Thrice Upon a Time: Narrative Structure and Psychology as a Platform for Coaching

Drake, David B.

doi:10.1002/9781119207795.ch3

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…Working with leaders to increase their sense of attachment security often involves working with the inherent tensions between (a) their needs for stability, consistency, continuity, and coherence as the basis for safety and security; and (b) their needs for agility, novelty, discontinuity, and change as the basis for exploration and growth (Drake, 2008). For example, leaders often feel the tension between presenting identities that are socially acceptable and functional and embodying identities that are authentic and consistent with how they see themselves (Drake, 2009b).…”

Section: Attachment Theorymentioning

confidence: 99%

“…This allows coaches to create experiences in which leaders can observe their attachment‐related patterns and seek out new, more secure, options. These opportunities are often most visible when leaders get to the crux of their issue and the developmental edges where growth most often occurs are revealed (Drake, 2008). For example, the author worked with a marketing executive who realized that he kept taking roles where he would be drawn into conflicts between a senior leader and his team.…”

Section: Narrative Coachingmentioning

confidence: 99%

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Rethinking our Work with Leaders: Using Developmental Threshold Zones in Coaching

Drake¹

2021

J of Leadership Studies

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The current paper brings together three bodies of work, each of which contributes to a new approach to learning and development, and identifies three elements that can be used with leaders in coaching: security, stories, and scaffolding. In particular, it looks at how Developmental Threshold Zones (Drake, 2018a) can be used to enrich the coaching process and outcomes with leaders. The first section explores attachment theory and its contribution to understanding how leaders secure themselves relationally. The second section explores narrative coaching and its contribution to understanding how leaders develop and move through change. The third section explores Vygotsky's (1934/1987, 1978) work on zones of proximal development and its contribution to our understanding of the scaffolding leaders need into order to grow. Each section contributes to the our understanding of how to use Developmental Threshold Zones (DTZs) and how it can be used in coaching to facilitate transformative experiences for leaders using their own stories.

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Section: Attachment Theorymentioning

confidence: 99%

Section: Narrative Coachingmentioning

confidence: 99%

Rethinking our Work with Leaders: Using Developmental Threshold Zones in Coaching

Drake¹

2021

J of Leadership Studies

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“…In the academic literature, diverse conceptualizations of coaching have been emerging as an amalgamation of various paradigms, including postmodernism (Garvey, 2011), post-positivism (Grant, 2013;Palmer, 2008;Boyatzis, 2006), social constructionism (Drake, 2015;Stelter, 2014), and critical theory (Western, 2012), amongst others (Bachkirova, 2017). Such conceptualisations 'define what is possible in practice, what theories and methods of practice are relevant and how the outcomes of practices can be evaluated' (Bachkirova, 2017, p. 31).…”

Section: Philosophy Of Coaching: An International Journal 35mentioning

confidence: 99%

Re-Conceptualising Coach Education from the Perspectives of Pragmatism and Constructivism

Bachkirova¹

2017

PoC

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The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a potential explanation of these issues by identifying a significant discrepancy between two typical conceptualisations of coaching that in turn leads to differences in the principles of training, education and validation of coaching expertise. In contrast to a dominant modernist view, we argue for a conceptualisation that is based on the perspectives of pragmatism and constructivism that, in our view, better aligns with the fundamental attributes of professionalism as well as the way coaches see themselves. We describe how elements reflecting this position are operationalized in the educational programmes that we offer, together with a discussion of the consequences of applying these principles and implications for coaching stakeholders.

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Using attachment theory in coaching leaders: The search for a coherent narrative

Drake¹

2009

bpsicpr

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Attachment theory is a well-established body of work in developmental psychology. In this article, I provide an overview of the key elements of the theory and demonstrate how it can be used in coaching leaders. In connecting the ‘working models’ they use as adults with the cognitive and interpersonal patterns they developed as children, attachment theory provides an important lens on development and change in leaders. Drawing from Bowlby’s (1988) work and current neuroscience research, five strategies are offered on how to use attachment theory in coaching leaders. In particular, there is an emphasis on working with client stories and helping them develop greater narrative coherence in how they talk about and live their lives.

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Thrice Upon a Time: Narrative Structure and Psychology as a Platform for Coaching

Cited by 4 publications

References 16 publications

Rethinking our Work with Leaders: Using Developmental Threshold Zones in Coaching

Rethinking our Work with Leaders: Using Developmental Threshold Zones in Coaching

Re-Conceptualising Coach Education from the Perspectives of Pragmatism and Constructivism

Using attachment theory in coaching leaders: The search for a coherent narrative

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