Guide to Third Generation Coaching

Reinhard Stelter holds a PhD in psychology and is Professor of Sport and Coaching Psychology and head of the Coaching Psychology Unit at the Department of Nutrition, Exercise and Sports, University of Copenhagen. Furthermore he is visiting professor at Copenhagen Business School (Master of Public Governance).He is Honorary Vice President and accredited member of the International Society for Coaching Psychology, member of the Scientific Advisory Council of the Institute of Coaching at Harvard and editorial board member of the International Coaching Psychology Review, of Coaching: Theory, Research and Practice, of the International Journal of Mentoring and Coaching and co-editor of Coachingpsykologi - The Danish Journal of Coaching Psychology as well as editor and author of many books and journal articles. His theoretical ground in coaching is inspired by phenomenology, systemic thinking, social constructionism and narrative and collaborative practice. In 2009-11 he has been leader of a research project – a randomized control trial – with a focus on narrative-collaborative group coaching, where he could document and positive effect of coaching on personal well-being and social recovery. During the last couple of years he has been invited speaker on coaching and coaching psychology conferences in many parts of the world.

• About the author.- Preface.- Acknowledgements.- CHAPTER 1: Introduction.- 1.1. The breakdown of the knowledge monopoly.- 1.2. The need for a new coaching concept.- 1.3. What is coaching?.- 1.4. The goal and structure of the book.- CHAPTER 2: The origins and development of coaching.- 2.1. Societal legitimacy: coaching as an answer to late- and post-modern challenges.- 2.2. Coaching, identity and self-constructions: The self is at stake in the coaching dialogue.- 2.3. Coaching and learning – between personal experience and collaboration.- 2.4. Coaching in the perspective of organization and management theory.- 2.5. Closing remarks.- CHAPTER 3: Intervention theories in coaching and coaching psychology.- 3.1. Coaching as a special dialogue form.- 3.2. Basic intentions in the coaching conversation.- 3.3. The coach’s basic stance.- 3.4. Basic theories and their role in coaching.- 3.5. Additional theories.- 3.6. Closing remarks.- CHAPTER 4: Narrative collaborative coaching – theory and practice.- 4.1. Why coaching as a narrative collaborative practice?.- 4.2. Epistemological basis – bridging the gap between phenomenology and social constructionism.- 4.3. Narrative collaborative practice in coaching.- 4.4. Closing remarks.- CHAPTER 5: Case studies and effect studies of coaching as a narrative collaborative practice.- 5.1. Case studies of my own practice.- 5.2. Perceived effect – a narrative analysis.- 5.3. Statistical effect – social recovery and well-being as the main outcomes.- 5.4. Conclusion in relation to the research project.- 5.5. Closing remarks.- CHAPTER 6: Professional practice between research, knowledge and reflection.- 6.1 Evidence-based practice and practice-based evidence.- 6.2 The knowledge base of coaching practice.-6.3 Developing knowledge, practice and profession.- 6.4 Knowledge between fact and intuition.- CHAPTER 7: Reflective practice among coaching experts.- 7.1. Peter.- 7.2. Steven.- 7.3. Kathrine.- 7.4. Martha.- 7.5. Reflections onpractitioner reflections.- 7.6. Afterthoughts.- CHAPTER 8: In conclusion.- REFERENCES.- INDEX.

From the book reviews: "There are also many useful practical summaries and applications found in the book for those seeking to learn more about the approach featured in the book. ... I recommend that this book be read for a better understanding of one model of the narrative-collaborative approach to coaching. ... It provides focus on an approach to coaching that has much for coaches and coaching psychologists to consider as to what their purpose is and how best to achieve it." (Rodney L. Lowman, PsycCRITIQUES, Vol. 59 (29), July, 2014)