S Palmer The Coaching Psychologist 2007
This paper introduces ‘PRACTICE’, a convenient acronym which represents an established seven-step
model that has been used in coaching, counselling, psychotherapy and stress management. Using
PRACTICE, the practitioner can help the client to assess issues or problems, understand their concerns,
develop a range of possible solutions and...
Cites in Google Scholar:
120
AM Grant, LS Green, J Rynsaardt Consulting Psychology Journal: Practice and Research 2010
Teachers are in a very real sense the embodiment of leadership, providing direction, guidance, and feedback to their students in addition to acting as role models. Teachers may well thus benefit from developmental coaching that draws on theories of leadership. This study was both an experimental (randomly assigned conditions) and a quasi-...
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266
D Grajfoner The Coaching Psychologist 2009
This paper reports the results from the first group coaching course ‘Managing Change’ for male to female
transsexuals. Gender transition is one of the most radical changes in one’s life. Psychosocial adaptation and
social integration in the new gender role is crucial for sustaining well-being. The focus of this course was to
explore wh...
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14
S Palmer The Coaching Psychologist 2008
This article highlights how the multimodal approach (Lazarus, 1989) has been adapted to the field of
coaching and coaching psychology. It covers the basic theories underpinning the multimodal approach and
illustrates the link between the theory and practice. Key multimodal strategies are covered including
modality profiles, structural ...
Cites in Google Scholar:
39
A Collins, S Palmer Coaching Psychology International 2011
This article explores the development of senior executives within a coaching psychology framework informed by psychological
research, theory and practice. Also it highlights some of the issues surrounding coachees who may have a number of personal
complex items that may need addressing in or outside of coaching
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9
S Palmer Coaching Psychology International 2008
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113
K Szymanska Coaching Psychology International 2009
This paper focuses on the application of assessment and case conceptualisation in cognitive behavioural coaching.
The process is illustrated using two case examples.
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9
GP Dias, N Edgerton, S Palmer Coaching Psychology International, 3, 1, 12 2010
This paper introduces ‘FACES’ as an adaptation of the ‘SPACE’ psychological model that is used within
cognitive behavioural coaching and therapy. SPACE is an aid for collaborative assessment, explaining
the cognitive model, and assisting the development of a coaching or therapeutic programme.
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14
H Williams, S Palmer Coaching Psychology International 2010
This article introduces ‘CLARITY’, a seven step cognitive behavioural coaching model. Building upon existing
rational
emotive
and
cognitive
behavioural
frameworks,
CLARITY
helps
to
directs
attention
within
the
coaching conversation to the potentially powerful concepts of imagery and identity.
Cites in Google Scholar:
7
A Syrek-Kosowska, N Edgerton, S Palmer Coaching Psychology International 2010
The paper presents the SFERA model which is an adaptation of the SPACE model used in cognitive
behavioural coaching and therapy. The SPACE model enables the analysis of unhelpful patterns of functioning
and
offers
multiple
intervention
routes
to
change
as
part
of
coaching
or
therapeutic
processes..
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7
OM Spaten, A Kyndesen, S Palmer Coaching Psychology International 2012
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12
M Adams Coaching Psychology International 2012
This paper demonstrates application of the principles of: (i) cognitive-behavioural psychology; and (ii)
solution-focused brief therapy to enhance practitioner well-being and performance in a school setting. An
individual case presentation allows the specific methods used to be captured and linked to coaching
psychology theory/resear...
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3
C Kauffman, W Hodgetts Consulting Psychology Journal: Practice and Research 2016
The effectiveness of coaching can be enhanced if coaches are familiar with multiple psychological models, can hold these in mind simultaneously, and are able to apply them as appropriate to their clients—a capacity we refer to as model agility. To illustrate this capacity we first explore some of its ramifications and parallels to the cha...
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50
C Kauffman, W Hodgetts Consulting Psychology Journal: Practice and Research 2016
The effectiveness of coaching can be enhanced if coaches are familiar with multiple psychological models, can hold these in mind simultaneously, and are able to apply them as appropriate to their clients—a capacity we refer to as model agility. To illustrate this capacity we first explore some of its ramifications and parallels to the cha...
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50
M Adams The Coaching Psychologist 2016
A number of coaching models exist that can add structure, direction and momentum to coaching conversations, including I-GROW, PRACTICE, SPACE and OSKAR (Whitmore, 2002; Palmer, 2007, 2008; Edgerton & Palmer, 2005; Jackson & McKergow, 2002). This paper introduces a new coaching model – ENABLE – which captures some of the key components of ...
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18
S Palmer Coaching Psykologi 2012
This article highlights how the multimodal approach (Lazarus, 1989) has been adapted to the field of coach-ing and coaching psychology. It covers the basic theories underpinning the multimodal approach and illustrates the link between the theory and practice. Key multimodal strategies are covered including modality profiles, structural pr...
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39
C Sims The Coaching Psychologist 2017
Although the Positive Psychology (PP) approach has only recently established itself as a specialism within coaching, there is already a fresh perspective beginning to take shape within the field. This second wave (Held, 2004, Lomas & Ivtzan, 2016) or PP2.0 (Wong, 2011) calls for us to embrace the dark sides along with the bright sides and...
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24
S Moran Coaching Psychology International 2018
The purpose of this article is twofold. Firstly, to explore how the self of the coach is intertwined with the coach as professional, and secondly, to suggest ways that we can nurture this partnership.
We discuss how authenticity, connection, and trust are key elements of the coaching relationship, how empathetic concern or compassion c...
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0
