Original Paper The challenges of working with in Peter Duffell & Carmelina Lawton-Smith

The role of emotion in coaching has attracted significant recent debate and this article summarises three potential perspectives that coaches may be using in respect of emotion. It then goes on to highlight a number of potential issues that need further exploration. Firstly, defining emotion remains a area of debate and without a shared understanding with clients of what is meant by ‘emotion’, coaches may find it hard to work with effectively. Secondly, dealing with emotion in the coaching interaction often relies on the recounting and recalling of a previous event and is therefore subject to memory. The coach is working with the account of the event from memory, rather than the event itself. This has implications for the role of the coach in dealing with the subsequent client making of emotional events. Lastly, the limitations of language may influence the coaching interaction when discussing , leading to unhelpful consequences. Some suggestions are made to help inform coaching practice when working with emotion. Keywords: emotion; coaching; memory; language.

HE ROLE OF EMOTION in organisa - view is characterised by the growth in tional coaching has attracted significant Emotional resources (Goleman, Tinterest in recent years (Bachkirova & 2013), and by coaches who aim to help Cox, 2007; Cox & Bachkirova, 2007; Cox & clients recognise and manage their Patrick, 2012). In this article we will emotional reactions. The third perspective, summarise three prevailing perspectives in emerging as a stronger force in recent years, relation to emotions in coaching and go on regards emotions as information that can be to highlight remaining challenges for valuable in the coaching process, (Cremona, coaches when working with emotions. 2010). This review will expand on each of these perspectives and highlight some Introduction remaining issues for coaches when working Approaches to emotion in coaching could with emotion. be categorised into three potential perspec - tives. Emotions are to be ignored and are The first perspective potentially held by irrelevant or unhelpful coaches is that emotion is a topic to be Historically, emotion was treated with ignored because emotion has no place in the caution in the coaching field, with some organisational context, and the main aim of arguing that the emergence of difficult the coach is to enable rationality to prevail emotions often signalled a transition across (Cox & Bachkirova, 2007), or to refer the the counselling boundary. Cox and client to alternative support. Such views may Bachkirova (2007) highlight an early view be pertinent for internal coaches or when from the International Coaching Federation coaching is provided for a defined area of (ICF) that ‘Coaching assumes the presence performance. The second approach accepts of emotional reactions to life events that the significance of emotions but takes the clients are capable of expressing and perspective that they are inconvenient and handling their emotions. Coaching is not need to be managed and controlled. This ’ (p.183). This infers that

