MBTI and Coaching

Special Group in Coaching Psychology
The Coaching
Psychologist
Volume 2, No. 3, December 2006
ISSN: 1748-1104
The Coaching Psychologist
Editor: Kasia Szymanska Centre for Coaching and Central Stress Management Ltd, UK.
Consulting Editors: Ho Law Empsy Ltd, UK.
Alanna O’Broin City University, UK.
Stephen Palmer Centre for Coaching and City University, UK.
Manfusa Shams Institute of National Healing, UK.
Alison Whybrow The Vedere Partnership and Manchester University, UK.
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Letter from the Chair
Dear SGCP Members
HIS LAST EDITION OF The Coaching psychologists’ or
T Psychologist for 2006 will have landed on

your doorstep just days before we host
the First International Coaching Psychology
‘psychologists who
coach’ and in ways
that support the
Conference in London. Our AGM will also development of
be held on the first day of the conference on the profession as whole. This is no easy task,
the 18 December. however, we are making excellent progress.
A brief report outlining the results of the The value of psychological research and
members survey which focused on accredita- practice is increasingly being discovered and
tion issues is presented later in this issue of used in more arenas within the community
TCP. Within this questionnaire we asked you at large so if one lesson has been reinforced
whether you want us to move towards Divi- by the rapid growth of the SGCP, it is the
sion Status, how important this is to you and need for the Society and indeed the ‘profes-
why. The results of the survey clearly show sion of psychology’ to be more flexible and
that members are interested in accreditation. adaptive than perhaps has been the case
Discussions will be held on Subject historically.
Benchmarks, Supervision Guidelines and One of the key challenges facing the
future accreditation options for Coaching profession at this stage in our development is
Psychology as a part of the SGCP Profes- that key elements of the psychological know-
sional Practice and Research subcommittee ledge base are increasingly becoming ‘public
sessions at the conference. At the AGM, we domain’. Through the successful communica-
are also hoping to review the results of a tion of psychological ideas through high
stakeholder analysis so we can consider what school and university-based programmes an
actions to take in moving forwards into 2007. increasing number of people are taking these
This series of parallel sessions will lead up to ideas into workplaces and the community.
the AGM and support our thinking around Representation of psychology within the
the issue of Coaching Psychology accredita- popular media by ‘media psychologists’ as
tion within the Society. well as popular formats such as soap opera,
As one of the newest subsystems within drama and even comedy has meant that many
the Society the SGCP has perhaps been a ideas drawn from psychological research have
precocious and challenging addition to the now become so deeply embedded in modern
professional family of psychology. We have western culture that people are starting to
grown faster than even we had dared to hope forget where they originated.
and certainly faster than others within the It is wonderful on many levels to see this
Society had anticipated. transfer of knowledge, however, I do feel
This is a time where changes and chal- that the profession of psychology suffers
lenges are facing the broader profession as a through being the unacknowledged and
whole and a major review of subsystem underappreciated originator of much that is
autonomy is leading towards various ‘radical’ good in modern culture. Perhaps this is a
internal changes within the Society to ensure small price to pay for such a valuable and
the Society is ‘fit for the future’. On behalf of wide reaching impact, however, unless
the SGCP Committee, I can assure you that psychologists are more ‘proactive’ in getting
we are working hard to represent your needs the new research and ideas into society, then
whatever these may be as either ‘coaching for coaches and other consumers of
The Coaching Psychologist, Vol. 2, No. 3, December 2006 1

© The British Psychological Society – ISSN: 1748–1104
Letter from the Chair
psychology there will remain to be a serious I am also very pleased to report that
‘time lag’ between the generation of relevant through the Society’s involvement in initia-
research and practice and application within tives such as the coaching bodies roundtable
the broader coaching community. and the upcoming International Coaching
With increasing pressure on psychology Standards Symposium that the broader
as a profession to keep society ‘fed’ with new professional coaching and mentoring
ideas and developments based on evidence- community is developing a better under-
based research there is a corresponding standing of our profession. This engagement
increase in our responsibility to ensure that with the broader community is also leading
the ideas are communicated effectively and towards a clearer understanding of how the
that the practical application of these ideas is profession of psychology relates to the emer-
managed and supported. gent profession of coaching and how we can
The burgeoning coaching community is work together. Negative stereotypes and
one the biggest consumers of both the misinformation about psychologists still
historical and developing psychological abound within the broader coaching
knowledge base outside of the profession of community and it is through these collabo-
psychology itself. Communicating these rative relationships that they are gradually
ideas both within the profession and from being overcome.
the profession outwards to the external And a final note, Siobhain O’Riordan is
coaching community is an essential activity the incoming Chair for 2007 and I hope that
for us and this is supported by our two key Siobhain will be as well supported by the
publications. These are the International both the membership and the SGCP
Coaching Psychology Review which is Committee as I have been over the past year.
‘academic’ and psychologically focussed
along with The Coaching Psychologist which is Pauline Willis
designed to cater for needs of our broader
membership base. This dissemination of
knowledge does also need to be backed up
with practical support from the psycho-
logical professional community and this is
where our role as coach supervisors is key to
ensuring that psychological ideas are ‘used’
and not ‘abused’. Competence in, and
supervision of coaching psychology practice
are both themes that are high on the agenda
at the conference and there are opportuni-
ties for you to both receive information as
well as share your own knowledge and
expertise in this area.
2 The Coaching Psychologist, Vol. 2, No. 3, December 2006

SGCP Committee members hard at work.
Media Training Courses 2007

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Registration form and further details from:

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Tel: 0116 252 9581; E-mail: mediatraining@bps.org.uk

THE SPECIAL GROUP IN COACHING PSYCHOLOGY
st
1 International Coaching Psychology Conference
18th and 19th December 2006
To be held at City University, London, UK
Invited speakers and facilitators include:

Judith Bell, Dr Tatiana Bachkirova, Prof Michael Carroll,
Dr Michael Cavanagh, Jonathan Coe, Stefania Grbcic,
Dr Kristina Gyllensten, Angela Hetherington,
Clare Huffington, Prof David Lane, Dr Otto Laske, Dr Ho Law,
Dr Alex Linley, Dr. Almuth McDowall, Prof Stephen Palmer,
Prof Ernesto Spinelli, Dr Dianne Stober, Pauline Willis,
Dr Alison Whybrow
Masterclass topics include:

• Dr Michael Cavanagh: The practice of coaching psychology:
Advanced models, tools and techniques for change
• Clare Huffington & Judith Bell: A systems- psychodynamic model of
coaching psychology practice
• Prof David Lane: Building a model of supervision
• Dr Alex Linley: Strengths and the coaching psychology engagement
• Prof Ernesto Spinelli: Existential coaching psychology: An introduction
• Dr Dianne Stober: Evidence-based practice in coaching psychology:
Integrating perspectives and methods to serve your client
Parallel papers and poster sessions provide some of the latest thinking,
research and case studies in coaching psychology.
For Booking Information and full Conference Programme please visit
www.city.ac.uk/sgcp or e-mail: events@city.ac.uk. Participants will receive
Conference and Workshop attendance certificates as evidence for CPD
Logbooks or Practitioner-in-Training Logbooks.
The 2006 membership fee to join SGCP is £3.50. SGCP membership benefits include
membership rates at our events and free copies of the ‘International Coaching
Psychology Review’ and ‘The Coaching Psychologist’. BPS members can join now and
obtain the discounted conference fee.

The Coaching Psychologist, Vol. 2, No. 2, September 2006 5
MBTI® types and executive coaching
Jonathan Passmore, Margaret Rawle-Cope, Carla Gibbes &
Mark Holloway
This paper reviews the outcome of research from the British Psychological Society and Association for
Coaching members undertaken in the Autumn of 2005 on coaching behaviour. The focus of this paper is
on personality preferences of executive coaches as indicated by the MBTI®. The results suggest potential
differences between the MBTI® types of the general population and executive coaches.
Keywords: Executive coaching, Coaching, MBTI®, personality type, coaching research and
psychometrics and coaching.
HE MYERS BRIGG’S TYPE INDI- coaching organisations was not considered as
T CATOR (MBTI®) is one of the UK’s

most popular psychometric question-
naires used in leadership and team develop-
relevant for participation since there is, as yet,
no formal regulation of executive coaching in
the UK. It was believed that to select only
ment. It is often used by executive coaches as coaches affiliated with specific coaching organ-
part of the process to help executive isations would act to ignore the influence of
coachees reflect on their personal prefer- multiple forms of training and experience
ences and encourage reflection about available, thus limiting the data available for
working styles and relationships. This paper the study. No pre-selection was made
is drawn from data collected from members concerning the specific method of coaching
of the Society’s Special Group in Coaching used as one of the aims of the study was to iden-
Psychology (SGCP) and Association for tify choice of method.
Coaching (AC) during the Autumn of 2005.
The paper looks at another side of the Aim of the study
coaching relationship, i.e. the type prefer- The full study aimed to explore the coaching
ences of executive coaches. relationship from both the perspective of the
An invitation to participate was sent in coach and their coachee. The first investiga-
Autumn, 2005, to all who had subscribed to the tion involved a series of interviews with exec-
SGCP e-mail discussion forum and to members utives about their coaching experiences and
of the Association for Coaching online forum. what they valued in the relationship. The
A total of approximately 1500 people were second, from which these results are drawn,
invited to participate. Two-hundred-and- was based on executive coaches’ responses to
eighty-eight self-selecting English-speaking, an online survey conducted during the
executive coaches volunteered to participate. Autumn of 2005.
However, since some of these responses were The survey’s primary aim was to identify
incomplete, the total number of question- the most frequently used coaching behav-
naires completed and thus available for iours, and to identify this relationship with a
analysis was 228 (N=228), a take up rate of 19.2 range of variables including: experience,
per cent and a final completion rate of 15.1 per training, Society Chartership and coaching
cent. Experience of working as an executive methodology. One of the sections invited
coach was considered an essential criterion for coaches to identify their four MBTI® type
acceptance on the study and participants had preferences, 228 participants completed this
to confirm that they had completed at least 50 section of the questionnaire.
hours of executive coaching. Affiliation to

MBTI types and executive coaching
MBTI® theory pairs are preferences and are illustrated in

