ࡱ> fi_`abcdey bjbj`` 3__..<<<<<<<<8<$ @D<OA$sBBBBCF{Gl V9<GCCGG<<BB4=NNNG<B<BNGNN Jv_CJPS0ֵ L0<k(&GGNGGGGGMGGGGGGGGGGGGGGGG. a;: Front Cover Coaching Today For counsellor-coaches and other coaching professionals October 2025 Articles featuring in this quarterly journal are: Listening beyond words, In a professional landscape thatoften prizes clarity, speed and linear progress, drawing invites ambiguity, complexity and spaciousness. Relational mindfulnessin coaching; Coaching the system:the spaces in between and The impact of thecost-of-living crisis. Inside Front Cover Coaching Todayis the quarterlyjournal for counsellors and psychotherapists who are retraining and practising as coaches, as wellas coaches from a diverse rangeof backgrounds. The journal can be read online atHYPERLINK "http://www.bacp.co.uk/bacp-journals/coaching-today"www.bacp.co.uk/bacp-journals/coaching-today It is published by the British Association for Counselling and Psychotherapy. House, 15 St Johns Business Park, Lutterworth LE17 4HB. Telephone: 01455 883300. The journal is distributed to membersof Coaching in January, April,July and October. Membership of Coaching costs 20 a year for individuals, and 50 for organisations. For details, emailHYPERLINK "mailto:bacp@bacp.co.uk"bacp@bacp.co.uk Editor Diane Parker Email: HYPERLINK "mailto:coachingtoday.editorial%40bacp.co.uk?subject="coachingtoday.editorial@bacp.co.uk Coaching Executive contacts Chair: Gemma Levitas Ioannes Alexiades Stephen Davis Beverly Evans Tracey Hartshorn Belinda Joseph-Pirame Xeni Kontogianni Visit the Coachingwebsite atHYPERLINK "http://www.bacp.co.uk/bacp-divisions/bacp-coaching"www.bacp.co.uk/bacp-divisions/bacp-coaching Contributions Contributions are welcomed.Please contact the editor. 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British Association for Counselling and Psychotherapy 2025 ISSN (print) 2049-1182 ISSN (online) 2398-0397 Contents Features Focus More than words: thecourage to see differently Coach and supervisorPearl Trandemonstrates how the use of drawingin her practice has transformed hersessions with clients and supervisees. page 15 Practice A quiet revolution: relational mindfulness in coaching Dr Emma Donaldson-FeilderandLiz Halldemonstrate how relational mindfulness offers a welcome and timely approach to enhance presence, awareness, insight and compassion in coaching and beyond. page 35 Team coaching The spaces in between: coaching the web,not just the team Catherine Carr, Peter HawkinsandNaysan Firoozmandoutline a new eraof systemic team of teams coaching one that looks beyond a single team tothe web that connects us all. page 56 Regulars News Editorial page 8 Message from the Chair page 11 Practice Coaching in practice: relational coaching Therapeutic coachAmanda Williamsonspecialises in working with relationshipsand partnerships of all kinds. page 28 Supervision Supervision digest Ioannes Alexiadesoffers a reflective account of becoming a supervisor. page 48 Social Impact Coaching in context Tracey Hartshornlooks at the impactof the cost-of-living crisis on therapeutic coaching practice. page 72 Research Research digest Our new research columnistTijana Urosevicexamines the evidencefor the efficacy of preventative coaching asa form of health management for leaders. page 82 Advertisements page 94 Interested in contributingtoCoaching Today? Copy deadlines for the next two issues are 3 February and 6 May 2026respectively. Contact the Editor at HYPERLINK "mailto:coachingtoday.editorial@bacp.co.uk"coachingtoday.editorial@bacp.co.uk with your ideas. Editorial Diane Parker Editor, Coaching Today Trusting the process. By the time you read this, summer holidays will be a distant, honeyed memory, as we enter the shorter, crisper burnt-out days of autumn. There was a time when I shied away from these in-between seasons, longing forthe certainties of the polar opposites offered by summer and winter (not to mention the fact that these are also associated with major holidays). However, in recent years, Ive noticed a subtle shift in my thinking and approach. Perhaps Im mellowing with age, but I am beginning to find peace with the transitional states of springand autumn, and I am less likely to look back longingly at the endless summer days, or project myself forward impatiently into a state of bedding down for the winter. Im learning to sit with uncertainty, be more present with whatis(rather than what has been or will be) and trust the process of unfolding, moment to moment. As a theatre practitioner and story facilitator,I am especially interested in the concept of narrative reticulation a term used in applied theatre practice to describe the web that both links and supports the stories emerging from individuals and communities in a single event, such as a performance, workshop or session. Viewing this issue of our journal as an event,I observe the emergent narrative as being one around relationship, creativity, process and