Tatiana Bachkirova
Oxford Brookes University, Business School, Faculty Member
- Oxford Brookes University, Business, Faculty Memberadd
- Tatiana Bachkirova is Professor of Coaching Psychology and Director of the International Centre for Coaching and Ment... moreTatiana Bachkirova is Professor of Coaching Psychology and Director of the International Centre for Coaching and Mentoring Studies at Oxford Brookes University. As well as being an academic which involves teaching and supervising PhD students, she is also a coaching supervisor. Tatiana is an active researcher with published work that aims to develop coaching as a discipline of knowledge.edit
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Coaching Psychology Coming of Age: The challenges we face in the messy world of complexity: A collection of commentaries on Cavanagh and LaneLet us not throw out the individual baby with the non-systemic bath waterElemental realism and pragmatism in coaching psychology: Making our assumptions cle...more
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In this chapter we outline an approach to developing practice in coaching and supervision aimed at achieving a practice that is congruent with the self of the practitioner. The PPP framework is inspired by an original idea of David Lane’s... more
In this chapter we outline an approach to developing practice in coaching and supervision aimed at achieving a practice that is congruent with the self of the practitioner. The PPP framework is inspired by an original idea of David Lane’s (Lane, 2006), but has been developed further to reflect our particular philosophy of professional development. In the introductory sections that follow, we outline what the PPP framework is, and describe the educational philosophy and logic that sits behind it. In the central section of the chapter, we expand on the three elements of the framework: philosophy, purpose and practice. We reflect on the hurdles practitioners experience in developing their practice model using the framework and report first hand experiences of those who have used it in our supervisor professional development programmes. Finally, recommendations are given for further reading and reflection.
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Coaching supervision as a field of knowledge is at an early stage of development, even in comparison to the discipline of coaching. To support and stimulate further progress of the field, this fully inclusive literature review aims to... more
Coaching supervision as a field of knowledge is at an early stage of development, even in comparison to the discipline of coaching. To support and stimulate further progress of the field, this fully inclusive literature review aims to create a comprehensive map of the themes and directions in contemporary publications on coaching supervision. Through the synthesis of findings in 68 selected sources we identified four main themes: clarifying the concept of coaching supervision; the state of theoretical development demonstrated in the literature; the value attributed to supervision and the nature of the current use of the supervision in the field. Based on our analysis we generate potential directions for further research, conceptualisation and theory building.
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While standing as key references in the practice and education of coaches, codes often prove limited when it comes to equipping coaches with the skills to face the bumps and hollows of real practice. This chapter explores some of the... more
While standing as key references in the practice and education of coaches, codes often prove limited when it comes to equipping coaches with the skills to face the bumps and hollows of real practice. This chapter explores some of the limits of using codes to solve dilemmas and manage complex situations in coaching, and it discusses in particular the role of reflexivity and the interpretation of codes
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Objectives: This paper describes an independently conducted research study to develop appropriate measures and evaluate the coaching/mentoring programme that the London Deanery had been running for over five years. It also aims to explore... more
Objectives: This paper describes an independently conducted research study to develop appropriate measures and evaluate the coaching/mentoring programme that the London Deanery had been running for over five years. It also aims to explore specific challenges in the evaluation of a large-scale coaching programme and to suggest new solutions. Design: The challenges to evaluation included the need to use established but also context-relevant measures and the need for a rigorous but also pragmatic design that took into account a number of practical constraints. Overall it was a mixed method research design consisting of a within-subject quantitative study with support of a qualitative grounded theory methodology conducted in parallel. Method: The selected measures for the quantitative part of the study included employee engagement, self-efficacy and self-compassion. An additional questionnaire SWRQ (Specific Work-Related Questionnaire) was developed as the result of a qualitative invest...
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Organisations that use coaching programmes express their need for the assessment of coaches to ensure quality of provision. One solution to this need has been provided by professional bodies that assess coaches as part of their... more
Organisations that use coaching programmes express their need for the assessment of coaches to ensure quality of provision. One solution to this need has been provided by professional bodies that assess coaches as part of their accreditation systems, often using competency frameworks. In this conceptual paper we open four specific debates in order to explore inherent problems associated with this approach. We start by highlighting the divide that seems to be emerging in coaching between academia and the professional bodies. We then move on to discuss the degree to which the gradation of coaching expertise in assessment is justified. The third debate concerns the extent to which competency frameworks are appropriate for coach assessment. Lastly, we question whether the existing paradigms, on which many assessment systems are based, effectively represent the coaching interaction. We argue that by seeing the coaching engagement as a complex adaptive system, a different conceptual appro...
