Humanistic psychology
The humanistic approach to psychology is regarded as a large contributor to coaching psychology. Both humanistic and coaching psychology share the common view of the human as self-actualising. That is, whenever given the opportunity, humans will seize the capacity to improve themselves. Coaching psychology looks at this development as a process consisting of concrete positive changes in one's life. Furthermore, this process of growth is undertaken by both the client and the coach who facilitates self-actualisation in their clients.
In Carl Rogers' person-centered therapy, the client-therapist relationship is a key element in facilitating growth. Thus, the relationship between the coach (the facilitator) and the client (the learner) is crucial. In particular, Rogers identified three key qualities in a good coach-client relationship: "realness" (genuineness), trust, and empathetic understanding. Additionally, an important distinction is made between working on the client and working with the client. A coach must be willing to collaborate and actively engage with the client in order to understand their experiences and make choices that promote growth. When this is achieved, the coach-client relationship becomes an active partnership.
Additionally, according to Rogers, growth in a client is attained through unconditional positive regard. Coaches must empathise with their clients in order to understand their experiences and viewpoints. To achieve this, the coach must be able to understand their clients not only on an intellectual level, but also on an emotional level. Along with empathy, coaches must be able to accept their clients for who they really are since individuals need to feel valued for their "true selves" in order to self-actualise.
Positive psychology
Martin Seligman is a psychologist who studies positive psychology.
Positive psychology (developed by Martin Seligman and others) dwells on the positive aspects of human characteristics such as strength and competency. At its core, coaching psychology shares this focus; effective coaching entails improving the performance and well-being of the client. Positive psychology thus provides a foundation for coaching. Coaching psychology has been considered a type of applied positive psychology.
Positive emotions motivate individuals to enhance their abilities and competencies. The broaden-and-build theory by Barbara Fredrickson posits that positive emotions can play a role in sparking not just motivation, but also actions that are productive and beneficial. In coaching, encouraging positive emotions is emphasised in order to inspire clients to take concrete action towards their goals.
Aside from emotions, full engagement in activity is also a factor in maximising one's performance. Mihaly Csikszentmihalyi described this level of maximal involvement in a task as flow. In other words, individuals experiencing flow are "in the zone". Coaches play a role in setting an environment that induces flow. This can be achieved through clear and consistent goal-setting. Providing clear and immediate feedback also keeps the client informed about whether their actions are helping achieve their goals. Coaches also help strike a balance between challenge and skills as tasks that are too easy or too difficult for the client may hinder goal-achievement.
Behaviorism and Social learning theory
Operant conditioning (as described by B. F. Skinner) views learning as a process involving reinforcement and punishment. Coaches are encouraged to always reinforce healthy and productive behaviours through verbal reinforcement, such as motivational words and images. Intrinsic reinforcement (i.e. reinforcement from within the individual) can also play a huge role in improving performance and encouraging goal-directed action.Though punishment can direct clients towards desired behaviours, performance may be hindered by unwarranted side effects, such as anxiety and resentment towards the coach.
David A. Kolb's experiential learning theory posits that individuals learn through their experiences. Experiential learning is facilitated by self-reflection, self-assessment and action. Coaches can encourage critical self-reflection of experiences through "coaching logs" wherein coachees analyse their thoughts and emotions in various incidents and circumstances.This helps clients examine and challenge their own beliefs, attitudes and behaviours. Insight gained from this aids in transformative learning where trainees develop an action plan for further self-improvement and increased performance based on their own experiences.
The Zone of Proximal Development is located between what the learner can easily do and cannot do. Lev Vygotsky described the zone of proximal development (ZPD) as a space between what a person knows (an action that can be performed easily) and what a person doesn't know (what is considered difficult). Vygotsky theorised that learning is most effective within this zone. Coaches facilitate effective learning by providing coachees with activities within the ZPD, which are neither too easy nor too challenging (this is a process called scaffolding).
Social learning theory also influenced coaching psychology. According to Albert Bandura, observational learning occurs when individuals learn from the people around them (called models). Coaches should be aware of their coachee's models as this can shape their attitudes and behaviour. Additionally, coaches should assess factors affecting observational learning in their trainees, such as attention and the frequency of the observed behaviour.
Gestalt psychology, Social psychology, Cultural psychology, and Psychopathology
Gestalt theory explains that people perceive events around us in a way that conforms to their personal ideas, beliefs and experiences. Coachees must be guided in their awareness of their own attitudes and experiences, which shape their perception of the world. Concepts in social psychology such as interpersonal influence and compliance emphasise the powerful role that social interactions play in shaping thinking, performance, and behaviour in coachees. Cultural psychology assists coaches in facilitating growth and learning in clients from various cultural backgrounds. Study of psychopathology may also be important in developing the proper methods of coaching for mentally unhealthy individuals.