presence. Above all, the narrative here is about how we show up as practitioners and that our presence and humanity have more bearing on our impact as coaches than any specific toolsor techniques. It is less about what wedothan how weare the very essence of our being in relationship. Nowhere is this more evident than when we bring our own innate creativity into relationship with our clients. As author Pearl Tran notesin our lead article, creative practices such as drawing or art-making in coaching providean alternative language and act as a bridge, enabling access to what lies beneath the surface. Mirroring the arguments of other authors in this issue, exploring diverse topics ranging from systems coaching to relational mindfulness, she proposes that, by inviting clients to draw, we slow down, shifting fromthe immediacy of conversation to a reflective space where thoughts, feelings and imagescan take form. Reading the articles in this issue as a single event has served to remind me that, when were going through a transition, we cant always rush or push through it. Just as the caterpillar remains in the chrysalis until it transforms into a butterfly, we too need to trust and be patient with the process, and model this for our clients, so that when we are ready, we can emerge from the chrysalis of transformation, spread our wings and fly. I am also reminded that, as a community of practitioners, we already have an incredible toolkit of skills within us, individually and collectively. Recognising these strengths,and applying these to current challenges, remind me that change doesnt always happen immediately. Whether the quiet revolution of relational mindfulness or the in-between spaces of interconnected team of teams coaching, its all a journey of discovery and adaptation. As ever, if you are inspired to respond toany of the articles in this issue, please consider writing for us I welcome your ideas. Email: HYPERLINK "mailto:coachingtoday.editorial@bacp.co.uk"coachingtoday.editorial@bacp.co.uk Message from the Chair Bridging worlds: reflections from the Working with Coaching event As a practitioner who blends both coaching and therapy in my work,its clear the intersection between these professions is fertile groundfor innovation but also complexity. Octobers Working with Coaching event was a vibrant testament to the hunger for discussion and exploration within this emerging field, particularly around the areas of supervision, training and the integration of practice. For those of us workingas coach therapists, the event provided a unique space to explore not just frameworks, but the realities of practising in an emerging field. We explored questions about professional identity, competence, where to find adequate supportand supervision, and ways in which we canwork and grow together. The need for conversations on supervision Therapeutic coaching is still a new discipline one shaped as much by the evolving demands of clients as the diversity of its practitioners. Each year, our field grows not only in numbers but in the diversity of methods. Its an evolving landscape, which makes the role of supervision all the more critical, so it felt vital to offer further insight into this topic. Many dual practitioners find themselves treading unfamiliar territory and asking: Shoulda supervisor be trained in both coaching and therapy? What does effective, ethical supervision look like for a practising coach therapist? These are big questions. Supervision has long been the cornerstone of ethical practice, ensuring client safeguarding and welfare. But as dual-qualified practitioners, we sometimes find that standard supervision models dont necessarily fit. Much of the event was dedicated to exploringwhat makes supervision fit for purpose for those blending coaching and therapy in their practice, sharing examples of how supervision can both challenge and support practitioners in shapingan integrated practice. Defining competence in integration Hand-in-hand with supervision comes the topic of competence. Creating a safe space where practitioners can share their experiences and explore questions of competence and efficacy is something Id like to see more of so my hope is that our events also feel encouraging. For further guidance on core competence, you can review and download Œs Coaching Competence Framework here:HYPERLINK "https://tinyurl.com/32wdaywr"https://tinyurl.com/32wdaywr Competence is as much about transparency and reflective practice as it is about credentials. This is especially true as dual practitioners weave together varied knowledge to create a distinctive offering for their clients. Training for the emerging field The Working with Coaching event also aimed to address the practicalities of training for coach therapists. Traditional training pathways often keep coaching and therapy as distinctly separate disciplines, so theeventhighlighted the importance of training and continued professional development