…Clinical or counseling psychology skills and coaching competencies overlap (Gebhardt, 2016). Prior research points to commonalities between clinical or counseling psychology and executive coaching (Bartlett, Boylan, & Hale, 2014; Berman & Bradt, 2006; de Haan, Culpin, & Curd, 2011; Good, Yeganeh, & Yeganeh, 2013; Vandaveer, Lowman, Pearlman, & Brannick, 2016), but distinctions also exist, such as the double accountability of coaches to both clients and their organizations, the boundaries between coaches and clients, types of goal setting, time orientation, and focus of attention (Bachkirova & Baker, 2018; Bachkirova & Cox, 2005; Hart, Blattner, & Leipsic, 2001; Kilburg, 2004; Passmore, 2003). While noteworthy, we believe these differences are less substantial than similarities because both practices are based on helping relationships.…”

Section: Clinical or Counseling Psychology Backgroundmentioning

confidence: 99%

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Academic background and executive coach training.

Yanchus¹,

Muhs²,

Osatuke³

2020

Professional Psychology: Research and Pract

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This study investigated how an academic background in clinical or counseling psychology relates to executive coach training. A debate exists over the training options for executive coaches, and we sought to elucidate the perspective on clinical or counseling psychology as a viable pathway for an executive coaching career. Our sample consisted of doctoral-level psychotherapists-turned-coaches who began their executive coaching through an experiential training program at an internal organization development consulting office within the U.S. Department of Veterans Affairs. Participants were interviewed, and the data were analyzed using thematic content analysis. Some of the resulting themes included clinical skills and training used in executive coaching, similarities and differences between therapy and coaching, relationship dynamics, and practitioner style. Interview excerpts are presented to exemplify the themes. Overall, the findings imply that—given the experiential nature of their training and reliance on skills learned in clinical or counseling psychology graduate programs—this academic background in addition to hands-on, supervised experience and/or mentoring is sufficient for an executive coaching career. The descriptive accounts offer explanations and examples of how the clinical or counseling skills apply to coaching that we hope will be of interest to therapists and counselors pursuing executive coaching careers.

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Section: Discussionmentioning

confidence: 98%

Section: Clinical or Counseling Psychology Backgroundmentioning

confidence: 99%

Academic background and executive coach training.

Yanchus¹,

Muhs²,

Osatuke³

2020

Professional Psychology: Research and Pract

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“…This finding, therefore, serves as a warning to coaches and HR practitioners. Coaches sometimes overestimate their ability to deal with counseling/therapy situations in non‐crisis times (Bachkirova & Baker, 2019 ) and it seems that during a crisis, this may be exasperated. Overstepping this delicate boundary may, therefore, have a negative effect on the working alliance through a weakening of the bond between coach and client when the client discovers their coach does not have requisite skillset to help them (Horvath & Greenberg, 1989 ).…”

Section: Discussionmentioning

confidence: 99%

Coaching during a crisis: Organizational coaches' praxis adaptation during the initial stages of the Covid‐19 pandemic

Terblanche

2022

Human Resource Dev Quarterly

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The chaotic initial stages of the Covid‐19 pandemic severely challenged organizations. Economies shut down and millions of people were confined to their homes. Human resource practitioners turned to organizational coaching, a trusted human resource development intervention for help, however, to remain relevant during the crisis coaches had to adapt their praxis. The working alliance describes the mutual bond, goal, and task alignment between coach and client and is an indication of coaching efficacy. This study investigates to what extent organizational coaches' praxis adaptation at the start of the pandemic maintained a working alliance that still served the human resource development (HRD) paradigms of learning, performance, and meaningful work. Interviews with 26 organizational coaches from USA, UK, Australia, and South Africa recorded during the first general lockdown (April 2020) were inductively analyzed using thematic analysis and deductively interpreted through the working alliance theory and desired HRD outcome paradigms. Findings reveal seven organizational coaching praxis adaptations judged to support all three working alliance components, with “task” and “goal” more prominent than “bond,” suggesting a pragmatist preference reminiscent of crisis management. Praxis adaptation also seems to promote all three HRD paradigms of learning, performance, and meaningful work on individual and/or organizational levels. This study strengthens the already well‐established link between HRD and coaching by positing that coaching is a dynamic, pragmatic, self‐adaptive intervention that supports HRD during a crisis. Understanding coaches' praxis adaptation during the volatile initial stages of a crisis is important for HRD theory and practice given HRDs increasing reliance on coaching.

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“…There has also been a noticeable shift from performance coaching towards more developmentally focused coaching (Berger, 2006;Bachkirova and Baker, 2018). For the purposes of this paper, and drawing on theories of developmental psychology (e.g.…”

Section: Philosophy Of Coaching: An International Journal 109mentioning

confidence: 99%

“…While relevant in all coaching engagements, there are a number of issues that may be more complex in the practice of Developmental Coaching. For example, the blurring of boundaries between coaching and therapy, the identification of mental health issues, the effects of parallel processing (Bachkirova & Baker, 2018), challenges around ethical issues and the development of ethical maturity (Lane, 2011) and the stage of development of the coach vis-a-vis the client (Laske, 2007).…”

Section: Philosophy Of Coaching: An International Journal 109mentioning

confidence: 99%

Systemic Coaching Supervision: Responding to the Complex Challenges of Our Time

Wright¹,

Walsh²,

Tennyson³

2019

PoC

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A core challenge for coaching is to develop new paradigms that help coaches, and their clients, navigate today's complex, interconnected and rapidly changing world. This paper explores the evolution of coaching to encompass a broader systemic, developmental perspective in response to ever increasing levels of complexity. We argue that if coaches are to remain relevant and fit for purpose they must engage in ongoing professional development and self-reflection and that this can be enhanced through a systemic, developmental approach to coaching supervision. We introduce and explore the Cycle of Developmental Supervision. Aligning with a Complex Adaptive Systems view of supervision and recognizing the centrality of "self" in coaching outcomes, the Cycle aims to increase reflexivity and breadth of systemic perspective, reflecting an evolution of complexity in thinking, meaning making and coach maturity. Finally, we will discuss implications for practice; suggesting the need for the coaching community to harness its diversity by engaging in a respectful dialogue that is essential to our collective evolution and transformation.

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Revisiting the issue of boundaries between coaching and counselling

Cited by 11 publications

References 14 publications

Academic background and executive coach training.

Academic background and executive coach training.

Coaching during a crisis: Organizational coaches' praxis adaptation during the initial stages of the Covid‐19 pandemic

Systemic Coaching Supervision: Responding to the Complex Challenges of Our Time

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