Technical ReportPDF Available

Referring a Client to Therapy: A Set of Guidelines

Authors:
  • Independent Researcher
  • International Coaching Federation
A preview of the PDF is not available
... An important element of ethical coaching behavior is also knowing when to hand off issues outside the scope or capability of the coach to other health professionals (e.g. Hullinger & DiGirolamo, 2018). This may be for issues that are most appropriately handled by a therapist or to government officials when a client communicates desire to harm themselves or others. ...
... Twenty percent of reported ethical dilemmas were related to coaches' boundaries of competence, particularly in the context of client referrals. According to Hullinger and DiGirolamo (2018), the limit of coaching occurs when 'the client's issues are interfering with their daily functioning ' (p. 4). ...
Article
There is little understanding of coaches’ ethical knowledge, means to resolve ethical dilemmas, and how these dilemmas might align with those experienced in other helping professions. Using purposive convenience sampling, 260 coaches were asked about their training, the ethical dilemmas they have experienced, and how they have resolved their ethical dilemmas. The qualitative and quantitative results indicated that coaches reported a variety of dilemmas, with the three most common types being dilemmas related to conflicts of interest, confidentiality, and boundaries between therapy and coaching. The most reported methods of resolving dilemmas included informal resolution, referral to therapy, seeking supervision, seeking consultation and referring to the ICF Ethics Code. The results highlight common ethical issues that arise in coaching and their relationship to other helping professions.
... While there are similarities between a psychodynamic coaching process and a therapeutic process it is important to recognise the difference between coaching and therapy (Grimmer and Neukom 2009;Kretschmar and Hamburger 2019). While therapy is focusing on helping clients with identified psychological dysfunctions and disorders based on the new ICD 11 classification system by the WHO (Reed, Ritchie, Maerker & Rebello in press) coaching is predominantly about performance improvement, learning, or development (Hullinger and DiGirolamo 2018). Compared to other coaching approaches the psychodynamicsystemic perspective pays additional importance to the in-fluence of the client's emotions and the personal history to understand and find solutions in the present. ...
Article
Full-text available
This exploratory study examined the influence of intergenerational family patterns and transgenerational transmissions on coaching effectiveness. It specifically focused on the potential impact of coaches’ intergenerational patterns on their countertransference risks and development of coaching resources. Fifteen executive coaches were socioanalytically interviewed with a focused genogram and a self-as-instrument approach to understand the impact of intergenerational patterns and underlying family dynamics on coaching effectiveness. Results indicated a relationship between these factors and coaching effectiveness. This was especially the case with regard to the development of functional and adaptive coping behaviour rather than transmitting dysfunctional, maladaptive behaviour only. Analysing and debriefing live coaching situations with a focus on potential countertransference reactions would further validate these findings in future research. Given the results of this study, it seems essential to integrate the reflection of intergenerational patterns and related countertransference risks into the training and supervision of coaches.
Chapter
The Foundation Domain is focused on how coaches should conduct themselves while coaching and in all interactions with related individuals. From a broader competency-development view, the competencies within the foundation domain would be considered a set of coach-focused competencies (i.e., describing who the coach “is;” the “being” of the coach), while the other three domains are focused on coaches’ behavior (i.e., what the coach “does”). In the job analysis process, these two perspectives are typically framed as “worker” focused versus “work” focused, respectively.”
Chapter
With this competency, we continue to look at how the coach co-creates the relationship with their client and in this case the focus is on the extent to which the coach is present to and curious about what the client is saying and who the client is. The skill and quality of this partnering is also significant in terms of how and how much the coach actively seeks input from the client around the content and direction of the conversation as opposed to offering content and direction themselves. The competency is described in Box 10.1.