MBTI® is an assessment developed by Isabel Table 1.
Myers and based on Carl Jung’s theories of Myers and Myers (1995) claim that the
personality differences. Myers sought to take combination of thinking and judging func-
this aspect of Jung’s work and make it acces- tions determine what is noted in any given
sible to normal, healthy adults via a self situation, whether people think (T) or feel
report questionnaire with the aim of (F) and then what action is taken, whether
providing enhanced self-awareness (Myers & they judge (J) or perceive (P), so that differ-
Myers, 1980). The MBTI® system describes ences in perception or judgment should
four bipolar type preferences which result in differences in preferred behaviour
generate 16 four-letter types. (Myers & Myers, 1995). The permutations of
MBTI® theory is a type theory, based on a these two functions combined with introver-
belief that we all have innate personal pref- sion (I) or extroversion (E), sensing (S) or
erences. To help put the results into context iNtuiting (N) functions amounts to a total of
a brief summary of the four pairs of prefer- 16 distinct personality types. Myers and
ences are provided here. Myers suggested that each of these combina-
The first pair of preferences concerns tions produces a different kind of person-
where the individual gathers energy from, ality, characterised by the interests, values,
either the outer world (Extraversion ‘E’) or needs and habits of mind that naturally
the inner world (Introversion ‘I’). So, for result from the combination (Myers &
instance, those with a preference for Extra- Myers, 1995).
version gain energy from taking action in the A key aspect of MBTI® theory is that while
world and interacting with others whereas individuals have a preference for one of each
those with a preference for Introversion tend of the four preferences and will be most
to gain energy from reflection and quietly comfortable and energised when they can
thinking things through. approach life and work using these parts of
The second pair of preferences concerns themselves, this does not mean that they are
how the person takes in information; unable to develop behaviours associated with
Sensing (S) or Intuition (N). Those with a their non-preferences. People can become
preference for Sensing take in information effective at using their non preferences it
through their five senses focusing on the just takes more time and energy to do so.
specific and factual. Those with an Intuitive The four preferences do not operate inde-
preference focus on the big picture and on pendently. Indeed a unique and powerful
associations and underlying meaning. aspect of type theory is the description of the
The third pair of preferences concerns dynamic interaction of the preferences within
how a person structures their decisions; each of the 16 types. This dynamic interaction
Thinking (T) or Feeling (F). Those with a enables a depth of interpretation that is of
preference for Thinking tend to make deci- immense value in coaching.
sions through an objective approach with a
focus on logic and reason. People with a MBTI® and counselling
Feeling preference tend to place an emphasis Summerfield (2002) argued that facilitators
on personal values and personal needs. ‘walk the thin line’ between coaching and
The fourth pair of preferences concerns counselling. Although this study did not seek
how people live their lives; Judging (J) and to explore the boundaries between executive
Perceiving (P). Those with a preference for coaching and counselling, it recognised that
Judging prefer to live a planned life which is the personality type of the practitioner influ-
organised and structured. Those with a pref- ences behaviour and provides further infor-
erence for Perceiving prefer a more flexible mation for the coach and coachee to work
and spontaneous approach to life. The four with in the intervention.

Jonathan Passmore, Margaret Rawle-Cope, Carla Gibbes & Mark Holloway
Like counselling, coaching is beginning population of the UK (13 per cent),

to move towards a position where we can compared with 0.9 per cent for coaches. By
claim that coaching does have a positive contrast there is a far higher proportion of
impact on people and their performance at ENFP types amongst coaches (18.9 per cent)
work (Passmore, 2006a). However, we are than in the UK population (6 per cent).
less clear about how it works though factors There is higher proportion of Perceiving
such as empathy, developing problem and Intuitive types among the coaching popu-
solving skills, disputing irrational thoughts lation compared to the UK population; 53.5
and encouraging goal setting probably all per cent vs. 41 per cent for Perceiving and
play a part. 84.2 per cent vs. 17 per cent for Intuition.
One of the interesting conclusions to The study also identified that in compar-
emerge from the counselling research is the ison to the general population there is a
role played not by the therapy but by the clear divide between the MBTI® SP/SJ type
therapist. MBTI® thus provides an inter- groups and NF/NT type groups. There are
esting way to begin the process of thinking significantly less executive coaches in the
and talking about different ways of being SP/SJ groups, i.e. only 16 per cent of execu-
with the coachee. tive coaches as opposed to 77 per cent of the
Bayne (2004) investigated for evidence of general population and with more executive
a relationship between (MBTI®) and the coaches in NT/NF than the general popula-
profession of counselling. He identified tion, i.e. 85 per cent of executive coaches as
some marked differences between coun- opposed to 23 per cent of the general popu-
sellor preferences and the wider population. lation. Comparisons between the executive
This showed a bias in counsellors towards coaches and the business psychologists
Feeling (F) and Intuitive (I) preferences. (Table 2) indicate a less obvious divide in
Bayne suggested that these preferences in type. It is interesting to note the divide
counsellors revealed an interest in exploring between the NF and NT groupings of busi-
meaning and using empathy in their ness psychologists and executive coaches.
approach to the world and their clients. Our The percentage in each of the two profes-
work also looked at this issue (Table 2). The sions is identical. However, the business
results show the distribution of coaches who psychologists indicate a 47 per cent NT
completed the survey and revealed results. grouping whilst the executive coaches show
When compared to the distribution of a 47 per cent NF grouping.
types in the UK general population the Stronger preferences were revealed for
distribution of counsellors shows similar perceiving and for intuition among the
overall proportions of Extraverts and Intro- coaching population in contrast to the UK
verts and also Thinkers (T) and Feelers (F). population; 53.5 per cent to 41 per cent for
However, when the comparison is made at perceiving and 17 per cent for Intuition for
the level of individual type there are clear the UK population compared to an Intuitive
points of difference. One is the relatively preference of 84.2 per cent among coaches.
high percentage of ISFJ types in the general The introversion and extraversion prefer-
Table 1: Four pairs of preferences.
Extraversion (E) .......................................................................................................................................Introversion (I)

Sensing (S)......................................................................................................................................................Intution (N)
Thinking (T) .......................................................................................................................................................Feeling (F)
Judging (J) ..................................................................................................................................................Perceiving (P)

Table 2: Executive coach sample compared with the UK general adult population and
UK business psychologists.
MBTI® type UK General adult population UK business Executive coaches

(N=1634) psychologists (N=307) (N=228)
ISTJ 14% 2% 1%
ISTP 6% 0% 0.5%
ESTP 6% 0% 1.5%
ESTJ 10% 5% 5%
ISFJ 13% 2% 1.5%
ISFP 6% 0% 0%
ESFP 9% 2% 2%
ESFJ 13% 3% 4%
INFJ 2% 4% 7%
INFP 3% 14% 12%
ENFP 6% 16% 19%
ENFJ 3% 6% 9%
INTJ 1% 12% 11%
INTP 2% 10% 9%
ENTP 3% 15% 10%
ENTJ 3% 10% 8%
Source of UK business psychologists statistics. Copyright 2003, OPP Limited, 15-17 Elfield Way, Oxford OX2 8EP.
Reproduced with permission. Further reproduction without the permission of OPP Limited is prohibited.
Source of general UK adult population statistics modified and reproduced by special permission of the Publisher,
CPP, Inc., Mountian View, CA 94043, from Myers-Briggs® Type Indicator European English Manual Supplement by
Elizabeth Kendall. Copyright 1998 by CPP, Inc. All rights reserved. Further reproduction is prohibited without the
Publisher’s written consent.
ences showed a preference for extraversion understand how their type may be influ-
in the UK population at 53 per cent UK encing their choice of profession and how it
population and a slightly stronger prefer- affects their interaction with coachees and
ence among coaches at 57.4 per cent. colleagues. Whilst the wish to work in a non
We can speculate from these results that logical and more intuitive way has been
coaches appear to be more concerned with expressed by many of the respondents to this
the big picture rather than taking a detailed study, this should not be taken as evidence
approach to evidence, this is evidenced by for discriminating against people who
the higher proportion of Intuitive types. express a preference to work in a more
A less marked but still interesting difference formalised and structured manner.
for introversion-extraversion, with coaches This research has brought out that there
being more slightly more extravert than the is no ‘simple’ way of defining how an execu-
UK population. This may reflect the need to tive coach chooses to work with coachees.
engage with others, and constantly to form This study has highlighted that the situation
new relationships as part of the work. At the is far more complicated than a simple equa-
level of the individual executive coach, this tion between type and preferred model.
research highlights the need for coaches to It also indicates that, unlike formalised

counselling which has relatively few working accounted for by the training offered in
models, there are many models available to psychology, and the types who are attracted
executive coaches. to this type of training. This echoes our own
Data was also collected on psychological beliefs that one of the key differentiators of
training, and a review (Tables 4 and 5) psychological coaches to non-psychological
reveals some interesting differences between coaches is a desire to use an evidence based
coaches who classified themselves as psychol- approach and to contribute towards practice
ogist coaches and non-psychologist coaches. developed through research.
The proportion of Intuitive types was higher Data was also collected in the survey on
among psychologists at 89.8 per cent than coaches preferred methodologies, with 12
among non-psychologists (81.2 per cent). different approaches to select from. These
A second interesting difference was in the included humanistic, cognitive behavioural,
preference for Feeling judgement with 47.7 integrated, psychodynamic, and solution
per cent psychologists indicating this prefer- focused. The coaching preferences were
ence compared to 57.2 per cent for non- widely spread among the 12 options. Tables
psychologists. The differences here may be 6 and 7 summarise two methodologies
Table 3a: UK population % (N=1634).
ISTJ ISFJ INFJ INTJ

14% 13% 2% 1%
ISTP ISFP INFP INTP
6% 6% 3% 2%
ESTP ESFP ENFP ENTP
6% 9% 6% 3%
ESTJ ESFJ ENFJ ENTJ
10% 13% 3% 3%
Source of general UK adult population statistics modified and reproduced by special permission of the Publisher,
CPP, Inc., Mountian View, CA 94043 from Myers-Briggs® Type Indicator European English Manual Supplement by
Elizabeth Kendall. Copyright 1998 by CPP, Inc. All rights reserved. Further reproduction is prohibited without the
Publisher’s written consent.
Table 3b: Coaches overall % (N=228).
ISTJ ISFJ INFJ INTJ

0.9% 0.9% 7% 11%
ISTP ISFP INFP INTP
1.3% 0.9% 11.4% 9.2%
ESTP ESFP ENFP ENTP
0.4% 1.8% 18.9% 9.6%
ESTJ ESFJ ENFJ ENTJ
5.7% 3.9% 9.2% 7.9%
Passmore (2006b).

(CBT and humanistic) and the MBTI® Results indicate that although separately
responses for that methodology. both MBTI® type and model are significant,
Baynes (2004) reviewing counsellor pref- p <0.0001, there is no statistically significant
erences concluded that there was some interaction between MBTI® type and model,
evidence that psychological type was associ- p >0.9592.
ated with choice of counselling model, with This study has highlighted that the situa-
T’s preferring cognitive models and F’s tion is far more complicated than a simple
affective models. These results appear to equation between type and preferred model.
support this view. Coaches who described Although the scope of the study was not wide
their dominant coaching style as cognitive enough to investigate the eclecticism of
had a preference for Thinking, while executive coaches, the authors suggest that it
coaches who expressed a preference for a is likely that many executive coaches ‘cherry
humanistic style had a preference for pick’ from various models depending on
Feeling. Caution should be shown give the both their degree of know-ledge of the
sample sizes for the humanistic group. model and the needs of their coachee, and
in practice are building eclectic practice.
Table 4: Chartered psychologists % (N=78).
ISTJ ISFJ INFJ INTJ

0% 0% 6.4% 16.7%
ISTP ISFP INFP INTP
2.6% 0% 7.7% 16.7%
ESTP ESFP ENFP ENTP
0% 0% 24.4% 6.4%
ESTJ ESFJ ENFJ ENTJ
6.4% 1.3% 7.7% 3.8%
Passmore (2006b).
Table 5: Non-psychologist coaches % (N=150).
ISTJ ISFJ INFJ INTJ

1.3% 1.3% 7.3% 8%
ISTP ISFP INFP INTP
0.7% 1.3% 13.3% 5.3%
ESTP ESFP ENFP ENTP
0.7% 2.7% 16% 11.3%
ESTJ ESFJ ENFJ ENTJ
5.3% 5.3% 10% 10%
Passmore (2006b).

