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- Mindfulness, Psychology, Psychotherapy and Counseling, Spirituality, Buddhism, Coaching, and 9 moreCoaching (Education), Transpersonal Psychology, Mindfulness and well being, Meditation, Mindfulness in Effective Teaching and Learning, Mindfulness in Education, Coaching Mentoring Mindfulness, Coaching to enhance learning, and Life Coachingedit
Mindfulness in Coaching: Integration, Challenges and Transformation. pp. 25-28
Research Interests:
Aims: The aim of this exploratory study was to extend phenomenological knowledge in the use of mindfulness in coaching. The broad research question asked was: ‘What are coaches’ experiences of using mindfulness in their practice?... more
Aims: The aim of this exploratory study was to extend phenomenological knowledge in the use of mindfulness in coaching. The broad research question asked was: ‘What are coaches’ experiences of using mindfulness in their practice?
Methods: A qualitative methodological interpretive approach was taken with coaches participating in semi-structured interviews, using thematic analysis (Braun & Clarke, 2006) from a social constructionist framework (Denzin & Lincoln, 1994)
Findings: Thematic analysis generated five themes which could be taken forward in future research. The findings demonstrate participants’ perceptions that mindfulness becomes a ‘way of being’, embodied into the ‘self’ as coach. They explored how personal mindfulness practice impacts themselves as coaches in terms of enhancing qualities such as presence, attunement, self-awareness, self-regulation, acceptance and self-care, qualities which may impact the coaching relationship and client outcomes. Their journey to integration reflected the pathway proposed by Germer et al (2005) and they discussed how they introduce and use mindfulness tools with clients, reporting a positive impact on clients overall. Challenges and concerns were also raised and the wider implications of mindfulness as transformation and a spiritual path were discussed. Recommendations for future research and practice are also made.
Methods: A qualitative methodological interpretive approach was taken with coaches participating in semi-structured interviews, using thematic analysis (Braun & Clarke, 2006) from a social constructionist framework (Denzin & Lincoln, 1994)
Findings: Thematic analysis generated five themes which could be taken forward in future research. The findings demonstrate participants’ perceptions that mindfulness becomes a ‘way of being’, embodied into the ‘self’ as coach. They explored how personal mindfulness practice impacts themselves as coaches in terms of enhancing qualities such as presence, attunement, self-awareness, self-regulation, acceptance and self-care, qualities which may impact the coaching relationship and client outcomes. Their journey to integration reflected the pathway proposed by Germer et al (2005) and they discussed how they introduce and use mindfulness tools with clients, reporting a positive impact on clients overall. Challenges and concerns were also raised and the wider implications of mindfulness as transformation and a spiritual path were discussed. Recommendations for future research and practice are also made.
