Partnering evidence-based coaching and positive psychology

Abstract

Efforts to develop and validate new positive psychology interventions (PPIs) continue and the uptake of PPIs is increasing in schools, workplaces and the community, despite concerns around the sustainability of such interventions (Lyubomirsky S, King L, Diener E: Psychol Bull 131(6):803-855, 2005; Mongrain M, Anselmo- Matthews T: J Clin Psychol 68(4), 2012). Many of the popular PPI's include strengths assessment, use and development (Lopez SJ, Louis MC: J Coll Char 10(4):1-9, 2009), cultivation and application of gratitude (Lomas T, Cartwright T, Edginton T, Ridge D: Psychol Rel Spirit 6(3):198, 2014), and visualisation of one's best possible self (Seligman MEP, Steen T, Park N, Peterson C: Am Psychol 60(5):410-421, 2005; Sheldon KM, Lyubomirsky S: J Pos Psychol 1:73-82, 2006). Evidence-based coaching (EBC) has also been identified as a PPI and has been included in two meta-analytic studies on PPIs (Sin NL, Lyubomirsky S: J Clin Psychol Sess 65:467-487, 2009; Bolier L, Haverman M, Westerhof GJ, Riper H, Smit F, Bohlmeijer E: BMC Pub Health 13(1):119, 2013), We will argue in this essay however that the categorization of EBC as a PPI may be too simplistic and in fact limiting its potential utility to advance positive psychological research, support intervention effectiveness and increase sustainability. It has been previously observed that the PPI literature has developed with little explicit connection to the closely related literature of coaching psychology (Grant AM, Cavanagh MJ: Coaching and positive psychology. In Sheldon KM, Kashdan TB, Steger MF (eds) Designing positive psychology: taking stock and moving forward. Oxford University Press, New York, pp 293-309, 2011). Green and Spence (Evidence-based coaching as a positive psychological intervention. The Wiley Blackwell handbook of positive psychological interventions. pp 273-285, 2014) have noted that this is peculiar given that both disciplines share similar aims and purposes and that there is substantial and growing empirical literature to support evidence-based coaching as a stand-alone intervention to support well-being and goal attainment (Green S, Spence GB: Evidence-based coaching as a positive psychological intervention. The Wiley Blackwell handbook of positive psychological interventions. pp 273-285, 2014). Green also notes that whilst both positive psychology and coaching psychology can be utilized to enhance well-being and optimal functioning across a variety of settings, these approaches have largely operated in isolation, and there is a real need for greater integration of the two disciplines.