Table 6: CBT Coaches % (N=22).
ISTJ ISFJ INFJ INTJ

0% 0% 4.5% 18.2%
ISTP ISFP INFP INTP
0% 0% 4.5% 18.2%
ESTP ESFP ENFP ENTP
0% 0% 9.1% 9.1%
ESTJ ESFJ ENFJ ENTJ
9.1% 4.5% 9.1% 13.6%
Passmore (2006b).
Table 7: Humanistic counsellors % (N=3).
ISTJ ISFJ INFJ INTJ

0% 0% 0% 0%
ISTP ISFP INFP INTP
0% 0% 0% 0%
ESTP ESFP ENFP ENTP
0% 33.3% 0% 33.3%
ESTJ ESFJ ENFJ ENTJ
0% 0% 33.3% 0%
Passmore (2006b).
Understanding MBTI® and taking action To help coaches reflect on their

The results provide coaches with an insight approach and their personal preferences we
which can help them, as much as it can help have included Table 8 which shows personal
the coachee, to reflect on their own style of preferences alongside their strengths and
work. As coaches we need to continually possible areas for development.
return to the question; ‘How does this inter- It is also suggested that with the forth-
vention help the coachee to move forward?’ coming ‘formalisation’ of the coaching
Knowing our preferences can help the coach process by organisations such as the British
to manage their natural preferences and to Psychological Society, the Association for
more readily adapt their behaviour towards Coaching and the International Coaching
the needs of their coachee. Federation, it is essential that training and
When the coach’s knowledge of them- regulatory processes recognise that many
selves is developed (through an instrument coaches express an MBTI® type preference to
like MBTI®) and combined with awareness work in a non-logical, non-formulaic and
of the coachees’ preferences, the coach can more intuitive way. The authors stress the
begin to work in a more helpful way, need to recognise the uniqueness of each
managing their own preferences to both coach and their approach and to refrain from
build rapport through empathy and provide forcing the use of an over formalised, logical
challenge through contrasting their style set of ‘tick box’ exercises that could stifle indi-
with the coachee’s. vidual coach’s abilities and reduce the devel-
opment of new and integrated approaches.

Table 8: Likely strengths and areas for development for coaches.
Likely strengths Likely areas for development
E Helping coachees explore a wide range Using silence.

of issues. Helping coachees explore issues in depth.
Establishing the coaching partnership. Reaching the ‘Way Forward’ stage.
Thinking on feet.
I Helping coachees explore issues in depth. Helping coachees move to action.

Reflecting on strategies. Helping coachees explore all relevant issues.
Using silence. Establishing the coaching partnership.
S Observing details. Taking the big picture into account.

Using the ‘Reality’ stage. Generating ideas at Options stage.
Helping coachees decide on practical steps Using intuition.
in ‘Way Forward’.
N Seeing the big picture. Being specific.

Using intuition. Testing out intuition.
Generating ideas at Options stage. Helping coachees decide on practical steps
in ‘Way Forward’.
T Being objective. Picking up coachee’s feelings.

Challenging. Being empathetic.
Challenging in a supportive way at the
right time.
F Being warm. Taking thoughts into account as well as

Being empathic. feelings.
Challenging the coachee.
Being more objective.
J Being organised. Helping coachee’s make decisions in a

Being decisive. timely way.
Being flexible.
P Being spontaneous. Being organised.

Being flexible. Helping coachee’s make decisions.
Adapted by Passmore from: Bayne (2004).

Acknowledgement
The authors would like to thank OPP and
Betsy Kendall for their comments on this
paper.
Correspondence and contact details

Jonathan Passmore
School of Psychology,
University of East London,
Romford Road,
London E15 4LZ.
E-mail: jonathancpassmore@yahoo.co.uk
Margaret Rawle-Cope
E-mail: m.rawle-cope@ntlworld.com.
Carla Gibbes
E-mail: c.gibbes@uel.ac.uk
Mark Holloway
E-mail: m.holloway@uel.ac.uk
References
Bachkirova, T. & Cox, E. (2004). A bridge over Myers, I. & Myers, P.B. (1980). Gifts differing. Palo
troubled water: Bringing together coaching and Alto, CA: CPP.
counselling. The International Journal of Mentoring Myers, I. & Myers, P.B. (1995). Gifts differing: Under-
& Coaching, II(1), July. standing personality type. California: Davies-Black
Accessed 15 June, 2005, via: Publishing.
http://www.emccouncil.org/frames/ Passmore. J. (2006a). Excellence in coaching: The
journalframe.htm industry guide.. London: Kogan Page.
Bayne, R. (2004). Psychological types at work: An MBTI® Passmore, J. (2006b). Unpublished doctorate:
perspective. London: Thomson. Executive coaching. University of East London.
Kendall, E. (1998). Myers Briggs® Type Indicator: Euro- Summerfield, J. (2002). Walking the thin line:
pean English Edition. Manual Supplement. Oxford: Coaching or counselling? Training Journal,
OPP. November, 36–39.

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THE SPECIAL GROUP IN COACHING PSYCHOLOGY
st
1 International Coaching Psychology Conference
18th and 19th December 2006
To be held at City University, London, UK
A ‘not to be missed event’, offering a series of keynote papers, full-day

masterclasses, research and case study presentations, skills-based sessions
and round-table discussions.
Keynote speakers will be:

Dr Dianne Stober: Evidence-based practice in coaching psychology:
Another medical model…not!
Prof Stephen Palmer: When ‘coaching’ isn’t enough.
Dr Alex Linley: Coaching psychology and positive psychology: Points of
convergence and new perspectives.
Dr Michael Cavanagh: What makes for a professional coach? Or What
every good coach needs to know?
Prof David Lane: Coaching psychology research - what will it take to build a
profession?
Pauline Willis: Bringing it all together: What does the future hold for
coaching psychology?
Themes of the Conference include:

• Ethics, Professional Practice and Supervision
• Psychometrics and Coaching
• Coaching Competence
• Positive Psychology in Coaching Psychology
• Multi-cultural, Diversity and Gender Coaching
For Booking Information and full Conference Programme please visit
www.city.ac.uk/sgcp or e-mail: events@city.ac.uk
Participants will receive Conference and Workshop attendance certificates
as evidence for CPD Logbooks or Practitioner-in-Training Logbooks.
The 2006 membership fee to join SGCP is £3.50. SGCP membership benefits include
membership rates at our events and free copies of the ‘International Coaching
Psychology Review’ and ‘The Coaching Psychologist’. BPS members can join now and
obtain the discounted conference fee.

Win-win situation? Learning from
parallels and differences between
coaching psychology and sport psychology
Alanna O’Broin & Stephen Palmer
A review of the sport psychology literature was conducted, using knowledge and research from this allied
profession to make a comparison with coaching psychology and highlight specific parallels and differences
potentially useful in progressing discussion, research and practice relevant to coaching outcome in both
professions. Common areas of performance psychology, positive psychology and several aspects of the
respective relationships are explored. Important areas of difference and their significance are examined.
It is suggested that both professions can potentially benefit from progressing such discussion and research
strategies.
Keywords: coaching psychology, sport psychology, literature review, positive psychology,
performance psychology, coach-athlete relationship, coach-client relationship.
OMPARISONS HAVE BEEN MADE discussion and possible research, to help
C in the coaching literature, perhaps

unsurprisingly, between coaching and
therapy (e.g. Hart et al., 2001; Bluckert,
inform coaching psychology theory and
practice.
2005), and more specifically between the Sport psychology

coaching and the therapeutic relationships, Sport and exercise psychology (the term
(Grant & Cavanagh, 2004; O’Broin & sport psychology will be used to cover this
Palmer, 2006). This accords with thinking in area of theory and practice for the
recent evidence-based approaches to remainder of this paper for ease of refer-
coaching psychology theory and practice ence) emphasises the study and under-
(Cavanagh & Grant, 2006; Stober & Grant, standing of the mental processes, behaviour
2006; Stober et al., 2006). These models and well-being, of people involved in sport
emphasise a broad definition of sources of and exercise2, with practitioners usually
knowledge and applicable evidence, to specialising in either the area of sport or
include coaching-specific research, adult exercise. An in-depth review of sport
learning and communication, the coach’s psychology is beyond the scope of this paper,
own expertise, client preferences, and although for those interested in reading
finally, knowledge from allied professions. further, see Williams and Straub (1998) and
This paper adopts an evidence-based Morris and Summers (2004). Historically
coaching psychology approach to exploring sport psychology grew up in physical educa-
knowledge from an allied profession, by tion departments, with the sport psycholo-
conducting a comparison between sport gist seen as an educator teaching mental
psychology and coaching psychology1, skills (Anderson et al., 2001). More recently
resulting in the identification of three poten- however, more inclusive, evidence-based
tially fruitful areas for further investigation, approaches to aspects of sport psychology
1 Drawing upon scholarly papers from the behavioural science literature presented in PsychInfo, in September
2006, a literature search was conducted using the term ‘Sport Psychology and Coaching’.
2 See BPS, APA and APS websites respectively for respective definitions of Sport and Exercise Psychology in the
UK, US and Australia.

