The Wiley-Blackwell Handbook of The Psychology
of coaching and mentoring”, is an essential text that gathers the latest and
state-of the art theories on the Psychology of coaching and mentoring.
Published by three great experts – Passmore, Peterson, and Freire – it puts
together the contributions of 43 authors based in the United States, Europe and
the Asia and Pacific area, tastefully introduced by Sir John Whitmore.
In a very clear way, with a sound an exhaustive vision
and an evidence-based approach, that gives the entire work a profound solidity,
it states the wide
range of current perspectives on coaching Psychology, as well as the need
professionals have to be aware of all those perspectives, in order to perform
reasonably and rigorously.
Right after the introduction, where the origins and
the conceptual delimitations of both coaching and mentoring are explained, the
book is organized in four sections: all their chapters share an even structure,
which makes it easy to get a quick vision of its contents and a later
comparative analysis.
Along the nine chapters of the first section, the
state of some issues which have been studied from a psychological perspective
are reviewed:: Efficacy of coaching, the
role of contracting in coaching, the development of meaning and identity, the
importance of ethics, the neuroscience of coaching, mindfulness in coaching,
coaching from a developmental perspective and gender issues.
Due to its newness and relevancy, the following
topics must be highlighted: the growing and obvious effectiveness of coaching;
the importance of contracts between parts for a real good process of coaching; the
meaning of coaching engagement; ethical principles to be taken into account in
the practice of coaching; examples of neuroscience research and its applications
into coaching practice; the use of mindfulness in coaching; practical
approaches based on development theories which can apply to mentoring and
coaching; how to manage gender
diversity in the work place by means of coaching and mentoring; and, finally, differences
between team coaching, group coaching, team development, teambuilding, team
facilitation and team process consultancy.
In the second section, four chapters on
mentoring deal with the following topics: designing
mentoring schemes and programs, the efficacy of mentoring, training mentors and
mentoring programs for under-represented groups.
Among the most relevant issues, we would like to
highlight that: mentoring programs are diverse and they need to be designed
carefully; mentoring programs have benefits not only for the individual
partners (protégé and mentor) but for the organization; it is possible and
necessary to develop a profile and a curriculum for mentor education, and we
must know how to deal with under-represented groups in mentoring and coaching.
The third section develops in eight chapters
some theories and models with implications for mentoring and coaching. They are
the following: humanistic and
person-centered approaches, behavioral coaching, cognitive behavioral
approaches, motivational interviewing, psychodynamic executive coaching, the Gestalt
approach, narrative approach, and positive Psychology.
The most significant aspects of this section are
the following: humanistic approaches with a person-centered perspective to
emphasize the needs of the individual and help the individual reach his/her
fullest potential; behavioral coaching at the root of some of the most popular
coaching models (GROW model, Skiffington and Zeus behavioral coaching model,
Achieve coaching model....); cognitive behavioral approaches, that combine the
use of cognitive, behavioral, imaginary and problem-solving techniques - most frequently used; motivational interviewing
approaches as some of the most rigorously tested approaches to help people
change and grow; the psychodynamic approach, which takes into account three
major perspectives arising from three theoretical traditions – classical ego
psychology, object relational and systems; gestalt theoretical concepts (relational
and dialogic stance, emphasis on awareness, contact, phenomenology, paradox,
polarities, resistance, unit of work, levels of systems and use of experiment).
They have been incorporated into the coaching process, creating a unique
approach to coaching. And, finally, narrative approaches and their focus on values
and on providing opportunities for meaning-making. It is important to underline
that positive psychological approaches are one of the solutions for the lack of
a theoretical framework within the coaching field.
Last but not least, in the fourth section
relevant issues are dealt, as evaluation,
emotions, relationship, cross-cultural perspectives and virtual working.
Below we mention the issues which deserve
special attention:
the importance to evaluate relevant antecedents,
the organizational context, processes and the expected short- and long-term
outcomes to plan ahead and to manage the assessment of the programs; the need
to know the role of the emotions as critical elements within the coach and
coachée relationship; and the awareness of culture as a significant variable in
executive coaching interventions.
There are two relevant features of this unique
and solid book that make it stand out from the very beginning: firstly, its
conceptual positioning in setting the limits of Coaching Psychology (“the scientific study of behaviour, cognitive
and emotions within practice coaching to deepen our understanding and enhance
our practice within coaching” Passmore: page 5). Secondly, its emphasis on
the scientific treatment of the factors and approaches that take part in an
effective coaching process.
In the chapters, we can find not only a detailed
literary review of the state of the issue, but also lines for future research,
both for students, practitioners, and researchers. Therefore, this work is an
essential tool for the study of mentoring and coaching. And its goal: to offer
the readers a critical review to foster the exchange and enrichment between
different areas of study. At the same time, researchers are encouraged to
support on a wider psychological research-based literature.
The best coaches, then, will be the ones who
take their time to learn thoroughly the key aspects of positive psychology, not
the ones who get restricted by mere popular beliefs.
As Kauffman and Scoular (2004) explain: “there is currently a second generation of
coaches (researches and professionals) who must focus their attention on the
development of theories related to human development and on research designs to
study the efficacy of coaching”.
In relation to the contents, no relevant
contribution is missing, except for some treatment of ontological coaching, neurolinguistic
programming, or transactional, existential or transpersonal coaching, as well
as a reference to the coach’s competences. However, the growing influence of
fields such as neuroscience and mindfulness, virtual coaching or team coaching
are suitably treated. Although this is a book which does not include neither
cases nor examples, it does provide the reader with the theoretical foundation
needed to carry on a quality practice.
Summarizing, the book is
a highly advisable work for both practitioners and scholars, which will undoubtedly
will become a reference for those professionals who want to improve their
practice of coaching. It will contribute to the growth and maturity of the coaching
processes, through inspiring the search for research-based evidence.
