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Coaching & Application
5 Jan 2024
30
8 ADVANCED POSITIVE PSYCHOLOGY COACHING SKILLS TO EXPLORE
29 Mar 2017 by Seph Fontane Pennock
Scientifically reviewed by Amanda O'Bryan, Ph.D.
No one is safe…
… except maybe positive psychology practitioners…
Forged in a world of cutting-edge research, new and more effective therapies
coming out, and a science that is constantly correcting itself, positive
psychology has the unique luxury of endurance in the job market.
Maybe you’re looking for a new career path that’s not in danger of becoming
obsolete. Maybe you’re already working in positive psychology and wondering how
your job will stand up to the test of time, or what your growth opportunity will
look like over your career (see job crafting).
But I’ll tell you the secret when it comes to future-proofing your career:
> it’s more about cultivating the right skills than it is about your job title.
If you have the right skills or care enough about mastering them (continuous
development is one of our core values here at PostivePsychology.com), you’ll
never run short of assets to add to your arsenal.
To get you started, we’ve narrowed down eight indispensable positive psychology
coaching skills that will make you a valuable, sought-after practitioner. Why?
Because with these skills you’re going to be able to make your clients happy by
delivering actual results.
Please note: this list is by no means exhaustive.
Before you continue, we thought you might like to download our three Positive
Psychology Exercises for free. These science-based exercises will explore
fundamental aspects of positive psychology including strengths, values, and
self-compassion, and will give you the tools to enhance the wellbeing of your
clients, students, or employees.
THIS ARTICLE CONTAINS:
* Skill 1. You Have a Second Wave Mindset
* Skill 2. You Consider the Relationship Clients Have With Themselves
* Skill 3. You Aim to Cultivate Both Subjective and Psychological Wellbeing
* Skill 4. You Help Clients to Build Their Strengths
* Skill 5. You Acknowledge the Complex Nature of Human Functioning
* Skill 6. You Don’t See Your Client as Broken and in Need of Fixing
* Skill 7. You Address the Underlying Motives for Change
* Skill 8. You Have a Science-Based Practice
* A Take-Home Message
* References
1. YOU HAVE A SECOND WAVE MINDSET
Back in 2004, Barbara Held argued that positive psychology has presented itself
as a separate field of psychology characterized by a
> “negativity about negativity itself”.
In her opinion, it would benefit both psychologies in general and positive
psychology in particular for it to become more integrated into psychology.
She advocates the importance of an:
> “open acknowledgement and appreciation of the negative side of human
> existence/nature, a side that has heretofore been denied or dismissed by
> promoters of the movement’s dominant message” (Held, 2004, p.40).
Initially, the strong focus of positive psychology on the positive side of human
functioning was meant to restore the imbalance created by the deficit focus that
dominated psychology.
However, the strong focus on positive experiences, traits, thoughts, and
emotions carries the implicit message that people should mainly strive for
positive experiences and should avoid negative experiences.
While “psychology as usual” was criticized by positive psychologists for
developing an almost exclusive focus on repairing weakness, positive psychology
has been criticized for adopting an almost exclusive focus on wellbeing and
positive outcomes.
The excessive embrace of the positive can be conceptualized as “first wave
positive psychology”. Second wave Positive Psychology takes a more nuanced
approach to the notions of ‘positive’ and ‘negative’. Its focus remains the
enhancement of wellbeing and it appreciates humans’ complex nature by:
* recognizing that seemingly negative experiences can contribute to positive
aspects of human functioning and transformation
* recognizing that seemingly positive qualities and experiences can be
detrimental to wellbeing under certain circumstances
* recognizing the importance of coping with negative thoughts, experiences, and
behavior
Second wave practitioners see positive psychology as an addition to the field of
psychology, not as a substitute.
RELEVANT RESOURCES:
1. Positive Psychology 2.0: Towards a Balanced Interactive Model of the Good
Life: By Paul Wong
2. The Upside of Your Dark Side: By Todd Kashdan and Robert Biswas-Diener
3. Second Wave Positive Psychology: By Itai Ivtzan, Tim Lomas, Kate Hefferon,
and Piers Worth
2. YOU CONSIDER THE RELATIONSHIP CLIENTS HAVE WITH THEMSELVES
Many scholars have argued that self-acceptance is the key to psychological
wellbeing (Ellis, 1995; Williams & Lynn, 2011; Ryff & Singer, 2008).
Self-acceptance refers to the relationship that the individual has with himself.
