Coaching
Week 1
Positive Psychology
→ promotion of both short term and sustainable wellbeing as optimal base for personal growth
→ strength and qualities
→ feeling, thinking, wanting
• focuses on … optimal functioning, positive aspects of events and one’s functioning
• integrates understanding of negative aspects
• understanding the sources, processes and mechanisms that lead to desired outcomes
• move from problem-focus to strength-focus → make use of one’s core qualities!
• Positive psychological
assessment techniques page
25
Short-term wellbeing:
1. modulate ratio of positive to negative emotions → broaden-and-build theory; gratitude;
assess positive and negative emotions: Scale for Positive and Negative Experience (SPANE)
2. ensure basic life needs are satisfied → self-determined theory
3. foster positive relationships → active constructive responding + gratitude
4. know and use strengths to gain mastery and feel energized → strengths theory; assess
strengths with Realise2
5. increase experiences of flow → flow moment; assess flow with Work Reated Flow
Inventory
Sustainable wellbeing:
1. increase sense of meaning and purpose → M of PERMA; assess meaning in work use Work
and Meaning Inventory (WAMI)
2. live authentically in line with strengths and values
3. increase sense of autonomy including seeking autonomy-supportive environments
4. live in line with “true self” and strive to achieve perceived potential
5. build resilience resources (e.g. optimism, functional social support, mindfulness skills,
willpower)
Strengths theory
• people tend to function and feel better when using their character strengths and qualities
◦ combination of character strength (positive quality that is naturally present) and skills
(observable behaviors that can be learned) gives you strength
◦ slide 47 example of strengths
1
, • assess strengths of coachee (Realise2) → then link strengths to goal (How can you use these
strengths to achieve the goal you have set?)
◦ after assessing strengths can discuss following questions:
▪ Did you use any of your character strengths this week?
▪ Describe the situation and you behavior
▪ Were you aware of the strength in that moment?
▪ How did you feel during the situation?
Tool: Character strength
1. Character Strength is a positive quality that is naturally present in you; a person’s deepest levels
of functioning, belonging to your identity and ideals.
2. Skills are observable behaviors; can be learned
→ The combination of both gives you strength
→ Character strengths are always available to you, they belong to who you are! By being aware of
this and knowing your character strengths, you can consciously deploy them for your goals.
Examples of character strengths
handy, caring, creative, spontaneous, adventurous, patient, effective, optimistic, independent,
modest, flexible, independent, visionary, diligent, responsible, loving, assertive, consistent, goal
oriented, analytical, sensitive, humourous, bright, orderly, accurate compassionate, calm, versatile,
structured, helpful, affectionate, entrepreneurial, practical, careful, connective, respectful, musical,
assertive, determined, empathic, attentive, …
Broaden-and-build theory
• positive emotions broaden thought and action repertoire which serves to build enduring
personal resources (e.g. physical, intellectual, social)
• optimal ratio of 3:1 positive to negative emotions
Self determination theory
• experiencing autonomy, connectedness and competence will lead to increased autonomous
motivation → shift to more intrinsic from extrinsic motivation
Well being theory
• five domains that both constitute and be instruments toward well being
◦ PERMA: Positive emotions, Engagement, Relations, Meaning (doing something tht is
greater then for oneself), and Accomplishment
Prototypical Characteristics:
• opportunity based: find and use personal and environmental opportunities (rather than
problem-solving or reparative focus)
• positive lens: coachee and environment examined through positive lens (not deny negative)
and draw out personal strengths and environmental resources
• approach motivation-based: moving towards something you want (approach goal) instead of
moving away from something you do not want (avoidance goal)
• growth expectation: psychological change through growth mindset which is possible in the
right environment
• collaborative working alliance
2
,Positive Case Conceptualization
• aim is not to find deficit or causes to problem, but reconfigure possibilities and look for
opportunities → “If things are functioning really well, and people in the system are feeling
good, what dies it look like?”
◦ use strengths, positive emotions, meaning
Coaching Matrix
• coaching is about asking and how (e.g. do you feel about that) instead of telling and asking
why (e.g. do you feel that way)
Moving from problem to ideal
• Ideals often reflect a desire to utilize one’s core qualities to the fullest and to contribute to a
greater purpose. A beautiful driving force
• Flow at work: discuss absorption, work enjoyment, intrinsic motivation →
but keep in mind flow is not only about absorption but also about also
goal directed, requires feedback and needs to match the individuals skills
level
• Flow Moment: thinking, feeling and wanting are in harmony
◦ imbalance results when…
▪ get stuck in thoughts (thinking) → What thought goes through your mind right
now?
▪ very emotional and cannot let go (feeling) → What does this do to you?
▪ busy with own goals and cannot respond flexible to environment (wanting) → What
do you wish for?