theory and practice have begun to develop Positive psychology

(Jowett & Cockerill, 2002; Jowett, 2006). Linked with the previous theme of optimal
It should be noted that the early litera- experience, positive psychology, (Seligman,
ture on the psychology of coaching and 2002), has begun to influence the theory
coaching psychology focused mainly on the and practice of both coaching psychology,
psychology of sports coaching (e.g. Griffith, (Linley & Harrington, 2005, 2006;
1926; Lawther, 1951; Gaylord, 1967; Tutko, Kauffman, 2006); and sport psychology,
& Richards, 1971; Wilt & Bosen, 1971; (Harada, 2005; Fisher, 2004a, 2004b). It is
Llewellyn & Blucker, 1982). Corporate early days in both applied areas, but it will be
clients often identify with sport, and can like interesting to see how the application of
to see themselves as high performers, positive psychology develops, particularly in
(Gallwey, 2000; Brown, 2001). Team sports areas broadly synergistic to both coaching
at the highest level have become corporate psychology and sport psychology, such as
in nature, and links can be drawn between motivation and goal-setting, hope and the
the domains of sport and business (Jones, respective coach-client and coach-athlete
2002). Indeed, a number of Premier League relationships. The recent study by Green
football clubs are either presently, e.g. Aston et al., (2006) investigating the effects of a
Villa, or have previously, e.g. Manchester 10-week cognitive-behavioural, solution-
United, been quoted on the London Stock focused life coaching group programme,
Market. finding that participation in the life
A review of the sport psychology litera- coaching group programme was associated
ture highlighted three areas of synergy with significant increases in goal striving,
suggested to be relevant to coaching well-being and hope, is a case in point.
psychology theory, research and practice.
These are: The coach-athlete relationship
● common domain areas, i.e. performance The coach-client relationship is argued to be
psychology; a potentially important change agent in the
● the influence of positive psychology; coaching process, O’Broin and Palmer (in
● the coach-athlete and coach-client press), and is accorded a prominent position
relationships. in a recent Contextual Meta-model for
Coaching, (Stober & Grant, 2006).
Performance psychology A number of aspects of theory and research
Achieving optimal experience has a long into the coach-athlete relationship are
history in sport, e.g. (Garfield & Bennett, suggested to be highly relevant to discussion
1984). Straddling sport psychology, execu- of the coach-client relationship and its
tive coaching and the performing arts3, the possible impact on coaching outcome.
area of performance psychology, refers to These are:
Excellent performance within a field ● increasing recognition of the importance
where excellence counts of the coach-athlete relationship to the
(Hays, 2006, p.223). athlete’s success and development;
Areas of excellence have significance for ● the intentional nature of the coach-
both sport psychology (Olympic and other athlete relationship;
high-level competitive sport) and coaching ● exploring ‘effective’ relationships;
psychology (Performance and Excellence ● the interpersonal context of relation-
Coaching), although time frames and ships.
contextual factors obviously differ in the two
applied areas.
3 Although as Winum (2003) notes, many performance ‘consultants’ are not psychologists.

Win-win situation?
The foundational importance of the coach-athlete relationship. This is that in working trans-
relationship theoretically (i.e. at a level of abstraction
The first aspect is increasing recognition in below that of the superordinate conceptual
the sport psychology literature of the impor- level which the coach adopts) and using the
tance of the coach-athlete relationship in the basis of principles of change findings from
coaching process. Official sport organisa- the therapy outcome literature (Castonguay
tions4 have acknowledged the significance of & Beutler, 2006), the coach can adopt inten-
the coach-athlete relationship. Recently, tional ‘stances’ in the coach-client (or
sport psychology commentators have also athlete) relationship (Sullivan et al., 2005;
asserted the importance, Lyle (1999) and in Clarkson, 1994, 1995; Norcross, 1993). The
some cases the foundational importance, of coach works at intentionally creating a rela-
the coach-athlete relationship to sports tionship individually tailored for the client
coaching outcome, Jowett (2005). Citing a intending to optimise the positive effect of
background of social and relationship that relationship to improve coaching
psychology (see Berscheid, 1999), this latter outcome. The client too has a part to play in
perspective on the coach-athlete relation- intentionally creating an effective relation-
ship looks beyond the historical preoccupa- ship, particularly in encouraging the co-
tion with enhancing athletes’ physical, operative aspects of the coaching alliance.
technical and strategic skills (Miller & Kerr,
2002), to both physical and psycho-social Effective relationships
skills, to be established within the context of Principles of change studies in therapy
an effective working partnership between outcome research (e.g. Castonquay &
coach and athlete. Beutler, 2006; Lambert & Barley, 2001) have
This more comprehensive approach to consistently shown that factors such as
the coach-athlete relationship has moved conducting the relationship in an empathic
beyond the traditional study of interpersonal way, attempting to facilitate a degree of
coach-athlete dynamics from a leadership collaboration with clients, caring, warmth
perspective, (Chelladurai, 1993; Smoll & and acceptance of the therapist, congruence
Smith, 1989). Instead, relationship or authenticity of therapist, to be demon-
approaches to the coach-athlete relationship strably effective in producing positive
(e.g. Jowett & Cockerill, 2002; Mageau & psychotherapy outcome.
Vallerand, 2003; Poczwardowski et al., 2002) In investigating ‘effective’ coach-athlete
have, during the past few years tended to relationships, basic ingredients of the
explore coach-athlete dynamics more fully, ‘helping relationship’, such as empathic
with very recent models and studies begin- understanding, honesty, support, accept-
ning to report cognitive and affective aspects ance, co-operation, caring, respect and posi-
of relationships (Jowett, 2006), such as direct tive regard (e.g. Jowett & Cockerill, 2003)
and meta-perspectives of the members of the are also suggested to be effective, in keeping
coach-athlete relationship, which may trans- with such findings in therapy outcome.
late into the coach-client context. Similarly, with an emphasis on the impor-
tance of cross-fertilisation of psychotherapy
Intentional nature of the relationship and other fields, (e.g. Frank & Frank, 1991),
As Jowett (2005) notes, both the coach and Common factor research (Lampropolous,
athlete intentionally develop a relationship. 2001) has also asserted that psychotherapy
This intentional process resonates with a change processes can be understood more
theme addressed by O’Broin and Palmer clearly by comparing them with other
(2006), in a discussion of the coach-client change-inducing social relationships, such as
4 Sports Coach UK (Formerly the National Coaching Foundation); the Department for Culture, Media and Sport
(A Sporting Future for All, 2000).

parenting relationships, educational rela- ship. This approach argues for the
tionships, religious activities, mentoring, expansion of the idiographic perspective
coaching of any kind, and medical treat- to incorporate methods for seeking
ments, amongst others. This approach interconnections between individuals
makes two basic assumptions about and the other member of their
commonalities among such change-inducing relationship, in addition to
relationships: interconnections between their
● they are educational, helping and change relationship and the broader system
processes; within which they are contextualised.
● there exists a problem, need, difficulty, This latter perspective resonates with the
demand, or lack of product or service. emphasis on context in recent evidence-
It is argued that a comparison of the coach- based models of coaching psychology,
client and coach-athlete relationships falls (Stober & Grant, 2006).
naturally within this ambit, with potentially Taken together, these four parallels between
important implications of specific findings of the coach-athlete and coach-client relation-
similarity and difference for the process of ship are argued to offer a rich source of
coaching and coaching outcome in both material for creating and applying research
professions. strategies to understand the respective rela-
tionships at a meaningful level of abstrac-
Interpersonal context of relationships tion.
The developing area of relationship science
(Kenny, 1995; Berscheid, 1999) deriving Recognition of differences
from Social Psychology, is an approach influ- A number of differences are material to, and
encing several of the more recent Sport add to the previous discussion of parallels
Psychology models of the coach-athlete rela- between aspects of coaching psychology and
tionship. Of particular interest and rele- sport psychology theory, research and
vance potentially to both coaching practice. These are:
psychology and sport psychology, are two ● Contextual differences. As Brown (2001,
aspects of such research: p.19) notes, it is the context of sport and
● the motivational impact on social exercise that makes sport psychology
cognition settings, (Forgas, 1994). This unique. Arising from this difference are
concerns the assertion that cognitive different emphases, e.g. a focus on motor
processing in active relationship situations learning and psychophysiological
is likely to be different from that in processes to maximise fitness in sport
passive relationship situations (such as psychology absent from coaching
those likely to be experienced in typical psychology.
research paradigms, (Berscheid, 1999); ● Nuanced differences in applications of
● the environment of relationships familiar models. Models familiar in
(Berscheid & Lopes, 1997; Resi et al., coaching psychology such as Cognitive
2000). Here the broad assumption is Behavioural Coaching (CBC), are used
taken that behaviour can vary as a in sport psychology for mental skills
function of environmental context and training (Greenleaf et al., 2001; Gould et
focuses particularly on the interpersonal al., 2002), although in many cases with a
domain. In this instance that factors different emphasis, such as achieving a
salient to the relationship such as who is common set of psychological skills
the other member, the history of the related to peak performance (Krane &
relationship, what one is trying to achieve Williams, 2006).
with that other member are in themselves ● Emotional intensity and longevity. The
potential causal factors in the relation- coach-athlete relationship, often takes

Win-win situation?
place within a highly pressured Possible research studies arising from this
environment, can be very intense, would review include:
usually involve more frequent contact, ● Investigating whether the principles of
over longer time periods. In addition to change contributing to positive outcome
these general factors, which potentially in therapy translate to coaching
may impact the coach-athlete psychology and sport psychology, both
relationship, specific factors relating to within the ‘helping relationship’ context
gender, age, culture may all impact and beyond it.
beneficially or negatively on the ● Exploring further the intentional aspect
relationship, although this could be said of the relationship, from the perspective
also of the coach-client relationship. of both the coach and the client,
involving the creation of individually-
Possible future research tailored relationships for each specific
Three areas of synergy between sport client, and changing relationship stances
psychology and coaching psychology, those throughout the relationship as dictated
of performance psychology, positive psycho- by the client’s needs.
logy, and the coach-athlete and coach-client ● Examining the evidence-based relation-
relationships are argued to offer opportuni- ship sport psychology research, particularly
ties for interested commentators and on motivational perspectives, relationship
researchers to take forward. styles and interpersonal perceptions, (e.g.
Highlighting the differences between the Jowett, 2006) and their possible
two professions demonstrates the need to applicability to coaching psychology
address this endeavour at a rather more
comprehensive level than whether there is a Conclusion
similarity or difference. We can also learn As part of an evidence-based coaching
from the rather crude comparisons of psychology approach, a review of the sport
coaching with therapy, particularly in the psychology literature identified three broad
early days of the delineation of coaching as a areas parallel with coaching psychology and
specialism, when dichotomous categorisa- several differences suggested to be worthy of
tions did little to increase our knowledge further discussion and research, potentially
and understanding of coaching in a mean- of use to both specialisms. Investigation of
ingful way (also see Bluckert, 2005). these similarities and differences, at the
More specific research strategies in the broadest, as well as at more specific levels of
area of performance psychology could abstraction, are suggested to be required in
usefully explore whether sport psychology creating research approaches capable of
models on preparation for peak perform- explaining multidimensional factors at work
ance, (e.g. Hardy et al., 1996), which takes a in coaching processes and impacting on
multidimensional approach and incorpo- coaching outcome.
rates environmental effects, can translate
successfully into the excellence coaching Correspondence
area of coaching psychology. In the area of Alanna O’Broin &
positive psychology, motivation, goal-setting Professor Stephen Palmer
and hope, as has been identified earlier, as Coaching Psychology Unit,
well as Strengths coaching, (Linley & Department of Psychology,
Harrington, 2006) are likely areas of fruitful City University, Northampton Square,
research possibly across both specialisms. London EC1V 0HB.
Finally, there are a lack of studies in the E-mail:
area of the coach-client relationship and its Alanna@obroin75.freeserve.co.uk
potential contribution to coaching outcome. s.palmer-1@city.ac.uk