> Self-acceptance is conceptualized as the acceptance of self in spite of
> weaknesses or deficiencies.
Some scholars have added the term “unconditional” to the concept to stress the
fact that self-acceptance is not based on self-evaluation against some standard,
but a relational stance in which the individual accepts himself at a very
fundamental level.
A person with a high level of self-acceptance does not feel “less” compared to
others because of his failures or negative attributes and does not feel “better”
than others because of his successes and positive attributes.
> Self-acceptance allows the individual to experience a healthy relationship
> with the self.
Note that self-acceptance does not mean that the individual refrains from
evaluating his behavior. The individual does reflect on his behavior and is
willing and motivated to make changes and improve the behavior, but the
evaluation of the behavior is not taken personally or perceived as a threat to
one’s self-worth.
THE DANGER OF POSITIVE PSYCHOLOGY INTERVENTIONS…
Many positive psychology interventions, like “the best possible self” or “at
your best” aim to promote wellbeing by inviting clients to contemplate about a
best possible version of themselves. If not used with caution, these exercises
can easily become interpreted by clients as a focus on “improving the self”.
When this is the case, they may resonate with the client’s deeply held belief
that he is “not good enough”, or “not there yet”. When there is a lack of
self-acceptance, interventions like using strengths, boosting positive thinking
or benefit finding can be ways for the client to meet the desired self-image
(“intelligent” or “strong”) and are unlikely to result in wellbeing.
So…
Before assisting clients in achieving their goals and aspirations, it is crucial
to address why a client wants to change something (see skill 7). Clients may
wish to change their behavior or environment for self-approval related reasons,
and without taking these reasons in close consideration, a practitioner may
unintentionally prevent or even decrease wellbeing.
From this perspective, cultivating self-acceptance can be considered a
fundamental starting point of interventions that aim to achieve sustainable
levels of wellbeing.
3. YOU AIM TO CULTIVATE BOTH SUBJECTIVE AND PSYCHOLOGICAL WELLBEING
This may be the most important positive psychology coaching skill, so I will
explain this one extensively.
In scientific literature, the complex construct of wellbeing has been
conceptualized in many different ways. Two of the most common conceptualizations
of wellbeing in the field of Positive Psychology are subjective wellbeing (SWB)
and psychological wellbeing (PWB) (Linley, Maltby, Wood, Osborne, & Hurling,
2009).
SUBJECTIVE WELLBEING (SWB)
SWB refers to the evaluation of one’s life (Diener, 1984; see also Diener et
al., 1999). In an informal context, SWB is often referred to as “happiness”. SWB
involves 3 three core components:
1. life satisfaction (cognitive component)
2. positive affect (affective component)
3. negative affect (affective component)
PSYCHOLOGICAL WELLBEING
While the terms SWB and Psychological Wellbeing (PWB) are often used
interchangeably, they are derived from separate traditions: hedonism and
eudaimonism (Joseph & Liney, 2005).
SWB focuses on the hedonic aspect of wellbeing, which is the pursuit of
happiness and a pleasant life. The psychological wellbeing perspective (PWB), on
the other hand, focuses on eudaimonic wellbeing, which is the fulfillment of
human potential and a meaningful life.
PWB involves perceived thriving in the face of existing challenges of life, such
as pursuing meaningful goals, growing and developing as a person, and
establishing quality ties to others (Ryff, 1989; Ryff and Keyes, 1995; Ryff and
Singer, 2008 ).
In this view, wellbeing is the outcome of positive goal pursuits (Deci & Ryan,
2008). Using developmental, humanistic, and clinical psychological insights,
Ryff (1989) developed a model of psychological wellbeing that includes six
related, yet distinct components:
* positive evaluation of oneself and one’s past (self-acceptance)
* a sense of continued growth and development as a person (environmental
mastery)
* the belief that one’s life is purposeful and meaningful (purpose in life)
* quality relations with others (positive relations with others)
* the capacity to manage one’s life and the surrounding world effectively
(personal growth)
* a sense of self-determination (autonomy).
WHY IS IT IMPORTANT TO ADDRESS BOTH TYPES OF WELLBEING?
Because research findings suggest that the relationship between SWB and PWB is
bi-directional.
Let me explain.
At first glance, SWB may seem the primary result of higher levels of PWB. For
instance, a person who has positive relations with others and experiences a high
level of autonomy is likely to experience positive feelings like joy,
excitement, and so on.