→ as coach balance questions about thinking, feeling and wanting
▪ thinking and feeling are often mixed up: I feel rejected, I feel manipulated VS I feel
lonely, I feel angry
→ as coach: “How does the feeling feel for you?”, “How does it feel for you, to
feel..?”
Practice: Tools and Techniques
Tool: Feeling, Thinking, Wanting
→ difficult to apply to every topic; applicable in situations of issues that include a
social/interpersonal issue (responsibility, guilt or dispute etc)
→ most of the times one is neglected
→ Shifting thinking, wanting, feeling with questions that draw attention to the difference and
different aspects of each
Active constructive responding
• WHY: improve close relationship
• respond more actively and constructively when things go right for loved one
◦ “I’m so pleased for you John, because you have worked so hard, and you deserve this…
well done… I’m so proud!” → negative examples page 26
Three good things
• WHY: want to encourage more positive response from coachee
• focus on positive of issue, day or relationship: “What are the best three things about working
here?” → lit 3 things which open up conversation
3
, • when difficulties focusing on good (shift to negative aspects): “We can look at some of the
downsides later, but what have you enjoyed most?” → brings focus back to positive
• option 1 in session: start with open question to reflect on day (e.g. What were the best three
things happening to you today?) and second, focus on positive reflection (e.g. What did you
like about the trip?)
• option 2 as homework: before going to sleep note down 3 positive things which happened
that day
Gratitude
• WHY: improve relationships and reduces dwelling in negative emotions
• can be used when in conflict with another person: coachee can find something they admire
or which they appreciate about the other person
• can reduce work stress, help in challenging times → help build positivity
• should not be overused and writing down can lead to anxiety of someone finding the paper
Random acts of kindness
• coachee is suppose to respond with kindness to situations in real life and report their
experiences in the coaching session
• options: compliments, write a card to someone, say good morning to stranger, pick up litter,
uplifting note on colleagues computer, inspiring sign at window during rush hour, generous
tip, send flowers to friend, thank person at checkout, use persons name when talk to staff
member at canteen
PPC suitable for whom?
• Certain level of stability, psychological assets and not be overwhelmed by negative affect
and distress when they embark upon growth-based approaches
• person should hold world view: person is fundamentally good, will try to grow when given
environmental opportunity and that they will seek meaning
◦ not when authoritarian, extremely nature focused and not believe person can influence
own destiny
4
Week 1
Positive Psychology
→ promotion of both short term and sustainable wellbeing as optimal base for personal growth
→ strength and qualities
→ feeling, thinking, wanting
• focuses on … optimal functioning, positive aspects of events and one’s functioning
• integrates understanding of negative aspects
• understanding the sources, processes and mechanisms that lead to desired outcomes
• move from problem-focus to strength-focus → make use of one’s core qualities!
• Positive psychological
assessment techniques page
25
Short-term wellbeing:
1. modulate ratio of positive to negative emotions → broaden-and-build theory; gratitude;
assess positive and negative emotions: Scale for Positive and Negative Experience (SPANE)
2. ensure basic life needs are satisfied → self-determined theory
3. foster positive relationships → active constructive responding + gratitude
4. know and use strengths to gain mastery and feel energized → strengths theory; assess
strengths with Realise2
5. increase experiences of flow → flow moment; assess flow with Work Reated Flow
Inventory
Sustainable wellbeing:
1. increase sense of meaning and purpose → M of PERMA; assess meaning in work use Work
and Meaning Inventory (WAMI)
2. live authentically in line with strengths and values
3. increase sense of autonomy including seeking autonomy-supportive environments
4. live in line with “true self” and strive to achieve perceived potential
5. build resilience resources (e.g. optimism, functional social support, mindfulness skills,
willpower)
Strengths theory
• people tend to function and feel better when using their character strengths and qualities
◦ combination of character strength (positive quality that is naturally present) and skills
(observable behaviors that can be learned) gives you strength
◦ slide 47 example of strengths
1
, • assess strengths of coachee (Realise2) → then link strengths to goal (How can you use these
strengths to achieve the goal you have set?)
◦ after assessing strengths can discuss following questions:
▪ Did you use any of your character strengths this week?
▪ Describe the situation and you behavior
▪ Were you aware of the strength in that moment?
▪ How did you feel during the situation?
Tool: Character strength
1. Character Strength is a positive quality that is naturally present in you; a person’s deepest levels
of functioning, belonging to your identity and ideals.
2. Skills are observable behaviors; can be learned
→ The combination of both gives you strength
→ Character strengths are always available to you, they belong to who you are! By being aware of
this and knowing your character strengths, you can consciously deploy them for your goals.