32 The Coaching , Vol. 11, No. 1, June 2015 © The British Psychological Society – ISSN: 1748–1104 The challenges of working with emotion in coaching coaches would potentially have considered Richards and Gross suggest that there are referral in situations that generated strong two forms of emotion regulation; ‘response emotions. Askew and Carnell (2011) suggest focused regulation mops up one’s emotions; coaches might be wary of ‘trespass’, so tend antecedent-focused regulation keeps them to distance themselves from emotion. from spilling in the first place’ (2000, However, the ICF has since changed its p.1308). These strategies are also referred to perspective on this point and now advises as reappraisal (response-focused) and that coaches should be able to work with suppression (antecedent-focused). Since strong emotions (ICF, 2013). It has also been suppression is a preventative emotional regu - suggested that lack of emotional investiga - lation strategy it requires continual self- tion may negatively impact the coaching monitoring and self-corrective action relationship (Patrick, 2004) resulting in a throughout a potentially emotional event less effective engagement, hence ‘Emotion (Gross, 2002). It is suggested that such moni - work’ (Cox & Patrick, 2012), is now seen as toring requires a continual outlay of cogni - important within the coaching field. Cox tive resources, reducing the capacity to (2013) advocates that an aversion to dealing process events, which can affect future recall. with emotion in coaching ‘should be seen as Reappraisal, by contrast, is reactive, there - misplaced since feelings are the initial mech - fore does not require continual self-regula - anisms through which understanding is ulti - tory effort during the emotional event. The mately achieved’ (p17). type of regulatory strategy employed might It may, in fact, be almost impossible to therefore have an impact on the memory of operate as a coach without dealing with the emotional event, with suppressed events client emotion leading to suggestions by Cox being harder to recall in detail. This has and Bachkirova (2007), that emotion be clear implications for how the event may be considered in coach training. In their study, relayed to a coach some time later. A client none of the coaches involved appeared able who is struggling to remember the detail of to avoid working with emotion in their an emotional event may have genuine diffi - practice. However, a number of those culty in recalling the detail which can make coaches still reported that emotions were it hard for the coach and client to explore considered ‘unhelpful’ to the coaching the event meaningfully. Alternatively the process and some would still refer any client coach may mistake this as a signal that the expressing painful emotions. Yet even when event was not significant and fail to investi - coaching is clearly performance based, such gate and challenge, thus denying the client as sales or presentation coaching, emotional the opportunity to work with the coach to reaction can often block improved perform - make sense of strong emotional signposts ance, so attempts to ignore client emotion that could support development. may limit the effectiveness of coaching. Encouraging suppression strategies therefore will increase the cognitive load, Emotions are inconvenient and need to thus reducing the resources clients have be regulated available to remember and subsequently The second coaching perspective to difficult make sense of their emotional experiences emotions regards regulation as the required as a source of learning. Consequently, if approach. This is characterised by emotions are treated only as something to be Emotional Intelligence (Bar- monitored and regulated the client learning On, 2000) often used by coaches to draw may be limited. attention to emotions that the organisation, or the individual, might prefer to be managed or suppressed.

The Coaching Psychologist, Vol. 11, No. 1, June 2015 33 Peter Duffell & Carmelina Lawton-Smith

Emotions are information to be to be vidual feels ‘should happen’ vs. what they accepted or analysed perceived ‘did happen’ such as the duty of Employing suppression means that emotions consultation, where none was used. are never accepted or analysed, despite the However, the resulting emotion can impede potential for these emotion to provide valu - or promote progress towards the goal. For able insight. Emotions arise when something example, an individual seeking promotion happens of importance to an individual who experiences failure and disappointment (Gross, 2002). By uncovering the object of may feel negative emotion which diverts that emotion the coach and client can gain energy and may impact the to awareness of deeply held principles and work towards the desired goal. The fact that existing behavioural strategies to deal with an emotion exists and creates the desire for that emotion (Bachkirova & Cox, 2007). regulation (Thompson, 2011) can provide There are indications that knowledge of valuable information in the coaching client emotions may be helpful in coaching context and raise client awareness. In a situ - (Cremona, 2010; Grant, 2012; Gyllensten et ation where a client claims that a promotion al., 2010). Some suggest that approaches was not important but reports anger at how such as Rational Emotive Behavioural the interview was handled, could benefit Coaching can help clients ‘understand both from working through this incongruence in their values and their emotions’ (Fusco, a coaching context. Exploring such incon - Palmer & O’Riordan, 2011). Gestalt gruence can help the client identify a more coaching based on the ‘paradoxical theory fundamental problem that may underlie the of change’ (Beisser, 1970) would also suggest reaction, possibly revealing competing that awareness and acceptance of powerful commitments (Kegan & Lahey, 2009) of emotion can be the trigger for change. which they were unaware. Emotions can, therefore, provide a ‘sign - Incongruence between inner feelings post’ to core principles or values that the and outer behaviour may also be the result client has not acknowledged or is unaware of using suppression, which if engaged long of. High emotion often results when a deeply term, can make people feel inauthentic and help principle is violated, so, for example, a negative about themselves (John & Gross, client who describes anger at a change of 2004). Coaches are well placed to explore reporting line may benefit from under - such feelings of incongruence and inauthen - standing the main reason behind that anger. ticity in the confidential client space. There - For some it may be that the decision was fore emotions can be a valuable source of taken without consultation, for another the information to both the coach and the anger may result from a perceived loss of client, often indicating the presence of power. Understanding the focus, or the significant issues that need to be surfaced to object of the emotion can, therefore, aid self- enable awareness and sense-making. How- knowledge. ever, using emotions in coaching as informa - Since emotions have an object they are tion to be accepted and analysed, while described as intentional (Chamberlain & valuable, presents a number of issues for Broderick, 2007), this is in contrast to a practicing coaches. Below we detail three key ‘mood’ that is often free flowing with no problems that coaches need to be aware of in clear object as the focus of that mood. coaching practice when working with Emotions frequently arise when comparing emotions. expected progress, against actual progress towards a goal (Carver, 2006) and are partic - The definition problem ularly relevant when the goal is of significant Despite the interest and long research importance for the individual (Koole, 2009). history, there is as yet no agreed definition of This may reflect a disparity in what an indi - emotions. This is problematic in coaching,

