The experience of critical self-reflection by life coaches: a phenomenological study

ABSTRACT

Life coaches benefitted from learning opportunities that increase their coaching effectiveness. Utilising critical self-reflection activities, life coaches created a continuing professional development opportunity to heighten awareness of the impact of self on life coaching. This qualitative phenomenological study addressed the gap in understanding the experience of critical self-reflection for five certified life coaches. Data were collected through the use of adapted critical incident questionnaires, journaling and semi-structured interviews. Five themes emerged: (a) supportive structure and discipline, (b) increased self-awareness, (c) renewed passion, (d) tools for professional development and (e) enhanced relationships with self and others. Critical self-reflection provided introspective self-analysis to enhance their coaching skills, to increase their energy for coaching sessions and to create a deeper connection with their clients. The coaches recommended that critical self-reflection be taught in professional development trainings.

KEYWORDS:

• Critical self-reflection
• life coaches
• critical incident questionnaires
• professional development
• phenomenology

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Lynn Shaw, LCSW, LCAC, CIC^®, is an Assistant Professor at the University of Indianapolis, Indianapolis, IN, USA, and a certified life coach. Her research interests include critical self-reflection, laughter therapy for stress resiliency, mental health and addictions. Dr Shaw’s work as a life coach has been in the fields of career coaching, developing coaches and working with directors of social service agencies.

Dr Michelle Glowacki-Dudka is an Associate Professor at the Ball State University, Muncie, IN, USA, and the Director of the Doctoral Program in Adult and Community Education. Her research interests are in critical self-reflection, transformative learning in practice, women’s leadership and popular education.