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Pluralistic approach through the life course

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Zsofia Utry

on 29 July 2016

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Transcript of Pluralistic approach through the life course

A pluralistic approach to coaching (Utry, Palmer, McLeod & Cooper, 2015; 2017)

Pluralistic approach through the life course
bereavement counselling: both more, and less, directive interventions can be helpful for clients who experience bereavement (Simonsen & Cooper, 2014)
Pluralistic coaching through the life course

different life stages and IDs: are there different goals, tasks, methods more useful than others?
A pluralistic approach to research
methodological pluralism (Hanley & Winter, 2016):
How the pluralistic approach could be used within coaching psychology through the life course?
6th International Congress of Coaching Psychology, 26th July 2016, London (UK)

Annual Review of High Performance Coaching & Consulting 2011. International Journal of Sports Science & Coaching January 2011 6: i-153:
Jenkins, S.: Coaching Philosophy, Eclecticism and Positivism
De Haan, E. & Peters, K.: Coaching Philosophy, Eclecticism and Positivism: A Commentary
Cooper, M. (2016). Personal communication.
Cooper, M. and McLeod, J. (2011) Pluralistic counselling and psychotherapy. London: Sage.
De Haan, E., Grant, A., Burger, Y. and Eriksson, P. O. (2016). A large scale study of executive and workplace coaching: The relative contributions of relationship, personality match, and self-efficacy, Consulting Psychology Journal: Practice and Research.
Hanley, T. and Winter, L. A. (2016). Research and Pluralistic Counselling and Psychotherapy. In M. Cooper and W. Dryden (eds), The Handbook of Pluralistic Counselling and Psychotherapy. London: Sage.
Jones, C.W. (2015). Choosing your coach: what matters and when. An interpretative phenomenological exploration of the voice of the coachee. PhD dissertation, Oxford Brookes University, Oxford. Retrieved on 29.06.2016. from https://radar.brookes.ac.uk/radar/items/5f4a52f7-efc5-4530-9134-ac62660bd0e7/1/
Kauffman, C., The Last Good Word: How to Move from Good to Great Coaching by Drawing on the Full Range of What You Know, Coaching: An International Journal of Theory, Research and Practice, 2010, 3(2), 87-98.
Omylinska-Thurston, J., & Cooper, M. (2014). Helpful processes in psychological therapy for patients with primary cancers: A qualitative interview study. Counselling and Psychotherapy Research, 14: 2, 84-92.
McLeod, J. (2012). Process and outcome in pluralistic Transactional Analysis counselling for long-term health conditions: A case series, Counselling and Psychotherapy Research: Linking research with practice.
McLeod, J. (2016). Personal communication.
Rescher, N. (1993). Pluralism: Against the Demand for Consensus. Oxford University Press: Oxford.
Simonsen, G., & Cooper, M. (2014). Helpful aspects of bereavement counselling: An interpretative phenomenological analysis. Counselling and Psychotherapy Research, 15(2): 119–127.
Utry, Z.A., Palmer, S., McLeod, J. and Cooper, M. (2015). A pluralistic approach to coaching. The Coaching Psychologist 11, pp. 46-52.
Utry, Z.A., Palmer, S., McLeod, J. and Cooper, M. (2017). Pluralistic Coaching. In S. Palmer and A. Whybrow (eds), The Handbook of Coaching Psychology 2nd edition, London: Routledge.
Utry, Palmer, McLeod & Cooper (2017)
Jenkins: the importance of coaching philosophy and philosophy of knowledge in coaching (in Annual Review of High Performance Coaching and Consulting, 2011)
Kauffmann (2010): technical eclecticism: use what works, use multiple models
Re: Kauffman: loose framework?
less critical reflection?
less learning?
Rescher (1993)

Cooper & McLeod (2007) main principles:
content and process
content and process
coach (?)
neglected area in coaching
no clear answer why they do what they do
Re: De Haan & Peters: strict framework?
missing out on useful information?
less inclusive of coachee differences?
run practice w/individual coachees
We need more research
(Cooper, 2016; McLeod, 2016)
to establish common/most likely tasks at different stages/in specific situations through the life course
shifts attention away from dysfunction to a person who faces challenges at a particular point in life
Transitions in general
Typical tasks (in counselling): the focus of work
Making meaning: talking through an issue in order to understand things better
Making sense of specific problematic experience
coach needs at least basic level competency
De Haan & Peters (2011): confidence in one approach
'any substantial question admits to a variety of plausible but mutually conflicting responses'
pragmatic: some responses are more useful in certain situation than others
critical of any attempt to produce an all-consuming truth
there are many right ways to understand and help people
different people need different things at different points in time
we need to talk to them about it
shared-decision making
setting up feedback culture
added value: collaborative capacity growth
primary cancer patients: multiple therapeutic processes - aligned to a range of different orientations - can be of value to patients with primary cancers(Omylinska-Thurston & Cooper, 2014)

women with long-term health issues: study identified common tasks at different levels (Julia McLeod, 2012)
experienced by everyone-more cultural resources to activate in coaching (McLeod, 2016)
we can use the pluralistic strategies to find out the real needs of our coachee's (Cooper, 2016)
this can help to develop specialist training and supervision

Problem solving, planning and decision making
Changing behaviour

Finding, analysing, and acting on information
Undoing self-criticism and enhancing self-care
(Cooper & McLeod, 2011)
might be easier to establish the methods after
identifying tasks as a process of collaborative case formulation (Cooper & McLeod, 2011)
To keep in mind
against hierarchy of research approaches
within particular context some approaches are more useful than others
utilising the pluralistic framework as a research tool:

research goal:
research question
research task:
qual., quant., mixed?
research methods:
choices about data generation and analysis
collaboration with stakeholders and participants
- involving them
A pluralistic framework of
Goals - Tasks - Methods

organise own practice & reflect on it

develop research projects
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