for safe andethical practice, and the emergence of dualor integrative training programmes. Navigating challengesacross disciplines Working as a coach therapist is incredibly rewarding yet it also brings distinct challenges. One of the most profound is navigating professional boundaries. Coaching is, by tradition, goal-focused and oriented towards personal or professional development, while therapy aims more at addressing psychic pain. Holding the tension between these two, while still honouring the integrity and ethics of each field, is no small feat. These challenges reinforce why mentorship, supervision and collaborative spaces are so vital because practitioners need support in their endeavours to work ethically and safely. Creating space for exploration It was important for us to offer an event that provides a space for open exploration. In an emerging field, we need the opportunity for collaborative thought. Dynamic, live discussion allows for the sharing of dilemmas and lessons learnt, new ideas about integration and amore nuanced articulation of the kinds of supervision and training that will best serve current and future coach therapists. Looking ahead: next years event As we now look forward to next years Working with Coaching event, it is clear that with each passing year, new topics and questions emerge the nature of competence, the evolution of supervision, the development of robust training pathways all requiring our ongoing attention and collective wisdom. Working with Coaching events will continue to strive for open exploration, giving members and newcomers a place to explore, refine and challenge the evolving models of integrated practice. We hope that Octobers event offeredvalue and connection, and we eagerlyanticipate continuing the journey togetherin the year ahead. Gemma Levitas Chair, Coaching Focus section More than words: the courage to see differently Coach and supervisorPearl Trandemonstrates how the use of drawingin her practice has transformed her sessions with clients and supervisees. Pearl Tran (MBA Henley; MA Psychology INSEAD) is an executive coach, group dynamics consultant and supervisor.Pearl combines almost thirty yearsin business strategy with an in-depth systems-psychodynamics approach. Blending Western education and Buddhist philosophy, she brings cross-cultural insight to leadership, emotional dynamicsand organisational life acrossAsia and Europe. www.hiddenenergy.co.uk Have you ever been in a conversation where you wished you could understand more clearly what the other person meant, to feel their deeper emotionsand to see a clearer picture throughtheir eyes? I have been coaching for ten years,and that longing has always stayed with me. But lately I have felt more at ease with that longing, having recognised a tool that I have been using for a while, but only recently realisedits magic: drawing. Spontaneously, in a simple way, with just a pen or pencil and a piece of paper, I use drawingnow as an additional language in coaching conversation,and in my new practice of supervision. It transforms mywork into a journey deep into the heart of human relations where joy, warmth and safety reside. Im going to share with you three stories of how a picture paints a thousand words. These stories show how I have used drawing in supervision, individual and team coaching. Before we reflect on why it helped me, my clients, our relationship and the outcome of our work, we will also take a brief look at how the field of art therapy helps us understand why drawing works so powerfully in these contexts. Supervision Let me tell you first a story of supervision, which emboldened me into adopting drawing as the signature tool in my practice. H is a senior practitioner in coaching, training and team development. In group supervision, H often shared situations where she tried too hard, or found ending a coaching relationship difficult. She constantly asked herself: Am I useful enough?Is there anything else I can do?. In her individual supervision sessions with me, she wished to explore why this question persisted, making her feel uneasy. Inspired by Susan Longs concept of role biography,1I invited H to draw her main rolesat the milestone ages of six, sixteen, twenty-six, thirty-six, forty-six and fifty-six, up to her present age. Within fifteen minutes, she produced the drawing of Hs role biography. Together, we explored the significance of the details of the drawing: the colours, shapes, lines, words and figures. This was her life narrative how each role she played in each period of time was influenced by forces in her environment. She had never before recalled her life in this way: constantly being the only capable and responsible person for her family, and later, for everyone around her. We were both curious about the appearance of a dainty cat and an armchair. When I said I wished to see the cat curling on the armchair, H brightened and declared that the cat, and