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Palmer, S. (2011). Revisiting the P in the PRACTICE coaching model. The Coaching Psychologist, 7, 2, 156-158.
Abstract
The PRACTICE model of coaching has been developing over time and adapted to the presenting issues
arising during the initial stage of coaching. This paper will briefly highlight the options available.
... 1: The PRACTICE framework (Palmer, 2011) ...
... The aim of the main and last study was to explore if different applications SFCBC could increase psychological and subjective well-being in a work environment setting. Method: The SFCBC was delivered face to face, virtually by Skype and in the form of a computerised selfcoaching program, all applications were based on the PRACTICE framework (Palmer, 2011). Virtual coaching solutions could provide cost-effective ways to reach larger work populations and potentially lower the threshold for seeking further assistance with issues at work, issues that if not detected and handled, could lead to decreased wellbeing. ...
... The coaching field at large employs a plethora of different methods; to capture possible effects, it was essential to define one evidence-based coaching method which could be used in the form of different applications. Consequently and purposely, a solution-focused cognitive behavioural coaching method was chosen: PRACTICE (Palmer, 2007(Palmer, , 2011. ...
A series of studies evaluating different applications of solution focused
cognitive behavioural coaching (SFCBC) were performed to explore the feasibility of
methods, designs and the randomised research process. The aim of the main and last
study was to explore if different applications SFCBC could increase psychological and
subjective well-being in a work environment setting. The SFCBC was
delivered face to face, virtually by Skype and in the form of a computerised selfcoaching program, all applications were based on the PRACTICE framework (Palmer,
2011). Virtual coaching solutions could provide cost‐effective ways to reach larger
work populations and potentially lower the threshold for seeking further assistance with
issues at work, issues that if not detected and handled, could lead to decreased wellbeing. Research regarding coaching has taken place primarily face to face, and there is a
lack of studies on the effects of assisted and non-assisted, cognitive behavioural virtual
coaching programs in the workplace.
Design/procedure: A randomised controlled trial design was used, consisting of 86
working adults that were randomly allocated to either one of the three intervention
groups or a waiting list control group. Comparisons were performed between
intervention groups and the control group. The coaching program was used for 8-12
weeks, and online surveys were conducted at three time points, pre-coaching, at the end
of the programme and three months after completion. Primary outcome measures were:
psychological and subjective well-being and secondary outcomes investigated the
coaching applications effects on goal attainment and perceived psychosocial risk/health
factors. The results showed that the PRACTICE framework had a direct effect on
subjective well-being (SWB) through the Skype application. Furthermore, that SFCBC
had mediating effects on the participant’s perceptions of demands (Skype) at work. The
study also gave information about which goals participants chose to work with (like role
ambiguity) to increase their SWB at work, and solutions chosen, to increase, for
example, job clarity through support seeking behaviour and development of cognitive behavioural aspects.
... Empirisk baseret forskning vurderes til at vaere bydende nødvendig af centrale forskere inden for feltet Palmer, 2011), isaer fordi det fremføres, at man ikke kan udvide anvendelsen af coaching ud over dens dokumenterede viden om effekt: Forskerne påpeger, at fremtiden afhaenger af fremkomsten af yderligere gennemgribende studier, der kan fremlaegge mere viden om substansen i coaching og om, hvad der virker, hvorfor, hvornår og for hvem (ibid.). Grant et al. (2010) og Palmer (ibid.) ...
... Kandidatuddannelsens paedagogisk-psykologiske coaching-praksis er igennem årene forfinet og udviklet i dialog med det internationale coaching-forskersamfund Palmer, 2011;Spaten, 2011) og bygger på tre baerende principper for det frugtbare laeringsrum: Laering gennem undervisning, laering gennem naermeste udviklingszone og laering gennem erfaring og handling. ...