Research, however, has shown that SWB can also influence PWB. Experiments have
shown that induced positive mood leads to a higher purpose in life (Hicks &
King, 2009; King et al., 2006).
In sum, components of PWB like meaningful commitments and purpose in life can
promote opportunities for satisfaction and happiness. At the same time, positive
affect can facilitate advanced cognitive functions and behavioral repertoires,
thus fostering psychological growth and meaning-making (see Broaden-and-Build
Theory).
THE SECOND REASON DIFFERENTIATING BETWEEN PWB AND SWB IS IMPORTANT
The deepness that PWB adds to the human experience moves beyond “feeling good”.
The sense of autonomy and authenticity that emerge from valued actions and
coping with difficulties is not some fleeting feeling: it is a profound
experience of meaning and self-efficacy.
A life that is characterized by high levels of PWB is likely to be characterized
by many positive and pleasurable feelings, as well as difficult and
uncomfortable ones. By only focusing on SWB, you undermine the very foundations
of the second wave perspective.
4. YOU HELP CLIENTS TO BUILD THEIR STRENGTHS
Strengths are characteristics of a person that allow them to perform at their
personal best.
Strengths include positive attributes, abilities, thoughts, behaviors, and
resources.
Whereas weaknesses can prevent the client from realizing his aspirations,
strengths can help the client to realize them more effectively and directly
contribute to increased wellbeing.
In general, there are two types of strengths:
* strengths in the context of resilience.
* strengths in the context of performance.
In the context of resilience, strengths refer to characteristics that allow
humans to effectively cope with difficult times.
Examples of these characteristics include optimism, gratitude, and mindfulness.
In this context, strengths can be defined as:
> “the capacity to cope with difficulties, to maintain functioning in the face
> of stress, to bounce back in the face of significant trauma, to use external
> challenges as a stimulus for growth, and to use social supports as a source of
> resilience”. (McQuaide & Ehrenreich, 1997, p.203).
Scientific research has consistently demonstrated that using one’s strengths is
associated with higher levels of wellbeing.
For example, people who use their strengths have been found to experience more:
* positive affect
* Vitality
* Self-esteem
* job satisfaction
* Engagement at work
The following definition of a strength is most suitable in the context of work
and performance:
> “… a strength is a pre-existing capacity for a particular way of behaving,
> thinking, or feeling that is authentic and energizing to the user, and enables
> optimal functioning, development and performance” (Linley, 2008, p.9).
Positive Psychology practitioners should address both types of strengths because
they promote optimal functioning in different ways, either by increasing joy and
engagement or by dealing effectively with problems and obstacles.
5. YOU ACKNOWLEDGE THE COMPLEX NATURE OF HUMAN FUNCTIONING
Every label is a reduction of the endless complexity of reality.
Consider the label “American”. When we talk about “Americans” we treat more than
300 million people as if they are all the same, completely ignoring the
diversity of all those people.
The same applies to labels like “eating disorder”, “bipolar disorder”. When
using these labels, the risk exists that you ignore the client’s characteristics
that contribute to his unique identity and circumstances.
> This may lead us to generalise clients, fail to see their unique identity,
> history and strengths and thereby severely ignore their unique nature and
> unique potential for growth.
Once you start categorizing clients in terms of their problems, the collection
of information that is inconsistent with the category is hindered (Salovey &
Turk, 1991).
For example, when a client is diagnosed with depression, you may seek and pay
extra attention to information that confirms the client’s negative thinking
styles, while ignoring information that suggests otherwise (aka the confirmation
bias). You may be more inclined to ask for the client’s negative stories about
the past while ignoring to address positive aspirations for the future.
> Simply put, it is what you look for that you see.
In order to receive information on potential sources for growth and discover the
client’s ability to cope with challenges, we need to ask about the client’s
successes and achievements. In addition to asking a client “how come this is the
third time for you to become depressed?”, we may also ask “how did you manage to
get over your depression the last two times?”.
Both questions are necessary to create a balanced view of the client’s situation
and resources.
RELEVANT RESOURCES:
1. Maddux J. E., Snyder C. R., Lopez S. J. (2004). Toward a positive clinical
psychology: Deconstructing the illness ideology and constructing an ideology
of human strengths and potential. In Linley P. A., Joseph S.(Eds.), Positive
psychology in practice (pp. 320-334). Hoboken, NJ: Wiley.
