Description Thus far, you have explored a number of different evidence-based psychological approaches to coaching and many coaching frameworks or models. As a scholar-practitioner, being familiar with different approaches and frameworks or models as well as how they are applied is important because clients’ needs are unique and may require the use of one approach, framework, or model over the other. However, there might also be specific approaches, frameworks, and models that you prefer based on your personality, the profession in which you work or prefer to work, and the area of coaching in which you are best suited. As you further explore your preferred approaches, frameworks, or models, you must also consider strengths and limitations of using each. In doing so, you must also learn how to build on the strengths and address the limitations related to your preferred approaches, frameworks, and/or models. To prepare for this Assignment: Review the psychological approaches to coaching covered in previous weeks (e.g., positive, humanistic, adult development, adult learning, cognitive, behavioral, and goal-focused) and the coaching frameworks or models in the Learning Resources this week. Pay particular attention to underlying assumptions and defining features of each. Reflect on your personality, the profession in which you work or prefer to work, and the area of leadership coaching for which you are best suited. (Note: It might be helpful to review your Discussion assignment from Week 3.) Select one psychological approach to coaching and one coaching framework or model you might prefer to use as a coach and consider why. Think about the strengths and limitations of the approach, framework, and/or model you selected. Consider the implications of using the approach, framework, and/or model you selected, in terms of how it might impact clients in the profession in which you work or prefer to work. The Assignment: (1–2 pages) Briefly describe one psychological approach and one coaching framework and/or model you might prefer to use as a coach and explain why. Be sure to include brief explanations of how each coincides with your personality, coaching role you might assume, and setting and area of leadership coaching in which you might work. Describe one strength and one limitation of each approach and framework and/or model. Then explain the implications of using each. Be specific. Learning Resources REQUIRED READINGS Cavanagh, M. (2006). Coaching from a systemic perspective: A complex adaptive conversation. In D. R. Stober & A. M. Grant (Eds.). Evidence based coaching handbook (pp. 313–354). Hoboken, NJ: John Wiley & Sons. Stober, D. R. & Grant, A. M. (2006). Toward a conventional approach to coaching models. In D. R. Stober & A. M. Grant (Eds.). Evidence based coaching handbook (pp. 355–365). Hoboken, NJ: John Wiley & Sons. Rogers, J. (2016). Coaching skills: The definitive guide to being a coach (4th ed.). New York, NY: McGraw-Hill Open University Press. Chapter 13, “Practicing Professionally” (pp. 263–284) Kauffman, C. (2016) Model agility: Coaching effectiveness and four perspectives on a case study. Consulting Psychology Journal: Practice and Research, 68(2), 157–176 Correia, M. C., dos Santos, N. R., & Passmore, J. (2016). Understanding the coach-coachee-client relationship: A conceptual framework for executive coaching. International Coaching Psychology Review, 11(1), 6–23. Gordon, S. (2008). Appreciative inquiry coaching. International Coaching Psychology Review, 3(1), 17–29. Appreciative Inquiry Coaching by Gordon, S., in Coaching Psychology Review, Vol. 3/Issue 1. Copyright 2008 by British Psychological Society. Reprinted by permission of British Psychological Society via the Copyright Clearance Center. Passmore, J. (2007). An integrative model for executive coaching. Consulting Psychology Journal: Practice and Research, 59(1), 68–78. Passmore, J. (2014). Positive psychology coaching: A model for coaching practice. The Coaching Psychologist, 10(2), 68–70. WEBSITES Center for Credentialing & Education. (n.d.). BCC: Board Certified Coach. Retrieved June 19, 2021, from http://www.cce-global.org/BCC
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