Coaching har en lang historie, meget stor udbredelse, og coaching-industriens ydelser har i årevis været eksponentielt stigende ligesom antallet af artikler og bøger. Men hvis fokus er på systematisk, stringent coaching-forskning, er resultatet nedslående. Det er først det sidste tiår, at coaching har været på forskningens dagsorden på universiteter på verdensplan. Derfor er det stadig relativt uvist, hvad der virker i coaching, hvordan, hvorfor, hvornår og for hvem, coaching virker. Coaching er ikke det samme som coachingpsykologi, og en coach er ikke bare en coach, idet alle kan kalde sig coach. Artiklen præsenterer forskelle og definitioner af coaching og coachingpsykologi og analyserer coaching-fænomenet i Danmark med et historisk og europæisk udblik. Sluttelig beskrives et uddannelsesforløb i coachingpsykologi på kandidatdelen af psykologiuddannelsen.
... PRACTICE-modellen (Palmer, 2011;Hultgren et al., 2013) fokuserar också på måluppfyllelse och definierar och tydliggör processen när man skapar SMART:a mål (Doran, 1981). Termen SMART är en förkortning för de fem steg som används för att bryta ner ett mål i konkreta åtgärder genom att göra dem ...
... Rent teoretiskt bygger PRACTICE (Hultgren et al., 2013;Palmer, 2011) på sju olika steg innehållande lösningsfokuserade frågor, skattningsskalor och SMART:a mål (se bild 1). Det första steget i coachningsprocessen lägger grunden till de efterföljande stegen och inbegriper att problemet eller frågan formuleras och diskuteras. ...
En summering av lärdomar från ett 3-årig forskningsprojekt inom faciliterade psykosociala riskbedömningar.
... Within the solution-focused approach to coaching, models are frequently used to structure the coaching process, e.g. PRACTICE framework (Palmer, 2007;Palmer, 2011). The PRACTICE framework is an acronym representing a solution-seeking sevenstep framework established in performance coaching and other domains (Palmer, 2007). ...
Objective: Coaching has proven to be an effective way to foster wellbeing and mental health; similar positive effects have been reported for dance interventions. The present study was a first attempt to investigate the effects of dancing followed by a coaching intervention on the psychological wellbeing, vitality, and subjective goal achievement of 69 non-clinical participants. Methods: A randomised two-group repeated-measure design compared the dance group (DG; dance with music followed by coaching, n = 36) to a second group (MG; music followed by coaching, n = 33). Both groups conducted peer coaching according to the PRACTICE solution-focused framework. The DG danced an engaging but straightforward choreography (5 min) before their coaching session, whereas the MG listened to the music before their session while seated. The design included quantitative measures with questionnaires before the intervention, after the intervention, and after the follow-up. Results: A single peer coaching session using the PRACTICE framework, combined with dancing and music, had significant positive effects on depression, anxiety, stress, vitality, and subjective goal attainment for both groups. The results show that the scores did not significantly differ between the conditions (dance versus music group), but varied significantly over time (p < .05), meaning that both groups benefited to a comparable extent from the interventions. There were no differences in mood or self-efficacy. Conclusions: These preliminary results are encouraging and helpful for setting priorities in further research into the combination of dancing or music interventions and coaching processes. If coachees benefit from dance and music interventions, this could be a good starting point to investigate further the value of dancing or music for coaching effectiveness. The high level of satisfaction indicated that these interventions might be well received.
Keywords: Coaching Psychology, Dancing, Music, Wellbeing, peer coaching, PRACTICE coaching framework.
Citation: Klyk, K. L., Palmer, S., & Zimmermann, T. (2022). Dancing and Coaching Psychology: The impact of rhythmic movement or music on the effectiveness of a single peer coaching session. International Journal of Coaching Psychology, 3, 2, 1-12. https://ijcp.nationalwellbeingservice.com/volumes/volume-3-2022/volume-3-article-2/
... Several models of coaching have been highlighted in literature ( Table 1) [57][58][59]. However, the fundamental principles to questioning skills in coaching are that of appreciative inquiry (AI) [60]. ...