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Applied Sport Psychology, 14, 140–153. Wilt, F. & Bosen, K..(1971). Motivation and coaching
Morris, T. & Summers, J. (2004). Sport psychology: psychology. Los Altos, CA: Tafnews Press.
Theory, applications and issues (2nd ed.). Milton, Winum, P.C. (2003). Developing leadership: What is
Queensland: John Wiley & Sons. distinctive about what psychologists can offer?
Norcross, J.(1993). Tailoring relationship stances to Consulting Psychology Journal: Practice and Research,
client needs: An introduction. Psychotherapy: 55, 41–46.
Theory, Research, and Practice, 30, 402–403.
O’Broin, A. & Palmer, S. (2006). The coach-client
relationship and contributions made by the
coach in improving coaching outcome. The
Coaching Psychologist, 2(2), 16–20.

in association with Centre for Stress Management
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AIM
This course provides delegates with an underlying philosophy of coaching together with a
range of practical skills required to be able to undertake coaching with individuals.
KEY OBJECTIVES
During the course delegates will:
• Be able to define coaching
• Understand the difference between coaching and counselling
• Become knowledgeable about types of clients and their problems
• Understand the concept of the life audit and how to structure initial meetings
• Develop and have an opportunity to practise a range of relevant skills
• Become proficient in using a coaching assessment form
• Explore four learning styles and relate these to the learning cycle
• Explore and resolve difficulties impeding goal-attainment
• Understand the importance of keeping a time log to improve time keeping
• Troubleshoot obstacles to action plan implementation
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Relationship skills coaching
Richard Nelson-Jones
Problems in relationships are widespread and interfere with people’s satisfaction and happiness.
Relationship skills contain communication and mind sub-skills. A series of relationship skills that can be
coached are described and the need for self-coaching is emphasised.
Keywords: Relationship skills, human connection, self-coaching.
EOPLE’S HAPPINESS AND SUCCESS tionships where partners stay together,
P in life is closely associated with how well

they relate to others. Despite this being
the case, most people receive little, if any,
frequently they are unhappy or not as happy
as they could be if they were more skilled.
systematic coaching in relationship skills. What are relationship skills?

This paper discusses the need for relation- It is sometimes helpful to view relationships
ship skills coaching and outlines some skills in terms of skills (Nelson-Jones, 2006). Here
on which coaches can focus. Though the the term skills relates to the sequence of
paper emphasises personal relationships, choices entailed in implementing a skill.
many of the skills discussed are highly rele- Relationship skills are best viewed not in
vant to business and work relationships. either/or terms in which people either
Relationship skills are the skills involved possess or do not possess a skill. Rather in all
in human connection. All human beings are relationship areas, people can possess both
biologically programmed to need other strengths and weaknesses: for instance, in
people throughout their lives. The more the skills area of listening, they may be good
skilled they are at relating the greater the at understanding talkers, but poor at
likelihood that they will maximise their own showing them that they actually have under-
and others’ happiness and contribute less to stood. Skills language provides a relatively
the sum of human misery and pain. simple way both to coach people before they
There is ample evidence that many have problems and to analyse and work on
people are not getting as much satisfaction problems once they occur. Coaching rela-
from their relationships as they would like. tionship skills can involve three steps: public
For instance, in England and Wales, in 2002, use of skills language between coaches and
there were 249,200 marriages and 143,800 clients; awareness of private use of skills
divorces (Office for National Statistics, language on the part of clients; and auto-
2003). Though the falling marriage rate matic use of skills language self-talk as clients
exaggerates the proportion of divorces, the gain fluency in using a skill.
figures still provide evidence of considerable For their various relationships, people
relationship distress. Divorce and relation- require a repertoire of skills. Sometimes they
ship break-up often also involve children. may not have a particular skill in their reper-
Negative effects of divorce on children can toire: for instance, the ability to say no to an
show up in increased depression, self-blame unreasonable request. Other times they may
for the parental split, conflicting loyalties want to strengthen a particular skill: for
and anxiety over their future (Goldenberg & instance, expressing appreciation to a loved
Goldenberg, 2005). The vast majority of one. With some skills, they may want to strike
single-parent families are headed by lone a more appropriate balance: for example,
mothers who prevail as best they can. neither depending too much or too little on
Whether married or not, even in those rela- others. Some relationship skills weaknesses

should be eliminated: for instance, physical may require help in understanding them
and sexual abuse. better and in communicating them more
Each relationship skills area, for instance effectively. Though the relationship is still
listening or being assertive, consists of two important, coaching is a more active and
areas: communication skills and mind skills. often briefer process than counselling.
Communication skills involve observable Together coach and client decide on
behaviours and there are five main ways of which skills require coaching. The following
expressing a relationship skill. People can are some skills on which they can focus.
send communication messages in a skills
area verbally, vocally, through their body Listening and showing understanding skills
language, by touch, and through taking Among the skills on which coaches and
action messages or messages that they send clients can focus are understanding the
when not face-to-face. Mind skills are also speaker’s internal viewpoint; paraphrasing
common to all relationship skills areas. Six and reflecting feelings; using opening
main mind skills are creating rules, percep- remarks, small rewards and open-ended
tions, self-talk, visual images, explanations questions; and sending good vocal and body
and expectations. Clients can be trained to messages.
create preferential rules rather than rules
that make demands on themselves, others Managing shyness skills Communication skills
and the environment (Ellis, 2005). They can that can be coached include introducing
be assisted in distinguishing fact from infer- oneself; starting, holding and ending conver-
ence and thus make their perceptions as sations; and making a date skills. An illustra-
accurate as possible (Beck & Weishaar, tive mind skill that can be coached concerns
2005). They can be coached in making helping shy people to perceive themselves
coping self-statements that calm them down more positively and stop jumping to conclu-
and coach them in what to do as well as in sions unfavourable to themselves in social
using visual images for these purposes. situations.
Clients can also be assisted in explaining the
causes of events accurately, for instance by Choose a relationship skills Communication
not saying ‘It’s all your fault’, and in being skills include developing clients’ skills of
realistic about their expectations of the risks searching, locating potential partners, and
and rewards of future actions. Though feel- finding, making contact with them. Clients
ings are crucial to relationships, they are not can also be coached in getting to know you
skills in themselves and the way to influence skills. An illustrative mind skill that can be
them is by using mind skills and communi- coached is that of coaching self-talk –
cation skills. coaching oneself in good skills of getting to
know another person and not rushing into a
Areas of relationship skills long-term commitment.
Sometimes people with relationship difficul-
ties require counselling because their prob- Intimacy skills Clients can be coached in
lems are deep-seated and involve communication skills of reaching out by
considerable lack of confidence. Though expressing feelings and letting themselves be
coaching may form part of the treatment of known, receiving intimacy from others, and
such clients, much of the time is spent in developing ‘you-me’ talk skills. An illustra-
allowing them the psychological space to get tive mind skill is that of creating rules: for
more in touch with what they truly think and instance, disputing and changing rules like
feel. Relationship skills coaching assumes ‘I must always keep my distance’ or ‘I must
that people are not badly out of touch with have immediate and total affection’.
their thoughts and feelings, but that they still

Relationship skills coaching
Companionship skills Clients can learn about End a relationship skills Clients can be
patterns of companionship, including coached in communication skills of ending
mainly togetherness but some personal relationships, such as assertiveness skills,
space, and companionship activities. managing anger skills and solving the prob-
Communication skills include gathering lems connected with parting. An illustrative
information, scheduling activities and mind skill is that of using coaching self-talk:
abiding by agreements. An illustrative mind for instance, ‘Do not raise my voice’ and ‘Try
skill is that of challenging potential faulty and stick to the issues’. Clients may also
explanations for the quantity and quality of require coaching in starting up again skills,
companionship in a relationship: for possibly including search and find skills.
instance, ‘It’s my upbringing’ or ‘My partner
is too possessive’. Self-coaching
Relationship skills coaches need to help
Sexual relationship skills Communication clients manage when they are on their own.
skills include touch skills and having a They can coach clients in skills of moni-
comfortable language for sex talk, toring their use of skills, developing self-
expressing tenderness and affection, and instruction skills, and rehearsing and
discussing issues. An illustrative mind skill is practicing. In addition, coaches can recom-
that of impotent males and non-orgasmic mend relationship skills reading and help
women visualising engaging in enjoyable clients to work with their partners –
and passionate sex before transferring this to co-coaching being an option for some. The
real love-making (Lazarus, 1984). late Mother Teresa said: ‘To keep a lamp
burning we have to keep putting oil on it.’
Assertivenes skills Coaches can assist clients Clients need to stay aware that relationships
with communication skills such as saying no, require the constant cultivation that comes
setting limits and requesting changes in from paying attention to monitoring their
behaviour. An illustrative mind skill is that of skills and coaching themselves.
clients learning to predict accurately the
consequences of their assertive actions. Correspondence
Manage anger skills Clients can be coached in Cognitive Humanistic Institute,
communication skills for managing anger Suite 715, Supakit Condominium,
such as expressing anger assertively and Suthep Road, Soi 4,
handling aggressive criticism. In addition, Chiang Mai 50200,
they can be helped to think more effectively: Thailand.
for instance by creating rules that relinquish E-mail: rnjchi@loxinfo.co.th
childish demandingness such as ‘I must
always get my revenge.’
Manage relationship problems skills Clients may

need to learn skills of becoming more
accepting in their relationships and learn to
let go of the premise that differences with
their partner are intolerable and of the
struggle to change their partner in terms of
an idealised image of say a husband or wife. In
addition, they can be coached in exchanging
rewarding behaviours and in skills of co-oper-
atively solving relationship problems.