34 The Coaching Psychologist, Vol. 11, No. 1, June 2015 The challenges of working with emotion in coaching because when we talk about emotion it conscious and unconscious appraisal would be valuable for both the client and the processes might trigger cascades of coach to share a mutual understanding. In response tendencies resulting in things fact, the definition of emotion is described as such as cognitive processing. Other one of the ‘perennial problems in the field authors support this view, referencing of emotion’ (Frijda, 2008, p.68). The ques - affective phenomena, multi-component tion of what is an emotion is not an abstract response systems and conscious or one, as in marketing the emotional impact of unconscious appraisal (Chamberlain & advertising on has Broderick, 2007; Garland et al., 2010). significant consequences backed by exten - 2. Physiological responses and behaviour: sive research (Chamberlain & Broderick, Emphasises physiological definitions that 2007). There appear to be two main issues. emotions are short-lived experiences Firstly, emotions are deeply personal with producing co-ordinated changes in multiple-emotions often experienced at the thoughts, actions and physiological same time (Plutchik, 2001). Whilst everyone responses (Fredrickson & Branigan, is familiar with emotion, each individual may 2005). Emotions are also suggested as have their own experience of it (Ekman, exerting sweeping influence on behaviour 1992). Secondly, Le Doux (1998) comments (Koole, 2009). that ‘emotion is only a label as it does not 3. Positive and negative emotion: Fredrickson refer to something the brain has or does’ (2003) highlights the lack of differen- (p.16). This infers that emotion is merely a tiation between positive and negative construct for talking about brain and mind. emotion. This idea is developed further by In addition, since emotion is hard to gauge other authors who suggest that there is or measure, especially in other people, it is positive and negative affect in emotion described as ‘the most vexing problem in (Gross & Thompson, 2007), and that they ’ (Mauss & Robinson, 2011, can co-exist (Zembylas, 2008). p.209). 4. Evolution: Fredrickson (2003), for Kleinginna and Kleinginna addressed example, refers to evolutionary reasons this ‘vexing problem’ and concluded that for negative emotion (fight or flight) and ‘emotion is complex and can give rise to that it is possible that the body is pre- affective experiences, cognitive processes, disposed to particular emotions in certain physiological adjustments or behaviours’ circumstances. (1981, p.355). This broad scope means that 5. Cognition and motivation: More recent theorists focus on different elements, research suggests that some emotions, resulting in numerous, divergent definitions such as fear, are easier to trigger, whilst (Frijda, 2008). Mauss and Robinson, note others require more cognition (Brown & that there is no ‘thing’ (2011, p.14) that Brown, 2013), with several authors defines emotion because of the multiple suggesting that emotion and cognition variables. However, despite numerous are inseparable (Baker, 2007; Le Doux, approaches, there is some common ground 1991). in the literature, with six areas emerging as 6. Fast and slow thinking: That there are two consistent in theoretical thinking about different mental processes involved that emotion: work at different speeds (Kahneman, 1. Conscious and unconscious appraisal: 2011). This accords with earlier thinking Fredrickson (2001) outlined a broadly that emotions allow us to begin to deal affective definition proposing that with fundamental life-tasks, without emotion begins with an individual’s elaborate planning (Ekman, 1992). assessment of the personal meaning of an These areas are not mutually exclusive, event. She expanded this, suggesting for example, Howard (2006) suggests that

