The Code of Ethics of Coaching: A Case Study of Ann Stephen
In coaching there are many aspects to consider and one of these is the concept of coaching supervision. Coaching can be a dangerous occupation (, 1989). Coaches need to have in place structures, safeguards and procedures that ensure that, as far as possible, they are protected from abuse, exploitation, or the acting out of destructive fantasies by disturbed clients. Similarly they need to make sure that, whatever intake and assessment procedures they employ, they take on for coaching, certainly in an out-patient setting, only those individuals who give a reasonable indication that they are psychologically minded and can make appropriate use of a coaching relationship and process (, 1996; & , 1997). Good and regular supervision is one such important mechanism for safeguarding coaches as well as clients.
(1984) description of coaching remains appropriate today because it captures the comprehensiveness of the activity known as coaching. In helping clients enhance their lives, professional coaches apply knowledge, skills, and techniques derived from their studies in human growth and development, social and behavioral sciences, and coach education. The work may involve individual interpersonal relationships, social or small-group interactions, or community-wide involvements. They also may be involved with personal, social, familial, or vocational concerns. And finally, they may be involved with either direct or indirect service delivery.
In the case of Ann and Stephen, the coach needs to pay attention to issues relating to the client’s boundaries and sense of self and be wary of taking on individuals who have such poor ego boundaries that a fragile sense of self may disintegrate to a point where boundaries between self and other are no longer discernible and capable of being respected. The use of self is also, and crucially, about therapists knowing and respecting their own limits as well as those of their clients. This paper will present the literature review on the concept of coaching supervision and the different model that can be used for a successful coaching supervision.
As a result of the comprehensiveness of coaching, specialty areas have developed attempting to delineate the broad coaching specialties. However, being distinct from one another is difficult because professional coaches with different specialties have much in common. Primarily, all coaches are concerned with helping people develop, prevent difficulties, and overcome problems. Also, broadly speaking, all coaching specialties include principles and theories of behavior. There is a common linkage among professional coaches: the goal of helping people “cope” and find effective solutions for problems that can arise at any point in the lives of otherwise normal people. As members of the group of mental-health professionals, coaches distinguish themselves by the applied nature of their work.
However, that the coaching profession is based on certain assumptions, some of which are definitive and fully agreed upon by the professional coaches. Others, however, are implicit; they are not specifically stated or readily acknowledge and, in many cases, not clearly perceived. Two factors that most coaches view as important to successful practice are the counsellor’s (1) knowledge and skills in professional and coaching and (2) personality. Without useful knowledge, a professional counsellor is unable to practice effectively. Likewise, in order to practice, a professional counsellor needs to be able to respond to clients in ways that promote their willingness to profit from the counsellor’s efforts. In this manner, a professional counsellor must exhibit personal characteristics that allow clients to be receptive to the counsellor’s efforts (, 1990).
As for Ann and Stephen’s conceptualization, beginning coaches often focus on specific aspects of clients’ history, current situation, or personality style to the exclusion of other relevant information. Sweeping conclusions are often reached based on discrete pieces of information that fit consistently with the counsellor’s particular orientation, rather than their salience to the client’s presenting situation. This hunt for consistency reflects the beginning coach’s wish for an uncomplicated and more manageable conception of the client. To this point, the discussion has focused on the importance of supervision as it impacts coach development. Providing supervision can also be very important from the organizational perspective of managing an outplacement firm. One can make the case strongly that the major resource of outplacement firms is the experience and skill of their coaches. Therefore, providing for the systematic development of these coaches is an important consideration in the success of the firms. A well-conceived and skilfully executed supervision program can help in attracting, retaining, and developing top-notch coaches. It enables practitioners to remain motivated and enthusiastic about their work, as they feel that they are developing their skills as professional coaches. Their motivation and enthusiasm can spread to other employees of the outplacement firm, thereby enhancing organizational morale.
According to the , “The International Coach Federation adheres to a form of coaching that honors the client as the expert in his/her life and work and believes that every client is creative, resourceful, and whole. Standing on this foundation, the coach’s responsibility is to:• Discover, clarify, and align with what the client wants to achieve, Encourage client self-discovery, Elicit client-generated solutions and strategies and Hold the client responsible and accountable.”
Nowadays, however, many coaches offer their professional services to a range of coaches emerging from different training ‘stables’ to their own and are required, if they adhere to the ICF Standard of Ethical Conduct, to ‘monitor the limits of their competence’. It is believed that, particularly for the experienced coach, there is richness and creativity to be had from receiving supervision from a coach working from a different theoretical orientation to one’s own. However, we also feel strongly that a coach who undertakes to offer supervision to a variety of practitioners should have synthesised a range of supervision-specific skills and competencies within a systematic framework in order to practise legitimately as a supervisor of coaches from different fields. And whereas eclectic and integrated coaching models proliferate in the literature counted fifty books synthesising various coaching concepts and techniques back in 1989—coaches wishing to work eclectically have until recently lacked systematic, comprehensive and pragmatic models of coaching.
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