2. Snyder C. R., Lopez S. J., Edwards L. M., Pedrotti J. T., Prosser E. C.,
Walton S. L., . . . Ulven J. C. (2003). Measuring and labeling the positive
and the negative. In Lopez S. J., Snyder C. R. (Eds.), Positive
psychological assessment: A handbook of models and measures (pp. 21-40).
Washington, DC: American Psychological Association.
6. YOU DON’T SEE YOUR CLIENT AS BROKEN AND IN NEED OF FIXING
Clients are considered to be experts of their own lives. The practitioner
facilitates. Of all people, the client holds the answers to his true
aspirations, strengths, and values.
The client knows which experiences provide him joy and energy, which thoughts
run through his mind and what his deepest fears are. The practitioner operates
with this awareness and assists in uncovering answers that are already present
within the client, rather than providing them.
Paradoxically, the need to change the client may actually prevent the client
from experiencing autonomy and taking responsibility for his actions.
Indirectly, by wanting to change the client, you are sending the message:
> “there is something wrong with you and I am going to help you fix it”.
Note that this message is in sharp contrast with the message:
> “you are good the way you are and you have what it takes to deal with the
> things that prevent you from seeing this”.
MAKING YOURSELF PROGRESSIVELY UNNECESSARY
The goal of a practitioner is to eventually become redundant by helping clients
to behave in line with personal values and effectively cope with challenges.
Diagnosing clients predominantly in terms of their shortcomings and problems is
unlikely to contribute to this process because it can cause the client to
internalize the label ( I “am” a borderliner).
The client starts perceiving himself through the lens of this limited label,
falsely believing that he is the label that he was diagnosed with.
Identification with negative labels can reduce self-efficacy, increase the
client’s feelings of helplessness and strengthen his perception of being a
victim.
> A teacher is one who makes himself progressively unnecessary.
SO WHAT ASPECTS DO YOU ADDRESS AND WHY?
By addressing the personal strengths of a client, his aspirations, and his
potentialities, you allow the client to perceive himself through a lens of
options and possibilities.
By identifying coping styles that have been proven successful in the past,
you allow the client to become aware of his personal resources.
By addressing his values and aspirations, you stress the importance of his
personal development.
By discussing the supportive social network of the client, you emphasize his
connection to others and allow the client to perceive himself beyond his
problems only.
Assessing clients through a multi-dimensional lens automatically affects the
role of weaknesses in the healing process. Rather than being the primary target
of the intervention, weaknesses now become embedded in a larger picture and are
considered in the service of personal goals and values.
RELEVANT RESOURCES:
1. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and
self-determination in human behavior. New York: Plenum.
2. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and well-being.
American Psychologist, 55, 68–78.
7. YOU ADDRESS THE UNDERLYING MOTIVES FOR CHANGE
> Don’t just help a client to achieve whatever he wants. Dive into the motives
> for change.
Research in the field of motivation has revealed that the underlying motives for
change are a strong predictor of wellbeing (see Emmons, 1999, for a review).
For example, a client may wish to use his strengths more often.
Rather than simply identifying this wish, the practitioner also addresses the
client’s reasons underlying it. The client may be motivated to use his strengths
more because he feels less competent in the eyes of others.
His motivation may be characterized by a lack of self-acceptance (see skill 2)
and need for approval.
Alternatively, the client may want to use his strengths more because it allows
him to do the work he loves even better. His intentions are guided by a sincere
need for personal growth.
Gaining insight into the underlying motives for change allows the clients to
move from simply achieving particular results to achieving results that
structurally affect his wellbeing.
8. YOU HAVE A SCIENCE-BASED PRACTICE
In his book “Practicing Positive Psychology Coaching: Assessment, Diagnosis, and
Intervention” Robert Biswas-Diener, beautifully summarised the importance of
science-based practice:
> “Although the topics of positive psychology, such as happiness, appear at
> first glance to be straightforward concerns, the scientific exploration of
> them is far from simple.
> A technical understanding of positive psychology, including the ability to
> critically consume the research literature, effectively use relevant
> assessments, and create interventions that are within the bounds of the field,
> is a critical component to being an effective positive psychology coach”
> (2010, p.6)
Even though you don’t have to be a statistics expert and live and breathe SPSS,
you do need to know how to interpret scientific findings and be able to
translate them into real-world practice.
You can confidently grab an academic journal, read an article and distill the
most important findings and come up with a way to apply them in real-life
settings.
Want to practice this skill?