21st-century medical education is focused on healthcare equity by creating opportunities for students who are from underrepresented minority groups and non-traditional backgrounds to pursue medicine. Institutions that have spearheaded this movement have found a wide variation in the baseline knowledge, skills, and attitudes of their incoming medical students. Ensuring that these students meaningfully transition into and progress through medical school without negatively impacting their performance or wellness is a challenge that needs to be strategically addressed. This chapter will outline the challenges associated with the transition of matriculating medical students, the importance of a curriculum that promotes equity, the role of a developmental learning environment in supporting student academic success, and guidelines to use coaching to enhance student engagement.
... Outcome measures were psychological and subjective well-being and work factors, for example, demands and control (Cousins et al., 2004). Coaching method: PRACTICE framework (Palmer, 2011), see Figure 1. Research groups: F2F, Skype, Self-coaching and Control, (Hultgren, 2018) Main findings included: Digital (Skype) SFCBC can increase employees subjective well-being. ...
In research, employee well-being and work factors, like demand and control, have repeatedly been shown to influence each other (Bakker & Demerouti, 2014). An empirical basis for a causal link between worker subjective well-being and performance have also been established (Bryson, et al., 2017). This poster presents the results from a randomised sequential study, investigating the effects of different applications of solution-focused cognitive behavioural coaching (SFCBC). Outcome measures were psychological and subjective well-being and work factors, for example, demands and control (Cousins et al., 2004). Coaching method: PRACTICE framework (Palmer, 2011), see Figure 1. Research groups: F2F, Skype, Self-coaching and Control, (Hultgren, 2018)
Main findings included:
Digital (Skype) SFCBC can increase employees subjective well-being.
Digital (Skype) SFCBC can decrease demands at work.
... This poster presents an ongoing experimental sequential study. Investigating if leaders by using a goal driven solution focused cognitive behavioural team coaching (SF-CBTC) method PRACTICE (Palmer, 2011;Hultgren, et al., 2013), potentially could increase subjective wellbeing (SWB) and performance in their work teams. ...
This poster presents an ongoing experimental sequential study. Investigating if leaders by using a goal driven solution focused cognitive behavioural team coaching (SF-CBTC) method PRACTICE (Palmer, 2011; Hultgren, et al., 2013), potentially could increase subjective well-being (SWB) and performance in their work teams. By focusing attention on goals linked to work factors like; demands, control, support and change, a more pro-active team coaching approach, maintaining or increasing well-being and performance in teams, might be achieved. In research, employee well-being and work factors, like demand and control, have repeatedly been shown to influence each other (Bakker & Demerouti, 2014), and furthermore an empirical basis for a causal link between worker SWB and performance have also been established (Bryson, et al. 2017).
... Problem-solving models are also used in the context of Cognitive-Behavioral Coaching. In this context, PRACTICE, an acronym for a problem-solving and solution-focused model [36][37][38] developed from the theoretical models of problem-solving, starts from the identification of the problem and its circumstances and moves to goal setting and seeking alternative solutions and associated consequences for decision-making, implementation and evaluation of the effectiveness of these solutions. Also in this context, the SPACE model [39], takes into account the social context in which the person moves, as well as the identification and recognition of physical sensations, along with cognitions, actions and emotions. ...
Coaching programs are demonstrating their effectiveness in several contexts and populations, namely in personal development
through the lifespan, and in health contexts. In the present conceptual paper, Coaching definitions, goals, procedures, benefits and
limitations are described and critically discussed. Specifically, differences between Coaching and Psychotherapies are emphasized.
Based on this knowledge, the structure of a Cognitive-Behavioral Coaching program is presented, and its differences in relation to
Cognitive-Behavioral Psychotherapies are also emphasized and critically discussed. Finally, the evidences for Coaching programs effectiveness,
in particular in Health and Personal Development contexts, are reported, based on meta-analytic data and on literature
systematic reviews. The need for qualified training and supervision, as well as limitations and future directions are also pointed in
order to contribute to diminish conceptual and practical ambiguities that may interfere with Cognitive-Behavioral Coaching and, in
consequence, that may interfere with the persons’ goals for their health or personal development.