Examples of character strengths
handy, caring, creative, spontaneous, adventurous, patient, effective, optimistic, independent,
modest, flexible, independent, visionary, diligent, responsible, loving, assertive, consistent, goal
oriented, analytical, sensitive, humourous, bright, orderly, accurate compassionate, calm, versatile,
structured, helpful, affectionate, entrepreneurial, practical, careful, connective, respectful, musical,
assertive, determined, empathic, attentive, …
Broaden-and-build theory
• positive emotions broaden thought and action repertoire which serves to build enduring
personal resources (e.g. physical, intellectual, social)
• optimal ratio of 3:1 positive to negative emotions
Self determination theory
• experiencing autonomy, connectedness and competence will lead to increased autonomous
motivation → shift to more intrinsic from extrinsic motivation
Well being theory
• five domains that both constitute and be instruments toward well being
◦ PERMA: Positive emotions, Engagement, Relations, Meaning (doing something tht is
greater then for oneself), and Accomplishment
Prototypical Characteristics:
• opportunity based: find and use personal and environmental opportunities (rather than
problem-solving or reparative focus)
• positive lens: coachee and environment examined through positive lens (not deny negative)
and draw out personal strengths and environmental resources
• approach motivation-based: moving towards something you want (approach goal) instead of
moving away from something you do not want (avoidance goal)
• growth expectation: psychological change through growth mindset which is possible in the
right environment
• collaborative working alliance
2
,Positive Case Conceptualization
• aim is not to find deficit or causes to problem, but reconfigure possibilities and look for
opportunities → “If things are functioning really well, and people in the system are feeling
good, what dies it look like?”
◦ use strengths, positive emotions, meaning
Coaching Matrix
• coaching is about asking and how (e.g. do you feel about that) instead of telling and asking
why (e.g. do you feel that way)
Moving from problem to ideal
• Ideals often reflect a desire to utilize one’s core qualities to the fullest and to contribute to a
greater purpose. A beautiful driving force
• Flow at work: discuss absorption, work enjoyment, intrinsic motivation →
but keep in mind flow is not only about absorption but also about also
goal directed, requires feedback and needs to match the individuals skills
level
• Flow Moment: thinking, feeling and wanting are in harmony
◦ imbalance results when…
▪ get stuck in thoughts (thinking) → What thought goes through your mind right
now?
▪ very emotional and cannot let go (feeling) → What does this do to you?
▪ busy with own goals and cannot respond flexible to environment (wanting) → What
do you wish for?
→ as coach balance questions about thinking, feeling and wanting
▪ thinking and feeling are often mixed up: I feel rejected, I feel manipulated VS I feel
lonely, I feel angry
→ as coach: “How does the feeling feel for you?”, “How does it feel for you, to
feel..?”
Practice: Tools and Techniques
Tool: Feeling, Thinking, Wanting
→ difficult to apply to every topic; applicable in situations of issues that include a
social/interpersonal issue (responsibility, guilt or dispute etc)
→ most of the times one is neglected
→ Shifting thinking, wanting, feeling with questions that draw attention to the difference and
different aspects of each
Active constructive responding
• WHY: improve close relationship
• respond more actively and constructively when things go right for loved one
◦ “I’m so pleased for you John, because you have worked so hard, and you deserve this…
well done… I’m so proud!” → negative examples page 26
Three good things
• WHY: want to encourage more positive response from coachee
• focus on positive of issue, day or relationship: “What are the best three things about working
here?” → lit 3 things which open up conversation
3
, • when difficulties focusing on good (shift to negative aspects): “We can look at some of the
downsides later, but what have you enjoyed most?” → brings focus back to positive
• option 1 in session: start with open question to reflect on day (e.g. What were the best three
things happening to you today?) and second, focus on positive reflection (e.g. What did you
like about the trip?)
• option 2 as homework: before going to sleep note down 3 positive things which happened
that day
Gratitude
• WHY: improve relationships and reduces dwelling in negative emotions
• can be used when in conflict with another person: coachee can find something they admire
or which they appreciate about the other person
• can reduce work stress, help in challenging times → help build positivity
• should not be overused and writing down can lead to anxiety of someone finding the paper
Random acts of kindness
• coachee is suppose to respond with kindness to situations in real life and report their
experiences in the coaching session
• options: compliments, write a card to someone, say good morning to stranger, pick up litter,
uplifting note on colleagues computer, inspiring sign at window during rush hour, generous
tip, send flowers to friend, thank person at checkout, use persons name when talk to staff
member at canteen
PPC suitable for whom?
• Certain level of stability, psychological assets and not be overwhelmed by negative affect
and distress when they embark upon growth-based approaches
• person should hold world view: person is fundamentally good, will try to grow when given
environmental opportunity and that they will seek meaning
◦ not when authoritarian, extremely nature focused and not believe person can influence
own destiny
4
