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Books by Tatiana Bachkirova

With this book we intend to lay out the theoretical influences, some current approaches and key d... more With this book we intend to lay out the theoretical influences, some current approaches and key debates in coaching supervision practice. The book is aimed at students, practitioners, buyers and managers of coaching programmes and highlights the very best thinking and practice in the field.

Chapter 1: Coaching supervision in the historical context of psychotherapeutic and counselling models: a meta-model - David Gray and Peter Jackson. This chapter introduces Part One of the book which explores different models of coaching supervision practice. It proposes a generic model against which other models might be mapped.

Chapter 18: Peer Supervision - Tatiana Bachkirova and Peter Jackson. This chapter is in Part Three of the book dealing with different contexts in which supervision might take place and different modes of practice. There are distinct strengths, considerations and dynamics in peer coaching which we explore both experientially and theoretically.

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.

Papers by Tatiana Bachkirova

Организационная психология, 2014

This article address some concerns about the use of professional supervision in coaching. The amb... 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.

International Coaching Psychology Review

In this chapter we outline an approach to developing practice in coaching and supervision aimed a... 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.

International Coaching Psychology Review

Coaching supervision as a field of knowledge is at an early stage of development, even in compari... 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.

While standing as key references in the practice and education of coaches, codes often prove limi... 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

Objectives: This paper describes an independently conducted research study to develop appropriate... 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...

Handbook of Coaching Psychology, 2018

Coach training courses and postgraduate courses for coaches and coaching psychologists have grown... more Coach training courses and postgraduate courses for coaches and coaching psychologists have grown in number very considerably during the last decade. We are now more aware how important a role the self of the coach plays in their coaching practice. It is also widely accepted that not only relevant knowledge but also psychological development of coaches is of paramount importance in the process of becoming a coach. A number of theories that address the nuances of developmental processes in adulthood have become better known in the coaching field and accepted as helpful for working with clients. However, very few authors write about developmental benchmarks for coaches and coaching psychologists. In this chapter, we consider existing theories of individual development and suggest a developmental framework for coaches based on these theories that can be used in the context of coach education and training.

International Journal of Evidence Based Coaching and Mentoring, 2015

Organisations that use coaching programmes express their need for the assessment of coaches to en... 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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Handbook of Coaching Psychology

With this book we intend to lay out the theoretical influences, some current approaches and key d... more With this book we intend to lay out the theoretical influences, some current approaches and key debates in coaching supervision practice. The book is aimed at students, practitioners, buyers and managers of coaching programmes and highlights the very best thinking and practice in the field.

Chapter 1: Coaching supervision in the historical context of psychotherapeutic and counselling models: a meta-model - David Gray and Peter Jackson. This chapter introduces Part One of the book which explores different models of coaching supervision practice. It proposes a generic model against which other models might be mapped.

Chapter 18: Peer Supervision - Tatiana Bachkirova and Peter Jackson. This chapter is in Part Three of the book dealing with different contexts in which supervision might take place and different modes of practice. There are distinct strengths, considerations and dynamics in peer coaching which we explore both experientially and theoretically.

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.

Организационная психология, 2014

This article address some concerns about the use of professional supervision in coaching. The amb... 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.

International Coaching Psychology Review

In this chapter we outline an approach to developing practice in coaching and supervision aimed a... 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.

International Coaching Psychology Review

Coaching supervision as a field of knowledge is at an early stage of development, even in compari... 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.

While standing as key references in the practice and education of coaches, codes often prove limi... 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

Objectives: This paper describes an independently conducted research study to develop appropriate... 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...

Handbook of Coaching Psychology, 2018

Coach training courses and postgraduate courses for coaches and coaching psychologists have grown... more Coach training courses and postgraduate courses for coaches and coaching psychologists have grown in number very considerably during the last decade. We are now more aware how important a role the self of the coach plays in their coaching practice. It is also widely accepted that not only relevant knowledge but also psychological development of coaches is of paramount importance in the process of becoming a coach. A number of theories that address the nuances of developmental processes in adulthood have become better known in the coaching field and accepted as helpful for working with clients. However, very few authors write about developmental benchmarks for coaches and coaching psychologists. In this chapter, we consider existing theories of individual development and suggest a developmental framework for coaches based on these theories that can be used in the context of coach education and training.

International Journal of Evidence Based Coaching and Mentoring, 2015

Organisations that use coaching programmes express their need for the assessment of coaches to en... 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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Handbook of Coaching Psychology

I – a pole of identity; the first-person perspective in the perception of life; a vantage point w... 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.

This article address some concerns about the use of professional supervision in coaching. The amb... 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...

The strength of coaching in comparison to other ways of facilitating learning and change is in pr... 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 ...

Philosophy of Coaching: An International Journal