Article
Full-text available
Coaching and different forms of therapy – including counselling, counselling psychology, psychotherapy and psychoanalysis – are mostly one- to-one talking interventions. Despite some differences in their processes and aims, these interventions share commonalities, and the borders between them are not always clear. Even though previous research has explored these boundaries, many questions remain unanswered and there is still a gap in our understanding of the dividing line between coaching and therapy. Data for this study was gathered through a series of semi-structured interviews aimed to explore the perceptions of 10 coaches and therapists with more than five years of practice regarding the similarities, differences and overlaps between their professions. Data was analysed using inductive Thematic Analysis (TA). The study identified two overarching themes and seven subthemes that captured the participants perspectives: (1) Different domains or grey areas? – looking at the past or looking at the future; support change; a long journey or a quick fix; relationship; through the pink at the client and (2) becoming a coach/therapist – training and supervision. Findings from the study supported the difficulty to set clear boundaries between coaching and therapy and the need to including a framework of therapeutic theories and counselling in coaching training programmes.
Chapter
Despite the demonstrated success of Positive Psychology Coaching (PPC) in the workplace, constraints frequently result in it concluding before all goals have been achieved and consolidated. PPC frequently identifies other issues in the workplace that the coachee now recognises need to be attended to for long-term success. This chapter outlines the processes, principles and strategies involved in the consolidation, maintenance and extension of gains, and the means by which a continued work or life improvement plan may be developed and implemented. Topics covered include reviewing the formulation and strategies implemented, assessing progress, identifying remaining work and other obstacles, the identification of personal vulnerabilities, self-monitoring of red flags, identifying problematic situations and decisive moments, access to booster sessions and external resources such as other PPC techniques, professional and social support, coping with future challenges and setbacks, capitalising on strengths, and the formation of self-enhancing and self-sustaining habits.
Chapter
The Foundation Domain is focused on how coaches should conduct themselves while coaching and in all interactions with related individuals. From a broader competency-development view, the competencies within the foundation domain would be considered a set of coach-focused competencies (i.e., describing who the coach “is;” the “being” of the coach), while the other three domains are focused on coaches’ behavior (i.e., what the coach “does”). In the job analysis process, these two perspectives are typically framed as “worker” focused versus “work” focused, respectively.”
Article
Full-text available
The question ‘what is coaching?’ continues to provoke debate, with many writers attempting to distinguish coaching from other forms of ‘helping by talking’, particularly therapy and counselling. Despite this level of discussion, confusion and lack of clarity continues to exist. This situation is compounded by vested interests and lack of relevant empirical research. Practicing coaches must therefore decide on the limits of their own practice, and some writers point to the potential for unsafe and unethical practice. The study contributes to the debate by examining how business coaches experience the ‘boundary’ between coaching and therapy/counselling in practice. Using a phenomenological approach, four therapeutically trained and four non-therapeutically trained coaches were asked to describe instances when they felt they were working near the boundary with therapy/counselling in a coaching context. The study methodology included use of a ‘conceptual encounter’ and interpretive phenomenological analysis. Findings suggest that issues of a psychological nature are brought into coaching, and are considered appropriate territory for investigation where they block work performance. Differences in working practice were noted between and within the two groups. Findings for the study give impetus for the professionalisation of coaching, and recommendation for the development of a coherent psychologically-oriented syllabus for coaches is made.
Article
It was a dire situation: The single mother was depressed, anxious, and saying she was on the brink of suicide. Her psychiatrist, concerned for her life, planned to see her several times to monitor her treatment plan so he could heed her request to stay out of the hospital. But her insurance company had other ideas.
What is professional coaching?
International Coach Federation. (2017). What is professional coaching? Retrieved from https://www.coachfederation.org/need/landing.cfm?ItemNumber=978.
Personal and executive coaching: The complete guide for mental health professionals
  • J E Auerbach
Auerbach, J. E. (2001). Personal and executive coaching: The complete guide for mental health professionals. Pismo Beach, CA: Executive College Press.
Frequently asked questions about personal coaching
  • Tina Elliot
Elliot, Tina. (2017). Frequently asked questions about personal coaching. Retrieved from http://www.synergycoaching.org/general-faq.htm#q3).
All rights reserved. Reprinted here with permission
Copyright 2017 PsychCentral.com. All rights reserved. Reprinted here with permission.