5,281
Views
16
CrossRef citations to date
0
Altmetric
Articles

Comparing problem-focused, solution-focused and combined problem-focused/solution-focused coaching approach: solution-focused coaching questions mitigate the negative impact of dysfunctional attitudes

&
Pages 61-77 | Received 15 May 2018, Accepted 20 Mar 2019, Published online: 03 Apr 2019

References

  • Beevers, C. G., Strong, D. R., Meyer, B., Pilkonis, P. A., & Miller, I. W. (2007). Efficiently assessing negative cognition in depression: An item response theory analysis of the dysfunctional attitude scale. Psychological Assessment, 19(2), 199–209. doi: 10.1037/1040-3590.19.2.199
  • Berg, I. K., & Szabo, P. (2005). Brief coaching for lasting solutions. New York: W.W. Norton.
  • Braunstein, K., & Grant, A. M. (2016). Approaching solutions or avoiding problems? The differential effects of approach and avoidance goals with solution-focused and problem-focused coaching questions. Coaching: An International Journal of Theory, Research and Practice, 9(2), 93–109. doi: 10.1080/17521882.2016.1186705
  • Bushman, B. J., Baumeister, R. F., & Phillips, C. M. (2001). Do people aggress to improve their mood? Catharsis beliefs, affect regulation opportunity, and aggressive responding. Journal of Personality and Social Psychology, 81(1), 17–32. doi: 10.1037/0022-3514.81.1.17
  • Cavanagh, M. J., & Grant, A. M. (2010). The solution-focused coaching approach to coaching. In E. Cox, T. Bachkirova, & D. Clutterbuck (Eds.), Sage Handbook of coaching (pp. 34–47). London: Sage.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi: 10.1037/0033-2909.112.1.155
  • de Shazer, S. (1988). Clues: Investigating solutions in brief therapy. New York, NY: Norton & Co.
  • Elliott, I., & Coker, S. (2008). Independent self-construal, self-reflection, and self-rumination: A path model for predicting happiness. Australian Journal of Psychology, 60(3), 127–134. doi: 10.1080/00049530701447368
  • Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300–319. doi: 10.1037/1089-2680.2.3.300
  • Freud. G (1920). A general introduction to psychoanalysis. New York: Boni & Liveright.
  • Furman, B., & Ahola, T. (1992). Solution talk: Hosting therapeutic conversations. New York: WW Norton & Co.
  • Grant. A (2006). Workplace and executive coaching: A bibliography from the scholarly business literature. In D. R. Stober & A. M. Grant (Eds.), Evidence based coaching Handbook (pp. 367-387). New York: Wiley.
  • Grant, A. M. (2011a). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures. The Coaching Psychologist, 7(2), 118–126.
  • Grant, A. M. (2011b). The solution-focused inventory: A tripartite taxonomy for teaching, measuring and conceptualising solution-focused approaches to coaching. The Coaching Psychologist, 7(2), 98–106.
  • Grant, A. M. (2012). Making positive change: A randomized study comparing solution-focused vs. problem-focused coaching questions. Journal of Systemic Therapies, 31(2), 21–35. doi: 10.1521/jsyt.2012.31.2.21
  • Grant, A. M. (2013). New perspectives On goal Setting in coaching practice: An integrated model of goal-focused coaching. In D. Clutterbuck, D. Megginson, & S. David (Eds.), Beyond goals: Effective Strategies for coaching and Mentoring (pp. 55–84). London: Gower Publishing.
  • Grant, A. M., & O'Connor, S. A. (2010). The differential effects of solution-focused and problem-focused coaching questions: A pilot study with implications for practice. Industrial and Commercial Training, 42(2), 102–111. doi: 10.1108/00197851011026090
  • Grant, A. M., & O'Connor, S. A. (2018). Broadening and building solution-focused coaching: Feeling good is not enough. Coaching: An International Journal of Theory, Research and Practice, 11(2), 165–185. doi: 10.1080/17521882.2018.1489868
  • Green, S., Oades, L. G., & Grant, A.M. (2005). An evaluation of a life-coaching group program: Initial findings from a waitliset control study. In M. Cavanagh, A. M. Grant, & T. Kemp (Eds.), Evidence-based coaching vol:1: Theory, research and practice from the behavioural sciences (pp. 127–142). Bowen Hills Qld: Australian Academic Press.
  • Howell, D. C. (2013). Statistical methods for psychology. CA: Wadsworth.
