The SAGE Handbook of Coaching (2017) is organised into six thematic sections:
• Part One: Positi... more The SAGE Handbook of Coaching (2017) is organised into six thematic sections: • Part One: Positioning Coaching as a Discipline • Part Two: Coaching as a Process • Part Three: Common Issues in Coaching • Part Four: Coaching in Contexts • Part Five: Researching Coaching • Part Six: Development of Coaches It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.
Coaching: An International Journal Of Theory, Research And Practice, Mar 1, 2008
... what one did or what role one played and more about an internalized professional identity (Co... more ... what one did or what role one played and more about an internalized professional identity (Corrie & Callahan, 20004. Corrie, S. and ... clinicians must still work scientifically, this was now defined in terms of strategy more than a reliance on established procedure (Shapiro, 200231 ...
Integrative Development (ID) offers coaches a more holistic approach to helping clients grow. Thi... more Integrative Development (ID) offers coaches a more holistic approach to helping clients grow. This article provides an overview of how coaches can use it to: (1) expand their sense and use of space, time, and energy; and (2) to enhance their work with clients. This article introduces one of ID’s key models, Developmental Threshold Zones, which builds on Lev Vygotsky’s (1930/1978) work on zones of proximal development. A case is made that coaches need new approaches to learning and development if they and their clients are to be able to rise to the global challenges we face.
Coaches and clients can make more conscious and generative choices when they have greater somatic... more Coaches and clients can make more conscious and generative choices when they have greater somatic self-awareness.
„Craft’ at its very inception [was about] the basic relationships of the material, the maker, and... more „Craft’ at its very inception [was about] the basic relationships of the material, the maker, and the tool. The artist must be a craftsman [sic], for without the working knowledge of this triple relationship subject to opposing forces, he has not the skill to express his vision. And if the craftsman has no contact with the ‚Idea’, which is the vision of the artist, he is at best a competent manufacturer.“(D.M. Dooling 1986, p. viii)
This paper advances earlier work on the role of evidence in coaching (see Drake 2009b) by offerin... more This paper advances earlier work on the role of evidence in coaching (see Drake 2009b) by offering a more refined lens through which to view what goes on in the body-minds of coaches as they make choices in conversations with clients. To proclaim one’s practice or profession as »evidence-based« is only meaningful if it is reflected in distinctively and consistently better decisions, practices and outcomes. And even then, I am left wondering as a narrative practitioner if most of our practices are evidentiary largely in retrospect. I would argue that »evidence «, while having the potential to guide our interactions in coaching, is primarily a currency professionals use to tell stories about what has happened in their work. The challenge arises when we try to play forward these retrospectives with any certainty in subsequent situations.
The current paper brings together three bodies of work, each of which contributes to a new approa... more The current paper brings together three bodies of work, each of which contributes to a new approach to learning and development, and identifies three elements that can be used with leaders in coaching: security, stories, and scaffolding. In particular, it looks at how Developmental Threshold Zones (Drake, 2018a) can be used to enrich the coaching process and outcomes with leaders. The first section explores attachment theory and its contribution to understanding how leaders secure themselves relationally. The second section explores narrative coaching and its contribution to understanding how leaders develop and move through change. The third section explores Vygotsky's (1934/1987, 1978) work on zones of proximal development and its contribution to our understanding of the scaffolding leaders need into order to grow. Each section contributes to the our understanding of how to use Developmental Threshold Zones (DTZs) and how it can be used in coaching to facilitate transformative experiences for leaders using their own stories.
The SAGE Handbook of Coaching (2017) is organised into six thematic sections:
• Part One: Positi... more The SAGE Handbook of Coaching (2017) is organised into six thematic sections: • Part One: Positioning Coaching as a Discipline • Part Two: Coaching as a Process • Part Three: Common Issues in Coaching • Part Four: Coaching in Contexts • Part Five: Researching Coaching • Part Six: Development of Coaches It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.
Coaching: An International Journal Of Theory, Research And Practice, Mar 1, 2008
... what one did or what role one played and more about an internalized professional identity (Co... more ... what one did or what role one played and more about an internalized professional identity (Corrie & Callahan, 20004. Corrie, S. and ... clinicians must still work scientifically, this was now defined in terms of strategy more than a reliance on established procedure (Shapiro, 200231 ...
Integrative Development (ID) offers coaches a more holistic approach to helping clients grow. Thi... more Integrative Development (ID) offers coaches a more holistic approach to helping clients grow. This article provides an overview of how coaches can use it to: (1) expand their sense and use of space, time, and energy; and (2) to enhance their work with clients. This article introduces one of ID’s key models, Developmental Threshold Zones, which builds on Lev Vygotsky’s (1930/1978) work on zones of proximal development. A case is made that coaches need new approaches to learning and development if they and their clients are to be able to rise to the global challenges we face.
Coaches and clients can make more conscious and generative choices when they have greater somatic... more Coaches and clients can make more conscious and generative choices when they have greater somatic self-awareness.
„Craft’ at its very inception [was about] the basic relationships of the material, the maker, and... more „Craft’ at its very inception [was about] the basic relationships of the material, the maker, and the tool. The artist must be a craftsman [sic], for without the working knowledge of this triple relationship subject to opposing forces, he has not the skill to express his vision. And if the craftsman has no contact with the ‚Idea’, which is the vision of the artist, he is at best a competent manufacturer.“(D.M. Dooling 1986, p. viii)
This paper advances earlier work on the role of evidence in coaching (see Drake 2009b) by offerin... more This paper advances earlier work on the role of evidence in coaching (see Drake 2009b) by offering a more refined lens through which to view what goes on in the body-minds of coaches as they make choices in conversations with clients. To proclaim one’s practice or profession as »evidence-based« is only meaningful if it is reflected in distinctively and consistently better decisions, practices and outcomes. And even then, I am left wondering as a narrative practitioner if most of our practices are evidentiary largely in retrospect. I would argue that »evidence «, while having the potential to guide our interactions in coaching, is primarily a currency professionals use to tell stories about what has happened in their work. The challenge arises when we try to play forward these retrospectives with any certainty in subsequent situations.
The current paper brings together three bodies of work, each of which contributes to a new approa... more The current paper brings together three bodies of work, each of which contributes to a new approach to learning and development, and identifies three elements that can be used with leaders in coaching: security, stories, and scaffolding. In particular, it looks at how Developmental Threshold Zones (Drake, 2018a) can be used to enrich the coaching process and outcomes with leaders. The first section explores attachment theory and its contribution to understanding how leaders secure themselves relationally. The second section explores narrative coaching and its contribution to understanding how leaders develop and move through change. The third section explores Vygotsky's (1934/1987, 1978) work on zones of proximal development and its contribution to our understanding of the scaffolding leaders need into order to grow. Each section contributes to the our understanding of how to use Developmental Threshold Zones (DTZs) and how it can be used in coaching to facilitate transformative experiences for leaders using their own stories.
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Books by David Drake
• Part One: Positioning Coaching as a Discipline
• Part Two: Coaching as a Process
• Part Three: Common Issues in Coaching
• Part Four: Coaching in Contexts
• Part Five: Researching Coaching
• Part Six: Development of Coaches
It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.
Papers by David Drake
• Part One: Positioning Coaching as a Discipline
• Part Two: Coaching as a Process
• Part Three: Common Issues in Coaching
• Part Four: Coaching in Contexts
• Part Five: Researching Coaching
• Part Six: Development of Coaches
It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.