1. Open and download the following scholarly articles selected by the Positive
Psychology Center
2. Read and reread them and jot down the most important findings.
3. Brainstorm on interventions and exercises you can base on these findings
alone.
4. TIP: Do this brainstorm with someone who is also interested in PP. It’s a
lot of fun!
A TAKE-HOME MESSAGE
With these skills, you can help your clients or students to:
* acknowledge and appreciate the negative side of human existence
* see how the negative can lead to the positive
* develop resilience and coping skills
* consider the relationship they have with themselves
* foster self-acceptance
* cultivate subjective wellbeing
* cultivate psychological wellbeing
* build their strengths
* see their unique identity, history, strengths and potential for growth
* change certain life aspects of their lives, without changing it for them
* become independent by making yourself progressively unnecessary
* address underlying motives for change and find out what it is they really
want
* perform science-based interventions that have proven to lead to specific
outcomes
Of course, you don’t want to focus on all of these things at once.
So bookmark or save this page now so that you can always refer to it at a later
point in time.
We hope this page will help you to more effectively help other people.
> “To know even one life has breathed easier because you have lived. This is to
> have succeeded.”
Ralph Waldo Emerson
We hope you enjoyed reading this article. Don’t forget to download our three
Positive Psychology Exercises for free.
References
* Biswas-Diener, R. (2010). Practicing Positive Psychology Coaching:
Assessment, Diagnosis, and Intervention. New York: John Wiley & Sons.
* Deci, E.L., & Ryan, R.M. (2008). Self-determination theory: A macrotheory of
human motivation, development, and health. Canadian psychology/Psychologie
canadienne, 49(3), 182.
* Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3),
542-575.
* Diener, E., Suh, E., Lucas, R.E., & Smith, H.L. (1999). Subjective
well-being: Three decades of progress. Psychological Bulletin, 125, 276-302.
* Ellis, A. (1995). Changing rational-emotive therapy (RET) to rational emotive
behavior therapy (REBT). Journal of Rational-Emotive & Cognitive-Behavior
Therapy, 13, 85–89.
* Emmons, R.A. (1999). The psychology of ultimate concerns: Motivation and
spirituality in personality. Guilford Press.
* Held, B. S. (2004). The negative side of positive psychology. Journal of
humanistic psychology, 44, 9-46.
* Hicks, J. A., & King, L. A. (2009). Positive mood and social relatedness as
information about meaning in life. The Journal of Positive Psychology, 4(6),
471–482.
* Joseph, S., & Linley, P. A. (2005). Positive adjustment to threatening
events: An organismic valuing theory of growth through adversity. Review of
general psychology, 9(3), 262.
* King, L. A., Hicks, J. A., Krull, J., & Del Gaiso, A. K. (2006). Positive
affect and the experience of meaning in life. Journal of Personality and
Social Psychology, 90, 179–196.
* Linley, A. (2008). Average to A+: Realising strengths in yourself and others.
Coventry: CAPP Press.
* Linley, P. A., Maltby, J., Wood, A. M., Osborne, G., & Hurling, R. (2009).
Measuring happiness: The higher order factor structure of subjective and
psychological well-being measures. Personality and Individual Differences,
47(8), 878-884.
* McQuaide, S. & Ehrenreich, J.H. (1997, March/April). Assessing client
strengths. Families in Society: The Journal of Contemporary Human Services,
78, 201-212.
* Ryff, C.D., & Singer, B.H. (2008) Know thyself and become what you are: a
eudaimonic approach to psychological well-being. Journal of Happiness
Studies, 9, 13–39.
* Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the
meaning of psychological well-being. Journal of Personality and Social
Psychology, 57(6), 1069–1081.
* Ryff, C. D., & Keyes, C. M. (1995). The structure of psychological well-being
revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
* Salovey, P., & Turk, D. C. (1991). Clinical judgment and decision-making.
Handbook of social and clinical psychology: The health perspective, 416-437.
* Williams, J.C., & Lynn, S.J. (2011) Acceptance: an historical and conceptual
review. Imagin Cogn Pers, 30, 5–56.
About the author
Seph Fontane Pennock is a seasoned entrepreneur and the business mind behind
PositivePsychology.com. With his background in online marketing and a passion
for helping therapists and coaches, he co-founded the new mental health
application Quenza that helps practitioners better help their clients with
digital support.
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1. Alliness on June 12, 2022 at 04:09
Wonderful! It was very useful, hope one day I will use these techniques
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