References
Beck, A.T. & Weishaar, M. (2005). Cognitive therapy. Lazarus, A.A. (1984). In the mind’s eye. New York:
In R.J. Corsini & D. Wedding (Eds.), Current Guilford Press.
psychotherapies (7th ed., pp.238–268). Belmont: Nelson-Jones, R. (2006). Human relationship skills:
CA: Thomson Brooks/Cole. Coaching and self-coaching. London: Brunner:
Ellis, A. (2005). Rational emotive behavior therapy. Routledge.
In R.J. Corsini & D. Wedding (Eds.), Current Office for National Statistics (2003). Population trends,
psychotherapies (7th ed., pp.166–201). Belmont: Autumn. London: Office for National Statistics.
CA: Thomson Brooks/Cole.
Goldenberg, I. & Goldenberg, H. (2005). Family
therapy. In R.J. Corsini & D. Wedding (Eds.),
Current psychotherapies (7th ed., pp.372–404).
Belmont: CA: Thomson Brooks/Cole.
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Special section on Coaching Psychology
and Clinical Disorders
The impact of depression on the coaching
process: How to recognise the signs and
what to do next
Kasia Szymanska
This paper addresses how to manage clients with depression in the coaching relationship. The symptoms of
depression are discussed, as are the strategies used to work with clients and if required the subsequent
referral process for psychotherapy.
Keywords: Depression, symptoms, self-help, guidelines, cognitive behaviour therapy.
EPRESSION IS A GROWING According to Aaron Beck (1979),
D problem in the UK. Given this infor-

mation, it is likely that the majority of
coaching psychologists reading this article
‘a typical depression usually starts off mild,
reaches a peak of severity, and then gener-
ally declines in intensity.’ In addition he
will have worked or will go on to work with states that ‘depression tends to be episodic
clients who have been depressed or are with periods of symptom-free intervals’
currently suffering from depression. Indeed (p.23). The reasons for the onset of depres-
some may have experienced it themselves. sion are varied and can be the result of an
Depression can be viewed on a interaction between life events, genetic,
continuum, with low mood at one end of the psychological and environmental factors.
continuum and major clinical depression at One of the most common depressions is
the other. While clients with major depres- ‘major depression’. According to the
sion may not necessarily seek coaching, it is DSM-IV-TR a formal diagnosis is made if a
possible that a client may develop symptoms client experiences at least five of the
of depression whilst receiving coaching or following symptoms over a two-week period.
that clients’ currently being coached are 1. Low mood.
already mildly to moderately depressed but 2. A lack of interest or pleasure in everyday
adept at hiding their symptoms. Therefore, activities.
from a professional perspective, coaching 3. Weight loss or weight gain.
psychologists would benefit from: 4. Sleep disturbance (commonly clients
a. recognising the symptoms of depression; report waking up early and being unable
b. if appropriate, having the skills to work to go back to sleep).
with clients experiencing depression; 5. Feeling agitated and a sense of being
c. knowing where to refer clients on, if they slowed down.
require therapy as opposed to coaching. 6. A lack of energy or fatigue.
This article aims to address all three points, 7. Feeling worthless, feeling guilty or
with an overall aim of providing coaching reporting a low self-esteem.
psychologists with a brief and jargon-free 8. Poor concentration.
guide to depression. 9. Thoughts of suicide.

Kasia Szymanska
In the clinical context, practitioners can Whether to work with a client experiencing
readily use these guidelines to assess levels of depression can be difficult to judge as it can
depression and risk. However, as the philos- depend on a number of factors such as, the
ophy and practice of coaching differs signifi- severity of the client’s illness, your client’s
cantly from clinical work, it is important for insight into their illness, the impact of the
coaching psychologists to differentiate depression on the coaching process, the
between ordinary low mood and clinical coaching psychologist’s own style of working,
depression. Integral to this process is a own experiences and confidence in the
strong coach-client alliance, coupled with process. Before the coaching psychologist
this, the following points which are by no makes a decision, any concerns are best
means exhaustive, may aid the coaching discussed initially with the coaching psycho-
psychologist in determining whether their logist’s own supervisor before being
client is depressed. addressed with the client.
a. If your client refers to feeling depressed If the client continues in coaching as
or expresses a general sense of their depression seems to be mild to
hopelessness about the future, explore moderate, there are a number of options
with them what they mean by this. It is available to them. They could have coun-
important not to ignore it, even if you selling or therapy as well as coaching. The
believe that you know your client well. recent NICE guidelines suggest that
Hopelessness in particular, can be a sign problem solving, cognitive behaviour
of suicidal ideation or intent. therapy or counselling (2004b), are the most
b. If your client complains of feeling low suitable treatments for moderate depression.
and shows little interest in work, family or In addition clients may also benefit from
social activities, ask them how long they some suggestions from the coaching psychol-
have being feeling this way and what ogist or respond to the application of self-
activities they no longer engage in. As help materials to manage depression. Below
depression worsens clients frequently is a short list of therapeutic/self-help strate-
give up doing things they enjoy such as gies which can be adopted in the coaching
exercise and seeing friends, leading to a context:
decrease in mood. ● A discussion about supervised exercise
c. Their thinking may be consistently together with a regular review of the
negative, specifically they maybe: hard on client’s progress;
themselves and be self-critical, e.g. ● Teaching your client to identify their
‘I must perform well’ or ‘I’m always negative thinking patterns, challenge
getting it wrong’; negative about the these patterns and replace them with
world, e.g. ‘Life is just a hard slog’ and; more realistic ways of thinking (to learn
negative about the future, e.g. ‘Why more about this process see, e.g. Feeling
bother doing this job, it’s never going to Good: The New Mood Therapy by Burns
get me anywhere anyway’. (1999);
d. The client may present with pervasive low ● Asking your client to access self-help texts
confidence which in turn maybe due to and/or self-help CD ROMS (Williams,
poor self-esteem. 2001; Whitfield & Williams, 2006). For
e. A prior history of depression can be example, Overcoming depression by Gilbert
predictive of a relapse. (2000) is a step-by-step self-help manual
f. If your client has experienced stressful designed to be used alone or in
life events recently they maybe at greater conjunction with therapeutic input
risk of developing depression (Kendler While both ‘Beating the blues’ available
et al., 1999; Maciejewski et al., 2000). at www.ultrasis.com and ‘Overcoming
depression’ at www.calipso.co.uk are

The impact of depression on the coaching process
effective CBT-based computerised self- boundaries can easily become blurred and
help programmes designed to train this may be to the client’s detriment. Clients
clients in the acquisition of skills to may benefit from receiving therapy in
mange symptoms of depression parallel with the coaching, but not neces-
(Whitfield & Williams, 2006). sarily both from the same person. A good
If your client slides into major depres- example would be a senior employee
sion, NICE recommends therapy, in partic- receiving executive coaching to help him or
ular cognitive behaviour therapy and/or her deal with presentations whilst also being
medication. At this stage it is usually prefer- in cognitive therapy for moderate depres-
able that coaching is put on hold while the sion which was not sufficiently debilitating
client seeks alternative support. If your client for the employee to take sickness leave.
asks for information about therapy, there are In conclusion, an understanding of
three key organisations (in addition to the mental health issues can be an asset to
Society’s website) to recommend that have coaching psychologists, who armed with
accredited or recognised practitioners: knowledge about the signs of depression can
● The British Association for Cognitive and make an informed decision about how to
Behavioural Psychotherapy (BABCP). support their clients who are experiencing
Website: www.babcp.org.uk depression either within the coaching rela-
● The British Association for Counselling tionship or outside of it.
and Psychotherapy (BACP). Website:
www.bacp.co.uk. Correspondence
● The United Kingdom Council for Kasia Szymanska
Psychotherapy (UKCP). Website: Centre for Coaching,
www.ukcp.org.uk Broadway House,
What is important at this juncture, is that the 3 The High Street,
coaching psychologist, does not attempt to Bromley BRL 1LF.
offer psychotherapy in addition to or instead E-mail: Kasia.s@tinyonline.co.uk
of providing coaching to the client otherwise
References
American Psychiatric Association (Eds.) (1994). Maciejewski, P., Prigerson, H. & Mazure, C. (2000).
Diagnostic and Statistical Manual of Mental Disorders Self-efficacy as a mediator between life events
– 4th edition (DSM-IV-TR). Washington, DC: and depressive symptoms. The British Journal of
American Psychiatric Association. Psychiatry, 176, 373–378.
Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). National Institute for Clinical Excellence (2004b).
Cognitive therapy for depression. New York: Guilford Depression: Management of depression in primary and
Press. secondary care. Clinical Guidelines 23. London:
Burns, D.D. (1999). Feeling good: The new mood therapy. National Institute for Clinical Excellence.
New York: HarperCollins. Whitfield, G. & Williams, C. (2006). The impact of a
Gilbert, P. (2000). Overcoming depression: A self-help novel computerized CBT CD Rom (Overcoming
guide using cognitive behavioural techniques. depression) offered to patients referred to
London: Robinson. clinical psychology. Behavioural and Cognitive
Kendler, K., Karkowski, L. & Prescott, C. (1999). Psychotherapy, 34, 1–11.
Causal relationship between life events and the Williams, C. (2001). Use of written cognitive behav-
onset of major depression. American Journal of ioural therapy self-help materials to treat. depres-
Psychiatry, 156, 837–841. sion. Advances in Psychiatric Treatment, 7, 233–240.

PROGRAMME OF COURSES HELD IN LONDON
Recognised Modular Programmes

Advanced Certificate in Cognitive Behavioural Approaches to Psychotherapy
and Counselling
Diploma in Stress Management – a cognitive behaviour therapy approach
Primary Certificate Courses

(2 days unless shown otherwise)
Assertion & Communication Skills Training 31 Jan–1 Feb; 22–23 May
Cognitive Behavioural Therapy & Training 18–19 Jan; 14–15 Feb; 29–30 Mar; 23–24 Apr
Critical Incident Stress Debriefing (Level 3) 10–11 Sept
Multimodal Therapy 16–17 Jan
Problem Focused Counselling, Coaching & Training 8–9 Feb; 13–14 Jun
Rational Emotive Behaviour Therapy 2–3 Apr; 30–31 Jul
Stress Management 15–16 May
Occupational Stress Management 9–10 May
Trauma & PTSD 27–28 Mar
Relaxation Skills Training 11–12 Apr; 21–22 Aug
Advanced CBT (3 days) 19–21 Mar; 2–4 Jul
The trainers are experienced counsellors, psychotherapists, industrial trainers and consultants
Other Courses
Correspondence Course in Stress Management
Limited numbers only on each course. The Centre also offers stress audits, consultancy
and research, counselling, therapy supervision; in-house courses, seminars and workshops;
staff counselling for organisations. Full details from:
CENTRE FOR STRESS MANAGEMENT
BROADWAY HOUSE • 3 HIGH STREET • BROMLEY BR1 1LF
Tel 020 8228 1185
Course availability 020 8318 4448
Website http://www.managingstress.com
Email dawncope.cfsm@btconnect.com
RECOGNISED BY THE INSTITUTE OF HEALTH PROMOTION AND EDUCATION

AS A CENTRE OF EXPERTISE. COURSES RECOGNISED BY THE IHPE FOR
CONTINUING PROFESSIONAL DEVELOPMENT.