  • Jackson, P. Z., & McKergow, M. (2007). The solutions focus: Making coaching and change simple (2 ed.). Bristol: Nicholas Brealey Publishing.
  • Jones, R. J., & Bozer, G. (2016). Why workplace coaching research needs greater scientific rigour: A systematic review and recommendations for future research. Paper presented at the British academy of management 2016 conference: Thriving in turbulent times, Newcastle, UK.
  • Lee. (2009). The psychodynamic approach to coaching. In E. Cox, T. Bachkirova, & D. Clutterbuck (Eds.), The complete handbook of coaching (pp. 23–36). London: Sage Publications Ltd.
  • Lengelle, R., Luken, T., & Meijers, F. (2016). Is self-reflection dangerous? Preventing rumination in career learning. Australian Journal of Career Development, 25(3), 99–109. doi: 10.1177/1038416216670675
  • Lyubomirsky, S., Tucker, K. S., Caldwell, N. D., & Berg, K. (1999). Why ruminators are poor problem solvers: Clues from the phenomenology of dysphoric rumination. Journal of Personality & Social Psychology, 77(5), 1041–1060. doi: 10.1037/0022-3514.77.5.1041
  • Mathews, R., & Pratt, C. (2016). For the greater good: Protection of psychological test material. Psychiatry, Psychology and Law, 23(6), 842–848. doi: 10.1080/13218719.2016.1155510
  • McDowall, A., & Smewing, C. (2009). What assessments do coaches use in their practice and why? The Coaching Psychologist, 5(2), 98–103.
  • Motsoaledi, L. S. P., & Cilliers, F. (2012). Executive coaching in diversity from the systems psychodynamic perspective. SA Journal of Industrial Psychology, 38(2), 32–43. doi: 10.4102/sajip.v38i2.988
  • Neipp-López, M., Núñez-Núñez, R. M., Carmen, M., & Martínez-González, R. (2016). Questions as intervention: Questions centred on solutions versus questions centred on problems. Pilot study in nursing students. Spanish Journal of Health Communication, 7(1), 77–88.
  • Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109, 504–511. doi: 10.1037/0021-843X.109.3.504
  • O'Connell. (1998). Solution-focused therapy. London: Sage.
  • Olinger, L., Kuiper, N., & Shaw, B. F. (1987). Dysfunctional attitudes and stressful life events: An interactive model of depression. Cognitive Therapy and Research, 11(1), 25–40. doi:87/0200-0025505.00/0 doi: 10.1007/BF01183130
  • Parrott, W. G. (ed.). (2014). The positive Side of negative emotions. London: Guilford Press.
  • Peterson, D. B. (2011). Good to great coaching. In G. Hernez-Broome, & L. A. Boyce (Eds.), Advancing executive coaching: Setting the course of successful leadership coaching (pp. 83–102). San Francisco CA: Jossey-Bass.
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. doi: 10.1207/S15327965PLI1304_01
  • Snyder, Charles R., Sigmon, David R., & Rand, Kevin L. (2002). Hope theory: A member of the positive psychology family. In Charles R. Snyder & Shane J. Lopez (Eds.), Handbook of positive psychology (pp. 257–276). London: Oxford University Press.
  • Sperry, L. (2013). Executive coaching and leadership assessment: Past, present, and future. Consulting Psychology Journal: Practice and Research, 65(4), 284–288. doi: 10.1037/a0035453
  • Szabo, P., & Meier, D. (2009). Coaching plain & simple: Solution-focused brief coaching essentials. New York, NY: W W Norton & Co.
  • Theeboom, T., Beersma, B., & Van Vianen, A. E. M. (2016). The differential effects of solution-focused and problem-focused coaching questions on the affect, attentional control and cognitive flexibility of undergraduate students experiencing study-related stress. The Journal of Positive Psychology, 11(5), 460–469. doi: 10.1080/17439760.2015.1117126
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality & Social Psychology, 54(6), 1063–1070. doi: 10.1037/0022-3514.54.6.1063
  • Wehr, T. (2010). The phenomenology of exception times: Qualitative differences between problem-focussed and solution-focussed interventions. Applied Cognitive Psychology, 24(4), n/a–n/a. doi: 10.1002/acp.1562
  • Whitmore, J. (2009). Coaching for performance (3 ed.). London: Nicholas Brealey.
  • Wood, R., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality & Social Psychology, 56(3), 407–415. doi: 10.1037/0022-3514.56.3.407

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.