The Coaching Psychologist, Vol. 11, No. 1, June 2015 35 Peter Duffell & Carmelina Lawton-Smith emotions help us to quickly assess what is the situation, so the coach may gain an going on in our social and physical environ - incomplete account of what was happening ment, informing reactions that promote for the client at the time. This brings the survival and well-being. This neatly combines paradoxical situation that the strongest thinking on evolution and fast and slow emotional events that a client may want to thinking. Consequently, what we tend to see unravel and discuss, may be subject to the in the literature are more practically rooted poorest recall containing reduced descrip - definitions that combine elements from tive details that necessarily limits the decon - each of these areas. For example, struction and analysis that is possible in the Fredrickson and Cohn (2008), who refer to subsequent coaching interaction. Both emotions as being about some personally coach and client are effectively working with meaningful circumstance, which are typi - partial information. cally short lived, and occupy the foreground Furthermore, it is suggested that what of consciousness. These more limited defini - people remember is related to their personal tions may be valuable to coaching by commitment to a remembered event, and providing aspects of focus for the coach. that they rationalise what they remember by Hence they direct the coach towards the modifying it into something with which they conscious emotions, physiological changes feel comfortable (Foster, 2009). Foster or cognitive impacts that their clients have contends that when we remember past experienced. These can be areas that may episodes, some elements are easily recalled provide valuable insight for the client. whereas others may be re-constructed rather Bringing painful emotions into conscious than reproduced. Hassabis and Maguire awareness is proposed to be an important assert that ‘well-known memory errors and aspect of the coaching process (Cox, 2013). inconsistencies, such as misattribution Despite the lack of definition coaches can provide further tacit evidence for construc - focus on each of the six areas described tivist views of episodic memory’ (2007, p.300). above to help clients’ sense making. They So there is a danger that personal can discuss the degree to which the client constructivism completes imperfect memo - reaction is conscious or unconscious and the ries in order to make sense of the fragments physical reactions and behaviour cycle that that are contained in memory. This recon - may often be the result of a valuing process struction may rely on autobiographical self- that labels the event as positive or negative. knowledge which leads to plausible but Insight can also be gained from evalu - inaccurate recollection of past experiences ating the degree to which emotions are the (Koriat et al., 2000). The client who gives a result of fast (automatic) or slow thinking very different account of an altercation with and relating this to evolutionary processes to a colleague, to the briefing the coach help gain understanding. received from HR, may be demonstrating a genuine recall issue, rather than lack of The memory problem awareness or concealment. It has been suggested that using a ‘suppres - Of further concern is that when our sion’ regulatory strategy creates a higher memories are put to the test, individuals do cognitive load which may result in poorer not discriminate well between true events recall of an emotional event. Research by and reconstructions used to make sense of Richards and Gross (2000) supported this, the event (Henriksen & Kaplan, 2003; Loftus finding that events subject to strong & Ketcham, 1996). It is also suggested that emotional regulation are more poorly people may bring fragments of memory recalled some weeks later. This means that a together and actually construct rather than client wanting to discuss a past emotional re-construct a memory (George, 2013; Gross, event with a coach may struggle to fully recall 2002). There are further suggestions that