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I – a pole of identity; the first-person perspective in the perception of life; a vantage point with respect to the external world. Claxton (1994: 81) said that I “can be seen as a kind of address, a reference point in space, which the... more
I – a pole of identity; the first-person perspective in the perception of life; a vantage point with respect to the external world. Claxton (1994: 81) said that I “can be seen as a kind of address, a reference point in space, which the brain-mind has to take account of in computing the strength and direction of a pounce or swerve”. Executive centre: “ego” a net-work of mini-selves A neurological network that could be called an executive centre or ego, responsible for the coherent behaviour and normal functioning of the individual in the world.
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This article address some concerns about the use of professional supervision in coaching. The ambition of coaching communities to become a "proper" profession in the light of current realities is being challenged. The author... more
This article address some concerns about the use of professional supervision in coaching. The ambition of coaching communities to become a "proper" profession in the light of current realities is being challenged. The author suggests a new role for coaching supervision that may lead the way even for other more established professions. The idea of coaching supervision still divides coaching communities into those who are keen and practicing and those who are not or less so. In this article I would first like to address some concerns of the unconverted that are quite legitimate. Then I will question the ambition of coaching communities to become a "proper" profession in the light of current realities. And finally I will suggest a new role for coaching supervision that I hope may lead the way even for other more established professions. Addressing concerns One of the first arguments of those who are against supervision is the lack of evidence that it actually improv...
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The strength of coaching in comparison to other ways of facilitating learning and change is in providing support in a way that is unique to each client. Therefore understanding the role of individual differences in coaching is important.... more
The strength of coaching in comparison to other ways of facilitating learning and change is in providing support in a way that is unique to each client. Therefore understanding the role of individual differences in coaching is important. Theories of psychological developmental of adults address a significant dimension to the knowledge of individual differences by suggesting that people differ in ways that cannot simply be explained by personality types, learning styles or personal preferences, all of which are usually seen as relatively stable for each individual. These theories propose that people undergo significant changes during their adult life in the way they make meaning of their experiences, reason about their values and act in the world. In addition to identifying certain patterns in the above changes, common to all people, theories of adult development suggest that changes occur in sequential stages through which people progress. Although such development occurs naturally ...
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This paper presents the results of a project aimed at the development and the use of an instrument designed to identify differences and similarities across coaching approaches at the level of a specific coaching session. 41 professional... more
This paper presents the results of a project aimed at the development and the use of an instrument designed to identify differences and similarities across coaching approaches at the level of a specific coaching session. 41 professional coaches described one of their typical coaching sessions using this instrument and found it comprehensive. Q-mode Factor analysis suggests that there was one overarching shared viewpoint about the way a mid-engagement coaching session is typically facilitated. This suggests that there may be considerable similarities in how coaching is actually practiced in spite of the existence of a variety of coaching traditions, genres and contexts in which coaching takes place, leading to one extended conceptual definition of coaching. We suggest that the tool makes possible a number of research projects, allows a clearer understanding of services typically provided by contracted coaches and assists in self-evaluation of professional and ‘on-the-job’ types of coaching.
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... David Gray, Erik de Haan, Denise Harris, Peter Hawkins, Julie Hay, Else Iversen, Peter Jackson, David Lane, Carmelina Lawton-Smith, Jennifer Liston-Smith, Katherine Long, Alison Maxwell, Lis Merrick, Michel Moral, Mike Munro-Turner,... more
... David Gray, Erik de Haan, Denise Harris, Peter Hawkins, Julie Hay, Else Iversen, Peter Jackson, David Lane, Carmelina Lawton-Smith, Jennifer Liston-Smith, Katherine Long, Alison Maxwell, Lis Merrick, Michel Moral, Mike Munro-Turner, Kate Pinder, Catherine Sandler, Gil ...
Research Interests: Psychology and Recherche
This comprehensive guide to coaching explores a full variety of coaching theories, approaches, and settings, and offers strategies for the reader to identify and develop a personal style of coaching. Written by leading international... more
This comprehensive guide to coaching explores a full variety of coaching theories, approaches, and settings, and offers strategies for the reader to identify and develop a personal style of coaching. Written by leading international authors, each chapter makes explicit links between theory and practice and generic questions will facilitate further reflection on the topic. There are also suggestions for reading and short case studies. This is the first book to explore the differences between the theoretical perspectives of coaching ...
