'(The unconscious) is a treasure box where coachees can find their answers' – An interpretative phenomenological analysis of Jungian coaching.
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| Title: | '(The unconscious) is a treasure box where coachees can find their answers' – An interpretative phenomenological analysis of Jungian coaching. |
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| Authors: | Dubravska, Dana (AUTHOR) |
| Source: | International Coaching Psychology Review. Summer2024, Vol. 19 Issue 1, p32-48. 17p. |
| Subjects: | Coaching psychology, Jungian psychology, Evidence gaps, Semi-structured interviews, Psychotherapy |
| Abstract: | Objectives This study aimed to fill in a gap in the research base on the applicability of psychotherapeutic approaches to coaching psychology. Thus, it explored the transference of knowledge, skills and expertise from Jungian psychology into coaching psychology. Methods The qualitative study investigated the perceptions and experiences of professional coaches and coaching psychologists with a Jungian approach to coaching, particularly with an intervention called the Jungian coaching method. This was done through semi-structured interviews with 6 professional coaches, from 4 different countries. Interpretative phenomenological analysis was used to analyse the collected data. Results Three main themes were identified: a unique coaching frame; a Jungian coaching method and its tools support the coach; and a Jungian coaching method and its tools empower the client and enable deeper exploration. Discussion Novel concept of coaching container is proposed, with the unconscious as an important element. The unique Jungian conceptualisation of the unconscious could be further investigated for its potential contributions to coaching psychology as a resource during the coaching process. Conclusion The findings suggest that a Jungian approach to coaching might be a feasible application of psychotherapy knowledge into coaching psychology, which enriches the coaching experience of both the coach and the coachee. [ABSTRACT FROM AUTHOR] |
| Copyright of International Coaching Psychology Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objectives This study aimed to fill in a gap in the research base on the applicability of psychotherapeutic approaches to coaching psychology. Thus, it explored the transference of knowledge, skills and expertise from Jungian psychology into coaching psychology. Methods The qualitative study investigated the perceptions and experiences of professional coaches and coaching psychologists with a Jungian approach to coaching, particularly with an intervention called the Jungian coaching method. This was done through semi-structured interviews with 6 professional coaches, from 4 different countries. Interpretative phenomenological analysis was used to analyse the collected data. Results Three main themes were identified: a unique coaching frame; a Jungian coaching method and its tools support the coach; and a Jungian coaching method and its tools empower the client and enable deeper exploration. Discussion Novel concept of coaching container is proposed, with the unconscious as an important element. The unique Jungian conceptualisation of the unconscious could be further investigated for its potential contributions to coaching psychology as a resource during the coaching process. Conclusion The findings suggest that a Jungian approach to coaching might be a feasible application of psychotherapy knowledge into coaching psychology, which enriches the coaching experience of both the coach and the coachee. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17502764 |
| DOI: | 10.53841/bpsicpr.2024.19.1.32 |