36 The Coaching Psychologist, Vol. 11, No. 1, June 2015 The challenges of working with emotion in coaching memories are normalised and that questions itself may be re-constructed with new associated with memory are answered with a meaning making following the event that level of generality (Koriat et al., 2000) which was not evident at the time (Loftus, 1997). may reduce their intensity and quality. The coach should, therefore, be circumspect These findings, plus the potential impact about dwelling on single emotionally of suppression strategies suggest the most charged events and consider multiple events stressful and cognitively demanding events over a period of time to better inform client may be those remembered with least saliency sense making. A client who is asked to so may with time become very ‘forgettable’ continually analyse and discuss a single and as a result what might be considered emotional event may become more critical incidents, may not be brought to the entrenched in their view that the memory is coaching space at all. Barrett (2004) complete and, therefore, less open to chal - proposes that if we want to know something lenge and re-evaluation. Continued focus in about how a person is feeling, we should ask. the coaching interaction may, therefore, Yet the memory problem suggests asking re-enforce an erroneous view the client may may be a very poor reflection of the true have of an emotionally charged event. emotion at the time. Cox (2013) draws atten - tion to how coaches employ this ‘episodic The language problem memory recall’ with such tools as visioning When conveying information about an and suggests this construction of events emotional event the client construction will should not present an issue as it can be a be affected by memory, but it will also be ‘powerful way of embodying past experience bound by the client cognitive frame. The and bringing it into the session, thus meaning of words such as ‘suffering’ or enabling any obvious bias or internal incon - ‘sadness’ may take on a very different sistency to be articulated and challenged’ conception depending on the personal (p.21). In addition, when we ask clients to ‘frame’ of the speaker. Frames are the recall and discuss an event ‘the event does mental structures and personal constructs not come back to the client as it was experi - that encode a feeling into language (Lakoff, enced, it comes to the client afresh, with new 2004; Wine, 2008). The coach will similarly insights’ (Cox, 2013, p.21). This could be evoke their own frames in the questions that negative or positive for the coaching interac - they ask and in decoding the words used by tion. While the memory may have elements their client, creating the potential for signif - that have been reconstructed and, therefore, icant misunderstanding. This may not mani - are not reflective of the event at the time, it fest in terms of overt discussion but might may also include reflection that brings new inform how the conversation progresses. insights. In either case, the coaching is Coaches, therefore, need to be wary of how working not with a contemporary record, the use of language colours their work with a but with a post-reality construction. client. Clean Language (Tompkins & Lawley, Coaches, therefore, need to be mindful 1997) tries to address this issue but may not of the limitations of memory in three ways. be favoured by all coaches or clients. Firstly during strongly emotional events, Coaches, therefore, need to be mindful of recall and recollection may be impaired how emotions are conveyed in language. For resulting in more limited detail of the event example, the tendency to categorise when subsequently recounted to a coach. emotions as either positive or negative can Secondly, the events that are brought to be an unjustified automatic response. coaching may not be those that were most Lazarus (2003) highlights that emotions salient at the time as the high emotion often seen as positive, such as Hope, might during the event may have reduced the scale also have a negative side, which equates to of the event in memory. Thirdly, the emotion anxiety. Emotions are, therefore, experi -