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ABSTRACT This article presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining the problem of teacher stress and an overview of the literature... more
ABSTRACT This article presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining the problem of teacher stress and an overview of the literature investigating the sources of it. A particular combination of ...
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The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a... more
The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a potential explanation of these issues by identifying a significant discrepancy between two typical conceptualisations of coaching that in turn leads to differences in the principles of training, education and validation of coaching expertise. In contrast to a dominant modernist view, we argue for a conceptualisation that is based on the perspectives of pragmatism and constructivism that, in our view, better aligns with the fundamental attributes of professionalism as well as the way coaches see themselves. We describe how elements reflecting this position are operationalized in the educational programmes that we offer, together with a discussion of the consequences of applying these principles and implications for coaching stakeholders.
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This article presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining the problem of teacher stress and an overview of the literature investigating... more
This article presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining the problem of teacher stress and an overview of the literature investigating the sources of it. A particular combination of factors related to personal values that may increase vulnerability to stress is then suggested and a research project conducted to investigate this idea is described. The results of the research are discussed in the light of the relevant literature. Finally a speculative interpretation of the results is presented together with some tentative recommendations in relation to stress for individual teachers.
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The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a... more
The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a potential explanation of these issues by identifying a significant discrepancy between two typical conceptualisations of coaching that in turn leads to differences in the principles of training, education and validation of coaching expertise. In contrast to a dominant modernist view, we argue for a conceptualisation that is based on the perspectives of pragmatism and constructivism that, in our view, better aligns with the fundamental attributes of professionalism as well as the way coaches see themselves. We describe how elements reflecting this position are operationalized in the educational programmes that we offer, together with a discussion of the consequences of applying these principles and implications for coaching stakeholders.
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This article addresses the issue of forced estrangement between coaching and counselling. The separation between the two fields is explored and the consequences of this for coaching in particular as a newly established profession are... more
This article addresses the issue of forced estrangement between coaching and counselling. The separation between the two fields is explored and the consequences of this for coaching in particular as a newly established profession are discussed. It will be suggested that the source of differences and similarities between various types of 'helping-by-talking' lies in the dynamics of the relationship between the initial motivation of the client and the ultimate goals of the helping process. Finally we are proposing a model of coaching which takes account of the theories of counselling.
Research Interests: Psychology, Cognitive Science, Law, Psychotherapy, Ephemera, and 25 moreMethods, Medical Students, Humans, Child, Business and Management, Behavior Therapy, Female, Male, Mental Disorders, Interpersonal Relations, Ontario, Academic Medicine, Self Concept, Career Choice, Employee Relations, Adult, Patient Care Team, Learning Disorders, Mentors, Curriculum and Pedagogy, Child Rearing, South West, Object Attachment, Psychoanalytic Therapy, and Maternal Deprivation
ABSTRACT The purpose of this article is to draw attention to the humanitarian aspect of Lifelong Learning or, more precisely, to its potential emphasised in the idea of 'love of learning'. It is argued that in spite of the... more
ABSTRACT The purpose of this article is to draw attention to the humanitarian aspect of Lifelong Learning or, more precisely, to its potential emphasised in the idea of 'love of learning'. It is argued that in spite of the promising intentions of the government 'to foster love of learning', the system continues to operate only in the pragmatic mode. The impact of the pragmatic concept alone on Lifelong Learning is discussed and evaluated in terms of its own pragmatic values. Tentative ideas are proposed about the conditions for fostering love of learning.
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This paper describes the result of a qualitative study designed to explore how experience of work-related stress is connected with the way individuals construct their self, their relationship with the organisation and their coping... more
This paper describes the result of a qualitative study designed to explore how experience of work-related stress is connected with the way individuals construct their self, their relationship with the organisation and their coping strategies. Seven university lecturers with different degrees of experienced stress were interviewed. This paper describes two emerged themes: the role of self-image and identification with an
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Page 1. Role of values in teacher stress Dr Tatiana Bachkirova, Oxford Brookes University Introduction This paper presents the first stage of a small-scale research project into the relationship between teacher stress and personal values.... more
Page 1. Role of values in teacher stress Dr Tatiana Bachkirova, Oxford Brookes University Introduction This paper presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining ...
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Coaches who wish to enrich their practice will find plenty to learn, reflect on and apply immediately in their client engagements. Coaches who see their own self as a crucial element of a coaching encounter will have an opportunity to... more
Coaches who wish to enrich their practice will find plenty to learn, reflect on and apply immediately in their client engagements. Coaches who see their own self as a crucial element of a coaching encounter will have an opportunity to explore and enhance their ...