The Ethics column
Ho Law
EADERS OF The Coaching Psychologist According to 1.2(ii) and 1.3, coaches would
R would have noticed that I have

contributed regularly on the topics and
principles of ethics within the context of the
need to obtain the informed consent of their
client for disclosure of confidential informa-
tion. It is recommended that the coaches
application of coaching psychology practise. should get a copy of the signed consent form
As indicated in earlier papers, it has been to cover their liability.
recommended that we should have a regular According to 1.2(iii) and (xi) coaches
ethics column to provide an opportunity for would need to restrict the scope of disclo-
readers to ask ethical questions (Law, 2005a sure and ensure that all participants at the
and b). This is consistent with the Ethics conference understand and respect this
column in The Psychologist published by the Code and maintain confidentiality. To
British Psychological Society. For example, achieve this, all the delegates would need to
Ethics column No. 5 highlighted the new be informed in advance. They may also be
code of Ethics and Conduct and its use as a required to sign a confidentiality statement.
framework to help members to make ethical At one level (by simply following the
decisions. However, it recognises its limitation ethics code), one would expect that if the
as ‘given the range of situations in which above principles were observed by all stake-
members work, the Code can only act as a holders, it should be OK. However, at the
guide to professional judgements … One of deeper level of analysis, the above raised
the most frequent themes relates to multiple further questions. For example, a consent
relationships where the psychologist owes an form does not provide the rationale as to
allegiance to several different stakeholders why clients should devote their unpaid time
and to confidentiality’ (BPS, 2006a). This is to attending the conference to support their
particularly true in the coaching arena, given coaches?
the complexity of its unique double triad rela- From a psychoanalytical discourse
tionship between the client’s line-manager, (Bateman, 1991), this may be due to the
the coach and coachee (Law, 2006a). transference between the client and the
As a starter for 10, this paper takes a coach. The effect of transference and
typical question from members and opens counter-transference may carry on well after
up a space for discussion in an attempt to the ending of the psychological contract
provide some helpful and insightful answers: between the client and the psychologist. This
‘Should coaches get clients to come along to may be due to the power relationship
share their experiences directly at conferences?’ between the coach and coachees – the
Under the new BPS Code of Ethics and coachee may wish to please the coach by
Conduct: Ethical Principle: Respect (1), the accepting the invitation.
areas of concerns raised by the above Also who can guarantee that no damage
question are two-fold (BPS, 2006b): could occur to the client, when questions are
● Standard of Privacy and Confidentiality asked or comments made by the third parties
(1.2). ie.the conference attendees?
● Standard of Informed Consent (1.3). Alternative solutions include use of video
and actors. Videoing would provide a
different feel, function and purpose in
comparison with the actual presence of the

Ho Law
References
person. Acting incurs further training and
Bateman, A., Brown, D. & Pedder, J. (1991). Introduc-
de briefing with the actors. Whichever way,
tion to psychotherapy (3rd ed.) Hove: Brunner-
maintaining confidentiality, seeking clients’ Routledge, Taylor & Francis.
informed consents and ensuring that clients British Psychological Society (2006a). Ethics column
are not harmed are still the three pillars in No. 5 – Ethical decision making. The Psychologist,
making our ethical decision. 19(5), May.
British Psychological Society (2006b). Code of Ethics
As we could see from the above, the ques-
and Conduct. Leicester: The British Psychological
tion turns out to be complex and incurs Society.
more questions. There is no one simple Law, H.C. (2005a). The role of ethical principles in
answer to it. coaching psychology. The Coaching Psychologist
We would like offer SGCP members (1)1, 19–20.
Law, H.C. (2005b). The new code of ethics, human
support in line with the Society’s guidelines,
rights, and coaching psychology. The Coaching
which states that, ‘If there are particular Psychologist, 1(2), 13–15.
difficulties [in making ethical decisions] the Law, H.C. (2006). Ethical principles in coaching
member can contact the Society’s Regulatory psychology. The Coaching Psychologist, 2(1), 13–16.
Affairs team on 0116 254 9568 or at
conduct@bps.org.uk. The team will help
with the ‘thinking through’ process but will
not be able to make the decision. The team
may be able to point members to sources of
further advice or just help to reduce anxiety
so that a decision becomes clearer’ (BPS,
2006b). Alternatively, for any ethical queries
that are specific to coaching psychology,
please e-mail me directly (see correspon-
dence below).
Correspondence
E-mail: ho.law@empsy.com
Website: www.empsy.com

P
3P 3TEPHEN0ALMER
PARTNERSHIP
STEPHEN PALMER PARTNERSHIP LIMITED

in association with Centre for Coaching
A series of events given by Professor Stephen Palmer PhD
and other Leading Experts
7 FEBRUARY 07 IMAGERY TECHNIQUES MASTERCLASS
Given by Professor Stephen Palmer PhD. Covering the use of imagery techniques in
coaching, cognitive coaching and counselling.
Content includes: goal-focused imagery, coping imagery, motivation imagery, time projection
imagery, anger-reducing imagery, habit-breaking imagery
25 APRIL 07 COGNITIVE COACHING MASTERCLASS
Given by Professor Stephen Palmer PhD. Covering the theory and practice of
cognitive coaching and application of skills to enhancing performance, increasing
resilience and managing stress.
Content includes: definitions and models of cognitive coaching, assessment, overcoming
procrastination, thinking skills, performance interfering and enhancing thoughts, imagery
skills, inference chaining, practical use of forms
8 OCTOBER 07 SETTING UP IN PRIVATE PRACTICE SEMINAR
Given by Gladeana McMahon, co-author of coaching and counselling private practice

books. Covering the skills required to operate a successful independent practice
whether as a coach, counsellor, trainer, psychologist or therapist.
Content includes: business skills, professional skills, personal skills
Suitable for psychologists, coaches & counsellors

CPD certificates of attendance provided
Fees £195 incl. VAT (10% discount to BPS SGCP Members) Venue London
FURTHER INFORMATION AND BOOKINGS STEPHEN PALMER PARTNERSHIP LTD

Tel: 01582 712161 PO Box 438, Harpenden, Herts AL5 4WY
Email: admin@stephenpalmerpartnership.com www.stephenpalmerpartnership.com
CENTRE FOR COACHING
www.centreforcoaching.com

Special Group in Coaching Psychology:
Members Survey 2006
Pauline Willis
Introduction and background
ARLIER THIS YEAR, THE SGCP The first step along the way to finding out
E notified Ray Miller, the Society’s Presi-

dent, that the Committee is under pres-
sure from our membership to define an
what our members would like us to provide
for them has been to conduct a members
survey focussing on accreditation needs.
accreditation process that will lead to SGCP members have been asked if they are
Coaching Psychology specific professional interested in Coaching Psychology accredita-
accreditation within the Society. We also tion and also how important it is to them
outlined that due to the current structure of that this is provided within the Society. We
the Society, there are limited options for us have also asked the members explicitly
in terms of defining a professional accredita- within this survey if they would like us to
tion route. The main path towards accredita- move towards Division status (or equivalent)
tion that would encompass the broadest and how important this move is to them.
range of members needs would be for us to What follows is a very brief overview of the
move towards re-designation of the SGCP as results of our members survey which has been
a Division. implemented ‘online’ during the first part of
Being mindful that a major review of October, 2006. We distributed the survey
subsystems autonomy is being conducted through our e-mail-based discussion list and
and that questions such as ‘Do we need Divi- also in an invitation sent out in the post. We
sions?’ are being raised, we are keen to move targeted the survey at our own members,
forwards, but in a way that is complementary however, some respondents who completed
to the broader process of change within the the questionnaire were not members of
Society. SGCP. As this has been the case, we have
reported the results for SGCP and also the
whole sample in the graphs that follow.

Members Survey 2006
ACCREDITATION WITHIN THE BPS FOR COACHING PSYCHOLOGY
Do you want to be accredited as a Coaching Psychologist within the BPS structure?
80%
All (N=209)
70%
SGCP (N=159)
60%
50%
40%
30%
20%
10%
0%
Yes No Don’t Know
How important is it to you that there is a route to accreditation as a Coaching Psychologist

within the BPS structure?
35%
All (N=207)
30%
SGCP (N=159)
25%
20%
15%
10%
5%
0%
Not important Of little Quite important Important Very important
importance

Pauline Willis
PROGRESSION TO DIVISION (OR EQUIVALENT)
Do you want the SGCP to progress to Division status (or equivalent)?
60%
All (N=207)
50%
SGCP (N=159)
40%
30%
20%
10%
0%
Yes No Don’t Know
How important is it to you that the SGCP progress to Division status (or equivalent)?
35%
All (N=195)
30%
SGCP (N=149)
25%
20%
15%
10%
5%
0%
Not important Of little Quite important Important Very important
importance

Members Survey 2006
Do you want the SGCP to progress to Division status (or equivalent)?

How important is it to you that the SGCP progress to Division status (or equivalent)?
25%
20%
15%
10%
5%
0%
Yes No Don’t Know
Not important Of little Quite Important Very important

importance important
Ways forward
Provision of an accreditation route is impor- Additional ‘mini surveys’ along with an
tant to 80 per cent of our membership and analysis of the open responses to this survey
this suggests that the SGCP does need to will be conducted leading up to the confer-
look at accreditation options for our ence. Representatives from each of the
members. subsystems have already been invited to
Overall 54 per cent of the members attend the conference and we hope that they
surveyed wanted SGCP to move towards Divi- will support us in finding a way forward to
sion status. However, a high proportion of support the development of an accreditation
our members (37 per cent) indicated that route for Coaching Psychology that takes
they did not know whether or not they into account the multidisciplinary and inte-
wanted SGCP to move towards Division grative nature of this increasingly popular
status and this does need to be explored area of work for psychologists.
further. It is noteworthy that only 9 per cent In the meantime if you have any ideas or
did not want the SGCP to pursue this option concerns that you would like to discuss
as a way forward. As accreditation is impor- please do contact me.
tant to our members, SGCP will now
commence a process of exploring what form Pauline Willis
(or forms) an accreditation process/route Tel: 01865 749958
should take. E-mail: sgcpchair@bps.org.uk
We will be exploring these and related
issues at the First International Coaching
Psychology Conference which will be held
on the 18 and 19 of December.

Statutory Regulation – SGCP Response to
the Society’s Consultation Paper
Dear Mr Miller
We are responding to your e-mail dated support the view that there is no evidence
17 August, 2006, seeking comment from that the HPC would more effectively meet
each subsystem on the British Psychological the aims of protecting the public or engen-
Society’s draft response to the ‘Healthcare dering public confidence than the proposed
Professional Regulation: public consultation PPC. Indeed, our view is that in principle the
on proposals for change’ and proposals for a PPC would offer a more viable solution.
Psychological Professions Council (PPC) to We also support the view that the
regulate the professions of psychology, coun- proposed PPC sufficiently meets the five key
selling and psychotherapy. principles set out in the Foster Review (The
The SGCP welcomes the opportunity to Regulation of the non-medical healthcare
contribute to the consultation process on professions – a review by the Department of
the regulation of the profession of applied Health, 2006) as pre-requisites for systems of
psychology and we continue to support the statutory regulation. By setting appropriate
principle of the regulation of applied standards of proficiency, training and codes
psychologists. of conduct requirements the PPC would be
In particular, we wish to confirm our able to effectively set and maintain the stan-
support for the Society’s current position dards of knowledge and competence of the
that psychological professions should be psychological professions. Thus the PPC
regulated by a regulator separate from the would be ‘fit for purpose’ in respect of the
governments preferred route of a Health statutory regulation of psychologists and
Professionals Council (HPC). One of the would, therefore, meet and develop upon
major limitations of the HPC is that it does the aims and principles outlined in the
not adequately account for the professional Foster Review and Donaldson report.
requirements of psychologists or understand To reiterate upon important points made
the employment contexts in which they in our previous letter to the President on the
work. We would agree with the Society that ‘Statutory Regulation – SGCP Response to
the proposed PPC would meet these impor- the Public Consultation Document (29
tant aims. April, 2005), the SGCP believe that protec-
The proposal for the establishment of a tion of the title ‘Psychologist’ would more
PPC as a single specialist and independent effectively protect the public, reduce the risk
regulator of practitioners from the psycho- of misuse and public confusion than the
logical professions has been the result of the HPC proposal to protect adjective titles. We
Society undertaking a comprehensive explo- are, therefore, in support of the proposals
ration of a range of alternatives to the HPC. made regarding the establishment of a PPC
We believe, therefore, that the PPC option relating to the protection of titles (sections
offers a more appropriate and effective 2.13, 2.14 and 2.15). In addition, our view is
system for the statutory regulation of psychol- that the HPC should not set the standards
ogists than the proposed HPC, which is for grand-parenting and the proposals
limited in the extent that it will actually instil outlined for the PPC would more effectively
public confidence, enhance public awareness meet this function in relation to the profes-
and ensure public protection. We would sional requirements of psychologists.

