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Conceptual Framework for a Positive Psychology Coaching Practice Jolanta Burke

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Conceptual Framework for a Positive Psychology Coaching Practice Jolanta Burke Jolanta Burke Paper Conceptual framework for a positive psychology coaching practice Jolanta Burke The complementary nature of positive psychology and coaching psychology has long been recognised by both researchers and practitioners. The last decade saw a tenfold increase of articles relating to positive psychology coaching and even more literature attempting to apply some of the findings from positive psychology in a coaching practice. However, despite the interest and the complexity of both fields, there is a lack of systematic approach to this new practice. The current paper introduces the Conceptual Framework for Positive Psychology Coaching Practice, the aim of which is to offer advice to both practitioners and researchers of the elements necessary to exist, in order to practise positive psychology coaching, as well as inform the policy and curriculum of programmes teaching positive psychology coaching in third level education. Keywords: Positive Psychology, Coaching Psychology, Positive Psychology Coaching, Positive Psychology Coaching Model, Strengths, Positive Psychology Interventions. OSITIVE PSYCHOLOGY is a scien- Trenier, 2011; Oades, Crowe & Nguyen, tific study of optimal human func- 2009; Roche & Hefferon, 2013), or encour- P tioning (Linley et al., 2006). Coaching aging the use of Positive Psychology Interven- psychology, in comparison, is a professional tions (PPIs) (Passmore & Oades, 2015, 2016) development process grounded in psycho- and positive psychology measures (Susing, logical theories, the aim of which is to help Green & Grant, 2011), as well as applying individuals or groups improve their effec- some of the positive psychology theories tiveness and performance (Vandaveer et al., to the coaching practice (Foster & Lloyd, 2016). The complementary nature of both 2007). Thus, they lack a coherent applica- scientific fields has long been recognised tion of positive psychology in coaching. and promoted by researchers and practi- Passmore and Oades (2014) offered a tioners (e.g. Biswas-Diener, 2010; Kauffman model of PPC practice according to which & Linley, 2007; Seligman, 2007). However, PPC is rooted in four positive psycholog- the current literature lacks a systematic ical theories: strengths theory (Proctor approach to a positive psychology coaching et al., 2011), broaden-and-build theory practice. (Fredrickson, 2009), self-determination Positive Psychology Coaching (PPC) theory (Spence & Oades, 2011), and well- is defined as an application of positive being theory (Seligman, 2011). However, psychology in coaching approaches (Oades given the growing interest in positive & Passmore, 2014). To date, many attempts psychology coaching practice, as well as the have been made to implement some of the complexity of the field, a need for a more scientific findings from the mainstream and comprehensive approach for coaching prac- second-wave positive psychology in coaching tice is required. Thus, the current paper (cf. Cilliers, 2011; Sims, 2017). Nevertheless, introduces the Conceptual Framework for most of them rely on implementing singular Positive Psychology Coaching Practice. components of positive psychology, such as The framework was created with practi- a strength-based model of coaching (Elston tioners in mind. It offers coaches a systematic & Boniwell, 2011; Linley, Biswas-Diener & approach to practicing positive psychology 16 The Coaching Psychologist, Vol. 14, No. 1, June 2017 Conceptual framework for a positive psychology coaching practice in their coaching practice. Furthermore, it The themes included such areas as well- provides educational institutions with a tool being, positive emotions, flow, relation- to developing coaches’ knowledge and skills ships, strengths, positive traits, forgiveness, to inform their positive psychology prac- gratitude, virtues, self-determination, moti- tice. Finally, it aids as a quality assessment vation, fairness, creativity, resilience, hope, for practising PPC, thus serves as a tool for self-efficacy, perceived control, coping, spir- ensuring ethical and well-informed applica- ituality or meaningful life (Hart & Sasso, tion of positive psychology in coaching. 2011; Lopez, 2009). Many of the topics in positive psychology have been thoroughly Conceptual framework for positive researched, offering practitioners a consid- psychology coaching practice erable knowledge base. Therefore, picking According to the framework, Positive a theory or intervention to apply it with a Psychology Coaching is an integrated client, without considering the larger body approach to practising coaching, which is of knowledge, represents a narrow, incom- embedded in the strong foundations of the plete and possibly haphazard approach to theory and research in positive psychology, PPC practice. and the application of strength-based Furthermore, positive psychology educa- models of coaching, as well as evidence- tion has a power to evoke a lasting change based practices that lead to clients’ optimal in people’s perceptions, their thinking, human functioning. Therefore, the model feeling and behaviour (Norrish, 2015; of the Conceptual Framework for Positive Russo-Netzer & Ben-Shahar, 2011). Educa- Psychology Coaching Practice (Figure 1) tional programmes, such as Certificates, consists of six elements: 1. Knowledge, 2. Diplomas and Master’s in Applied Positive Strength-based models, 3. Positive diagnosis, Psychology and Coaching Psychology, can 4. Optimal-functioning goals, 5. Positive enable practitioners to familiarise them- psychology interventions, 6. Positive meas- selves with the related themes and apply ures. It is proposed that each one of the them in their practice. Without such knowl- elements ought to exist in order for a fully edge, coaches’ awareness of their clients’ integrated PPC practice to occur. Each one traits and positive-psychology-related of the elements will be examined separately, processes may be limited. and the consequences of any of the missing Awareness is the precondition for an components will be discussed. ultimate change (Prochaska & DiClemente, 1992). In-depth positive psychology knowl- Knowledge edge and subsequently gained awareness In order to practise PPC, an in-depth knowl- allows practitioners to notice temporary or edge is required in both fields of positive stable characteristics about their clients (e.g. psychology and coaching psychology. Coach optimism, hopefulness, grit), identify the education is argued to be a prerequisite helpfulness of their emotional states and for coaching practice (Laske, 2006; Yi-Ling take appropriate action, such as asking rele- & McDowall, 2014), with certain tiers of vant questions or offering interventions that membership within some coaching organi- can help them in their coaching process. sations restricted to those who completed a Without such knowledge, these elements minimum number of study and practise hours may be left undetected and the PPC practice (e.g. Association for Coaching, International might not reach the peak of its potential. Coach Federation), yet there are no such Therefore, being a PPC practitioner involves educational requirements for practising PPC. acquiring knowledge of positive psychology, By 2013, over 18,000 academic journal so that coaches become more perceptive papers were published in the area of posi- about their clients’ positive traits and the tive psychology (Rusk & Waters, 2013). positive-psychology-informed processes. The Coaching Psychologist, Vol. 14, No. 1, June 2017 17 Jolanta Burke Strength-based model of strength-centred therapy (Wong, 2006), There are many models used in coaching, strength-based counselling (Smith, 2006), such as GROW/REGROW (Grant, 2011), as well as VIA classification of strengths Solution-Focused Brief Coaching (Iveson, (Peterson & Seligman, 2004). A controlled, George & Ratner, 2012) or Motivational experimental study indicated that in a group Interviewing (Passmore, 2011). However, undergoing strength-based coaching, 20 per whilst they guide clients through a process of cent more participants achieved their career discovery, leading to a successful outcome, goals than in the control group, which used the journey they propose is not inherently a traditional, non-strength-based model. focused on their strengths. Another strength-based approach that On an individual level, positive can be applied in PPC is the Appreciative psychology is a study of positive individual Inquiry (AI) model (Cooperrider & Sriv- traits (Seligman & Csikszentmihalyi, 2000), astva, 1987), which involves four stages: ordinary human strengths and virtues (1) discovery, (2) dreaming, (3) design, (Sheldon & King, 2001), and how they can (4) delivery. The model re-focuses clients’ be used to achieve optimal human func- attention from the solution of problems, to tioning. It is also the main theme of all how strengths can be used to achieve their positive psychology themes in academic desired goals. papers published to date (Hart & Sasso, Both models are strength-based, there- 2011). Therefore, an integral part of the fore they can be used in PPC. However, PPC process is a focus on human strengths, more research is required to create specific and ways in which they can be applied to evidence-based models of coaching that reach clients’ their ultimate goals. incorporate not only a strength-based In an experimental study, using a strength- approach, but other aspects of the PPC based approach in a career coaching prac- framework. tice not only improved the clients’ likelihood of achieving
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