This paper aims to highlight the technique used to develop a generic peer practice coaching framework, based on our paper, ‘Coaching psychology in practice: Developing a generic framework for good practice in coaching community groups’, presented in the 3rd European Coaching Psychology Conference, 2011. We hope this technique will generate interests to develop appropriate frameworks underpinned by relevant theories to enhance good peer practice in coaching.
The Handbook of Coaching Psychology: A Guide for Practitioners provides a clear and extensive guide to the theory, research and practice of coaching psychology.
In this new and expanded edition, an international selection of leading coaching psychologists and coaches outlines recent developments from a broad spectrum of areas. Part One examines perspectives and research in coaching psychology, looking at both the past and the present as well as assessing future directions. Part Two presents a range of approaches to coaching psychology, including behavioural and cognitive behavioural, humanistic, existential, being-focused, constructive and systemic approaches. Part Three covers application, context and sustainability, focusing on themes including individual transitions in life and work, and complexity and system-level interventions. Finally, Part Four explores a range of topics within the professional and ethical practice of coaching psychology. The book also includes several appendices outlining the key professional bodies, publications, research centres and societies in coaching psychology, making this an indispensable resource.
Unique in its scope, this key text will be essential reading for coaching psychologists and coaches, academics and students of coaching psychology, coaching and mentoring and business psychology. It will be an important text for anyone seeking to understand the psychology underpinning their coaching practice, including human resource, learning and development and management professionals, and executives in a coaching role.
This paper introduces ‘POSTURA’ and ‘POSITIVO’ as two alternatives for an adaptation of the ‘PRACTICE’ psychological model that is used within cognitive behavioural coaching and therapy. It is part of an international collaborative project aimed at establishing and developing coaching psychology in Brazil. PRACTICE is an important tool for helping coachees achieve their goals using a problem-solving and solution-focused framework.
Keywords: PRACTICE, POSTURA, POSITIVO, cognitive behavioural therapy, cognitive behavioural coaching, solution-focused framework
Citation: Dias, G., Gandos, L., Nardi, A.E. and Palmer, S. (2011). Towards the practice of coaching and coaching psychology in Brazil: the adaptation of the PRACTICE model to the Portuguese language. Coaching Psychology International, 4, 1, 10-14.
This paper introduces ‘PRACTICE’, a convenient acronym which represents an established seven-step model that has been used in coaching, counselling, psychotherapy and stress management. Using
PRACTICE, the practitioner can help the client to assess issues or problems, understand their concerns, develop a range of possible solutions and implement strategies.
Keywords: PRACTICE, coaching, health coaching, problem-solving, solution-seeking, enhancing performance, counselling, stress management.
This paper will provide a brief overview to a variety of models of coaching and then describe the PRACTICE model of coaching. PRACTICE integrates solution-focused strategies and techniques within its framework.
Citation: Neenan, M. & Palmer, S. (2001). Rational Emotive Behaviour Coaching. Rational Emotive Behaviour Therapist. 9, 1, 34-41.
The solution-focused, problem-solving approach provides tangible, goal-focused models for effective coaching within family businesses. In the family business context, coachees often choose to focus initially on business issues such as business strategy and challenges, organizational structure and understanding the market, as opposed to more personal developmental issues. In a family business setting it is often the case that the system of interest is the soft system, and the components of interest are the interpersonal relationships that make up the formal and informal business structure. Solution focused frameworks such as the PRACTICE model provide a credible and effective start point for coaching conversations within the family business setting. Stress Mapping and the ABCDEF model may be usefully combined with PRACTICE to facilitate a more in-depth and personally focused discussion addressing cognitive, emotional, and/or behavioural blocks if and when required by the coachee.
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