Statutory Regulation
We also specifically wish to respond to Further to this we are in support of the

the general issues (1 and 4) outlined within Society’s recommendations and proposals
the Society’s response and further outline regarding themes 1 to 10 within the
our concern. Donaldson Review and Foster Review.
Finally, the SGCP would like to acknow-
Issue 1: The SGCP has a large cross- ledge that Mike Carpenter and the Society
subsystem membership and as the Foster Office have done an excellent job to date in
Review and Donaldson Report are based on supporting and representing the needs and
a National Health Service perspective, this views of Society members.
excludes the activities of many coaching
psychologists who are self-employed or On behalf of the Special Group in Coaching
employed within the public and or private Psychology
sector working within a variety of employ-
ment contexts, often external to health- Yours sincerely,
related settings.
Pauline Willis
Issue 4: The proposal that revalidation (via SGCP Chair.
Continued Professional Development)
would be based on annual performance
management review processes carried out by
employers is not fit for purpose with many
coaching psychologists operating in private
practice.

SGCP Events Co-ordinator Report
Siobhain O’Riordan
HE EVENTS TEAM HAS CONTINUED Carroll and will be held in October. This
T to be active throughout 2006, running

three very different events and also
planning for the 2007 events programme.
one-hour interactive tele-event will intro-
duce participants to some of the key themes
and questions in relation to coaching
The SGCP 1st International Coaching psychology supervision. This event format
Psychology Conference will also be held on offers the SGCP some exciting possibilities in
18 and 19 December, 2006, at City Univer- relation to the scope available for future
sity, London. The organisation and co-ordi- event planning.
nation of the conference has been both a The SGCP Professional Development,
challenging and exciting project. The Training and Event Management (PDTEM)
conference will offer a varied and thought- sub-committee has recently welcomed three
provoking programme as well as opportuni- new members. We are looking forward to
ties to promote coaching psychology working together to continue to offer CPD
internationally. We are delighted that the events in key areas of coaching psychology.
keynote speakers will be Dr Michael We also remain keen to source speakers/
Cavanagh, Professor David Lane, Dr Alex facilitators for both ‘SGCP Professional
Linley, Professor Stephen Palmer, Dr Development Workshops’ for the 2008 event
Dianne Stober and Pauline Willis. Further programme and the Tele-event programme
information about the conference is avail- for 2007/2008. Further information on how
able at www.city.ac.uk/sgcp to submit a proposal can be found on the
The ‘Positive Psychology in Coaching SGCP website www.bps.org.uk/coachingpsy.
Psychology’ one-day conference was held in Details and updates on the SGCP Events
September at the Society’s new London Programme are available on the ‘News Page’
Office in Tabernacle Street. This one-day of the SGCP website and we do hope you can
interactive conference offered a combina- attend or participate in one or more SGCP
tion of lecture sessions and facilitated work- event(s) in 2007.
shops covering the essence of the positive Finally, this will be my last report as SGCP
psychology approach to coaching psycho- Events Co-ordinator as I will move into my
logy, the role of positive emotions in the role as SGCP Chair at the end of 2006.
coaching engagement, and strengths- I would, therefore, like to take this opportu-
focused approaches to coaching psychology. nity to thank the hard working teams that
This event brought together some of the have delivered the SGCP Events Programme
UK’s leading experts in this area to deliver to date and the 1st International Coaching
the programme. The conference was a great Psychology Conference 2006 for all of their
success and in particular I would like to help and support.
thank Dr Alex Linley for his help and contri-
butions to the organisation of this event. Siobhain O’Riordan
At the time of writing our first Tele-event SGCP Chair Elect and Events Co-ordinator
will be on the topic of ‘Coaching Psychology E-mail: siobhain.oriordan@btinternet.com
Supervision’, facilitated by Professor Michael

Notes

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Notes for Contributors
The Coaching Psychologist
Contributions on all aspects of research, theory, practice and case studies in the arena of coaching psychology
are welcome. Manuscripts of approximately 3000 words excluding references, which may be extended with the
permission of the Editor, should be typewritten and include the author’s name, address and contact details.
All submissions must include an abstract and keywords. Included should be a statement stipulating that the
paper is not under consideration elsewhere. All submissions, including book reviews should be e-mailed to the
Editor, Kasia.s@tinyonline.co.uk or to The Centre for Coaching, Broadway House, 3 High Street, Bromley BR1 1LF.
● Authors of all submissions should follow the Society’s guidelines for the use of non-sexist language and all
references must be presented in APA style (see the Code of Conduct, Ethical Principles and Guidelines, and
the Style Guide, both available from the British Psychological Society).
● Articles will generally be reviewed by the Editor and the Consulting Editors. In addition, the Editor and the
Consulting Editors reserve the right to reject submissions that are deemed as unsuitable for The Coaching
Psychologist..
● Graphs, diagrams, etc., should be in camera-ready form and must have titles. Written permission should be
obtained by the author for the reproduction of tables, diagrams, etc., taken from other sources.
● Three hard copies of papers subject to refereeing should be supplied, together with a large s.a.e. and a copy
of the submission on disk or CD-ROM (if possible save the document both in its original word-processing
format and as an ASCII file, with diagrams in their original format and as a TIFF or an EPS). Two hard copies
of other submissions should be supplied. Subject to prior agreement with the Editor, however, items may be
submitted as e-mail attachments.
● Proofs of papers will be sent to authors for correction of typesetting errors, and will need to be returned
promptly.
● Deadlines for all submissions:

For publication in Copy must be received by
May 24 February
September 30 June
December 30 September
Contents
1 Letter from the Chair
Pauline Willis
6 MBTI® types and executive coaching
Jonathan Passmore, Margaret Rawle-Cope, Dr Carla Gibbes & Mark Holloway
17 Win-win situation? Learning from parallels and differences between coaching psychology
and sport psychology
25 Relationship skills coaching
29 Special section on Coaching Psychology and Clinical Disorders
The impact of depression on the coaching process:
How to recognise the signs and what to do next
Kasia Szymanska
33 The Ethics column
Ho Law
36 Special Group in Coaching Psychology: Members Survey 2006
Pauline Willis
40 Statutory Regulation: SGCP response to the Society’s Consultation Paper
Pauline Willis
42 SGCP Events Co-ordinator Report
Siobhain O’Riordan
St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK

Tel 0116 254 9568 Fax 0116 247 0787 E-mail mail@bps.org.uk www.bps.org.uk
© The British Psychological Society 2006

Incorporated by Royal Charter Registered Charity No 229642

MBTI and Coaching

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Special Group in Coaching Psychology

Cheques should be made payable to: The British Psychological Society.

HIS LAST EDITION OF The Coaching psychologists’ or

T Psychologist for 2006 will have landed on

The Coaching Psychologist, Vol. 2, No. 3, December 2006 1

2 The Coaching Psychologist, Vol. 2, No. 3, December 2006

Media Training Courses 2007

An Introduction to Working with the Media

Broadcast Interview Skills

Registration form and further details from:

The Coaching Psychologist, Vol. 2, No. 3, December 2006 3

Invited speakers and facilitators include:

Masterclass topics include:

4 The Coaching Psychologist, Vol. 2, No. 3, December 2006

HE MYERS BRIGG’S TYPE INDI- coaching organisations was not considered as

T CATOR (MBTI®) is one of the UK’s

6 The Coaching Psychologist, Vol. 2, No. 3, December 2006

MBTI® theory pairs are preferences and are illustrated in

The Coaching Psychologist, Vol. 2, No. 3, December 2006 7

Like counselling, coaching is beginning population of the UK (13 per cent),

Table 1: Four pairs of preferences.

Extraversion (E) .......................................................................................................................................Introversion (I)

8 The Coaching Psychologist, Vol. 2, No. 3, December 2006

MBTI® type UK General adult population UK business Executive coaches

The Coaching Psychologist, Vol. 2, No. 3, December 2006 9

Table 3a: UK population % (N=1634).

ISTJ ISFJ INFJ INTJ

Table 3b: Coaches overall % (N=228).

ISTJ ISFJ INFJ INTJ

10 The Coaching Psychologist, Vol. 2, No. 3, December 2006

Table 4: Chartered psychologists % (N=78).

ISTJ ISFJ INFJ INTJ

Table 5: Non-psychologist coaches % (N=150).

ISTJ ISFJ INFJ INTJ

The Coaching Psychologist, Vol. 2, No. 3, December 2006 11

Table 6: CBT Coaches % (N=22).

ISTJ ISFJ INFJ INTJ

Table 7: Humanistic counsellors % (N=3).

ISTJ ISFJ INFJ INTJ

Understanding MBTI® and taking action To help coaches reflect on their

12 The Coaching Psychologist, Vol. 2, No. 3, December 2006

Table 8: Likely strengths and areas for development for coaches.

Likely strengths Likely areas for development

E Helping coachees explore a wide range Using silence.

I Helping coachees explore issues in depth. Helping coachees move to action.

S Observing details. Taking the big picture into account.

N Seeing the big picture. Being specific.

T Being objective. Picking up coachee’s feelings.

F Being warm. Taking thoughts into account as well as

J Being organised. Helping coachee’s make decisions in a

P Being spontaneous. Being organised.

Adapted by Passmore from: Bayne (2004).

The Coaching Psychologist, Vol. 2, No. 3, December 2006 13

Correspondence and contact details

14 The Coaching Psychologist, Vol. 2, No. 3, December 2006

The Psychologist is sent to all Society members. It is an

WRITE for The Psychologist:We publish general

ADVERTISE in The Psychologist:Want to tell over

The Coaching Psychologist, Vol. 2, No. 3, December 2006 15

A ‘not to be missed event’, offering a series of keynote papers, full-day

Keynote speakers will be:

Themes of the Conference include: