Consulting Psychology Frameworks and Process
Coaching as a profession attracts a diverse pool of practitioners including psychologists. Are you a psychologist interested in coaching? You may want to consider consulting psychology.
The purpose of this article is to (a) serve as a brief overview of basic coaching principles and frameworks (b) outline the coaching process (c)provide two recent research articles discussing the types of knowledge, skills and abilities displayed by coaching psychologists.
Human resources, now known as people operations in some circles, has evolved from punitive to developmental talent interventions. Qualified coaches to guide employee development are in high demand. There is an assumption that studying psychology would obviate the need for more training as a coach. Quite often psychologists do not consider additional training and are not aware of the difference between clinical and coaching practice (Hart, Blattnerr & Leipsic, 2001).
First, what is consulting psychology? Consulting psychology was born in the psychological disciplines of industrial and social psychology: This division is the 13th among the other 54 in the American Psychological Association. The following definition explains the distinguishing feature of this group:
The division serves as a forum for consultation skill, theory and knowledge development, and dissemination. It provides a professional home for those who have an identity as consulting psychologists. The division represents psychologists with masters and doctoral degrees who consult with individuals, groups and organizations in order to catalyze growth and change. (Retrieved from www.apa.org/about/division/13.aspx 2017)
Research in the field of coaching began over forty years ago and when it was referred to as management consulting (Kilburg, 2001). Coaching theory is derived from principles underpinning social psychology, learning theory, positive psychology and sometimes philosophical paradigms of phenomenology and existentialism (Grant, 2005).
There are two views of coaching that encompass the above-stated principles- directive and non-directive (Schein,1999; Schreyögg, 2017). The directive approach is akin to a psychological approach which views the client through various frameworks guiding them with powerful questions.
In A Practice Analysis of Coaching Psychology: Toward a Foundational Competency Model, Vandaveer et al conducted in-depth interviews and surveyed subject matter experts (SME) who met the criteria of PhD or PsyD with 25 to 45 years of professional practice. The coaching experts reported various theoretical frameworks used in coaching engagements. The top six included: Leadership theory, emotional intelligence, organizational theory, cognitive-behavior theory, behavioral psychology, behavioral change, and positive psychology (2016). In addition, Kauffman and Hodgetts’ Model Agility: Coaching Effectiveness and Four Perspectives On A Case Study called attention to the four most common psychological coaching frameworks including cognitive-behavior, psychoanalytic, adult development and positive psychology (2016). The case study and appendix are particularly helpful in applying practical applications in coaching scenarios including possible coaching questions.
The second, non-directive approach relies on the client’s perspective and truth to explore the possible answer and to remain in present moment. The individual most known for advocating this technique was humanistic psychologist Carl Rogers (1949). This is also known as a “subject-subject relationship between the counselor and the client” (Schreyögg, 2017, p134). Instead of using a prescriptive approach, these practitioners believe that the answer is derived from the participant. In addition, the style focused on present understanding, not past or present associations-antithetical to some psychologically based models. A respected thought leader and coach with significant results in this area is Dr. David Drake (https://www.momentinstitute.org/).
The main difference between these methods can be explained either as the coach practitioner viewing the client as the object to be analyzed or viewed wholly also known as a client-centered approach.
Coaching Process
A process model of coaching was operationalized in order to provide a framework for consulting psychologist new to the field of coaching (Vandaveer et al). The process is outlined below.
The initial needs assessment sets the stage for the coaching engagement. For example, will the engagement only focus on top talent? Will the entire organization be involved? Is team coaching needed? This is a collaborative effort determined by key stakeholders in the organization and the coach. A meeting or phone call can determine whether your coaching philosophy and interpersonal skills align with the client.
Next, the contracting phase establishes the parameters in which the coaching will take place. How long is the engagement? What is the budget? Will you charge a flat fee or hourly rate? Specifics regarding the intervention will be memorialized in a contract with key deliverables.
The assessment and data gathering phase is evidence used to establish the coaching goals and varies from company to company. Coaches use a variety of tools. Psychometric assessments may be deployed during this phase. Psychometrics can be defined as a “standardized and quantitative methods of observing and summarizing human behavior that have firmly taken hold in educational, clinical and occupational practice around the globe” (MacDowall, 2016, p. 2). Practitioners often use psychometric personality assessments to establish self-awareness of the stakeholders involved in coaching interventions (Hoover & Gorrell, 2009). Moreover, several popular assessments are grounded in the psychological Five Factor Model (FFM) and the NEO-PIR models. These are based on personality traits. The assessment and data gathering phase can also involve feedback from performance reviews including multi-rater assessments also known as 360 degree surveys. The Myer-Briggs Type Indicator and DISC assessment are popular in organizations and can be controversial due to validity concerns.
During the fourth stage known as feedback, the results from the data gathering phase are reviewed and communicated to the individual, team or organization. Most recently, many start-ups and technology driven-organizations will capture real-time feedback from platforms like Slack providing an abundance of qualitative data for analysis by coaches.
Goal setting and plan implementation are the next phases of the coaching intervention that create a plan of action for individuals or groups and holding them accountable. Goals setting establishes a short or long-term markers for development, this is also subject to change based on progress. At this point, a discussion may ensue regarding what is working and not working which inevitably leads to evaluation of progress. Depending on the goal of the individual and organization, this is an iterative process, but still subject to evaluation.
The final phase of coaching is the termination and transition phase establishing closure, next steps and reporting to the client. Some have definitive dates due to budget, while others are ongoing.
Associations and Resources
Associations and yearly conferences will support your continued growth as a coach and are highly recommended. Fellow practitioners, industry experts, and scholars aligned with your interests will play an important role in advancing your practice. Below are a few options to get you started:
The Society of Consulting Psychology (SCP) https://www.societyofconsultingpsychology.org/ and Society of Industrial and Organizational Psychologists (SIOP) https://www.siop.org/ has a combined memberships of 1,400. Be sure to also review the journal https://www.apa.org/pubs/journals/cpb/.
The non-profit Harvard Medical School /MacLean Hospital’s Institute of Coaching (IOC) https://instituteofcoaching.org/ provides an abundance of resources including webinars, research digests, in person forums and a yearly conference. Membership provides access to a repository of online resources available on the website. In addition, the organization provides generous funding to advance coaching research.
International Coaching Federation (ICF) https://coachfederation.org/ is a world-wide organization with an estimated membership of 53,300 professional coach practitioners. The ICF accepts members who may not have prior education in the areas of psychology and provides certification.
Kauffman, C., & Hodgetts, W. H. (2016). Model agility: Coaching: effectiveness and four perspectives on a case study. Consulting Psychology Journal: Practice and Research, 68(2), 157. http://dx.doi.org/10.1037/cpb0000062
Vandaveer, V. V., Lowman, R. L., Pearlman, K., & Brannick, J. P. (2016). A practice analysis of coaching psychology: Toward a foundational competency model. Consulting Psychology Journal: Practice and Research, 68(2), 118–142. http://dx.doi.org/10.1037/cpb0000057
Additional References
Kilburg, R. R. (2001). Toward a conceptual understanding and definition of executive coaching. Consulting Psychology Journal: Practice and Research, 48(2), 134. http://dx.doi.org/10.1037/1061-4087.48.2.134
Grant, A. M. (2005). What is evidence-based executive, workplace and life coaching? Evidence-Based Coaching Volume 1: Theory, Research and Practice from the Behavioural Sciences, 1.
Hart, V., Blattner, J., & Leipsic, S. (2001). Coaching versus therapy: A perspective. Consulting Psychology Journal: Practice and Research, 53(4), 229.
Hoover, J., & Gorrell, P. (2009). The Coaching Connection: A Manager’s Guide to Developing Individual Potential in the Context of the Organization New York, NY: AMACOM
McDowall, A. (2016). The use of psychological assessments in coaching and coaching research. In T. BachkirovaG. Spence & D. Drake The SAGE Handbook of coaching (pp. 627–644). 55 City Road, London: SAGE Publications Ltd. http://dx.doi.org 10.4135/9781473983861.
Rogers, C. R. (1949). The attitude and orientation of the counselor in client-centered therapy. Journal of Consulting Psychology, 13(2), 82–94.http://dx.doi.org/10.1037/h0059730
Schreyögg A. (2017) The Potential Diversity of a Coach’s Roles: The Professionalization of Coaching. Weisbaden, Germany: Springer, Wiesbaden
Schein, E. H. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley.