The Coaching Psychologist, Vol. 11, No. 1, June 2015 37 Peter Duffell & Carmelina Lawton-Smith enced as complex phenomena that may not Conclusion be adequately reflected through the use of Emotions in the coaching context are often existing words in a linear structure and some viewed in one of three ways by coaches. They tools are now available to help clients articu - might be seen as irrelevant to the organisa - late their felt experiences (Duffell & Lawton tional context or as an inconvenient Smith, 2014). attribute to be regulated and controlled. In addition, the language used by the Both these seem limited strategies for the coach has the potential to influence the coaching relationship because emotions can client and the subsequent interaction. Steel be the source of a wealth of information that and Aronson (1995) demonstrated how a can inform both the client and the coach. It ‘stereotype threat’ can affect performance is clear that emotions arise when something on a task for ethnic minorities. The language of significance happens to the individual used to introduce an ability assessment task (Gross, 2002). We therefore contend that was found to affect the ultimate results in emotions are an important and valuable line with general stereotypes. Participants aspect that can provide information and be effectively fulfilled the stereotypical label the focus for analysis that can inform and that they applied to themselves. support effective coaching. We can also refer to the Principle of However, working with emotions in Consistency (Yeung, 2011), when people coaching remains problematic due to three hear themselves being described in a certain key issues: way, they may unconsciously seek ways to Firstly, while emotion as a subject is well behave consistently with the description. studied, it suffers from practical and Therefore, if a coach were to paraphrase an theoretical definitional issues. To address emotion as ‘anxiety’ it may cause the client this potential problem we suggest working to in some way adapt and behave in a way with six key areas that appear to be common consistent with the description that has been to most definitions of emotion in order to introduced by the coach. So paraphrasing, avoid distraction by semantic concerns and or clarifying understanding with new words, build a shared understanding. may not be a helpful intervention and could A second issue for coaches is that the impede development. Therefore, the coach emotion a person feels, at the time of an needs to be aware of the implications of event, is very difficult to measure and may language and be alert to maintain the role of not be accurately recalled later because of investigation and challenge, of both them - the impact of an emotion regulation strategy selves and the client. or because of inaccuracies in memory. Coaches, therefore, need to beware of the Memory of events may be limited by the way they use language with the client descrip - cognitive overload at the time or be tions of emotion. For example, a coach may constructed to re-interpret experiences, conclude that a client is describing a situa - after the event. This means that a coach may tion that was ‘frustrating’ for the client, based find the recall of the most significant events upon the coaches’ personal categorisation of is limited or subsequently dismissed as less this emotion. This may not align with either important than it was at the time. Coaches the clients’ categorisation or emotional also need to be aware that they may be description of how they felt. Self-confident working with a re-construction of the event clients may be quite happy to correct the that is subject to both new information and coaches understanding, but there is a risk to perceptual bias influenced by a number of that the client adopts the coaches’ ‘label’. In processes. Coaches might, therefore, need to either case, the subsequent coaching conver - treat with caution the client narrative of sation will not be authentic to the clients’ emotional events. This may require an atti - original emotional experience. tude of interested curiosity, rather than

38 The Coaching Psychologist, Vol. 11, No. 1, June 2015 The challenges of working with emotion in coaching adopting the recollection as a matter of true Emotion and its associated processes can be record. Coaches can also try to avoid exces - very informative for both coaches and sive focus on a single event that may other - clients, however, further research is needed wise cause further strengthening of the to support coaches who wish to work with construction. emotions in coaching. Many potential Lastly, emotions remain a very individual impacts remain unexplored and while aware - experience that is bound by the personal ness and curiosity are valuable assets, constructs and language of the individual. coaches would benefit from further empiri - How far the coach can really appreciate the cally based advice of how to address personal meaning making and semantic emotional aspects of coaching. frame used by the client may have implica - tions for how they work together. Coaches The Authors need to maintain awareness of how their Peter Duffell own language and interpretations might Westwood Coaching Associates, influence emotions. The Clean Language Cabourn House, approach deals with this explicitly but there Station Street, Bingham, may be ways for coaches to adopt some of the Nottinghamshire NG13 8AQ. ideas without becoming ‘Clean Coaches’. Awareness of their own language and a Dr Carmelina Lawton Smith curiosity about what clients infer in their Oxford Brookes University, choice of words can go some way to avoiding Faculty of Business, assumptions of meaning. Coaches might Wheatley Campus, Wheatley, therefore reflect on four key questions about Oxford OX33 1HX. their practice: l How can I help the client see emotions as Correspondence valuable and informative? Peter Duffell l How can I build a common under- Email: [email protected] standing of the emotional experience with my client? l What investigative strategies will help gain the maximum insight to minimise the memory problem? l How might my own language be influen- cing our interactions?

The Coaching Psychologist, Vol. 11, No. 1, June 2015 39 Peter Duffell & Carmelina Lawton-Smith

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