she, would be happy relaxingon it. I then invited H to draw herself on the armchair. Swiftly, softly, gracefully, she drew the cat, and declared proudly: This is me. Im full, beautiful and enough. We both felt relaxed and peaceful two women witnessing the femininity of the cat. We reflected on how different thiscat was from the anxious H we both knew. Together, we explored how she could bring this cat version of herself toher work, with a hint of mischief in our voices. The idea excited her. A couple of months later, H told me that she no longerspent time anxiously planning ahead of each coaching session. She felt at ease and well prepared simply by being herself, to receive her coachees as themselves. She realised with relief that her coachees were completely capable of makingtheir own plans, finding their most suitable solutions andbeing responsible for their actions without her further help. With this realisation, she practised entering each coaching relationship with Bions motto no memory, no desire andno understanding.2Drawing has given H a way to emergethe part of herself that had been hidden. By being herdesired self, H discovered she could enable her coacheesto also reveal their true selves. Coaching individuals I began to spontaneously invite coachees to draw inmany instances, simply to illustrate our verbal conversation.L, a local team manager recently given an additional global role, came to coaching with the question: How can I manage my time, to both grow my team and gain horizontal supportfor the global project? I knew that it was not simply time management we would need to work on but kept this tomyself. We addressed one area at a time. When L described the wonderful relationship he had with his team, I asked him: Can you draw that?. Initially takenaback by my request, I assured him that anything the pen inhis hand produced on the notebook would do. Enthusiastic about this playful challenge, he instantly sketchedLs current team, depicting himself in the centre, leading the way for his team to follow. We then explored how that configuration could evolveto allow him to step back and let the team grow further.I asked him, Can you draw the new way?. He createdLs future team, where he was out of the way,and the rest of the team, grown in number, supportedeach other, moving in the same direction. From then on, unprompted, he began to use quick sketches to configure,then reconfigure, his horizontal relationship with globalpeers as our dialogue progressed. At the end of our work together, L shared three benefitsof coaching with his line supervisor. He has learnt to trust his teams direct reports, delegating while staying supportive.This freed his time and mind to look at the bigger picture.He also modelled this behaviour, teaching his team to dothe same. I particularly like this ripple effect of his learning. In his peer network, L learnt to build alliance one personat a time. Now, he had gathered a group of colleagues inhis support, he became more visible horizontally, leadinga planning committee. L added a third, unexpected, benefit: he connected better with colleagues personally, both within and outside his team, beyond the task level. Drawing helped make people visible and reminded him to relate to them as individuals, not just numbers to shuffle around the organisation. Working with team dynamics I was invited to work with a team of nine people, to address the dynamics that the team leader, frustrated, described as small conflicts between people that were holding them back from doing better work. I offered the team six weekly sessions. For the first session, I requested a spacious room and materials for drawing: sheets of A3 paper and coloured pens. Then I invited each team member to introduce themselves by drawing how they saw themselves in the team. We displayed each drawing on the wall, one at a time.I guided the group to take turns responding to what theysaw and heard as each person explained their drawing.We asked questions to understand the details, and in turn,we offered up what the images made us think and feel. By talking about the images on the wall and not directly about each other, the team members felt free to express how theyfelt for the first time: their isolation, pain, hurt, impatience, frustration, anger, resignation and their joy, care and pride. The team leader drew a big head his own. Always seen as a kind, caring person, he let his anger show for the first time, and the team was stunned. He explained that, growing up, his family expected him to be a caring person and not to hurt others. Consequently, he repressed his anger, hiding it under a bright, permanent smile. He carried the team in the same way, believing that everyone relied on him to be nice. The team co-ordinator drew herself as a crab walking sideways, away from the rest of the team. She admitted that although her role was to pull the team together, she herselffelt isolated. In response to questions of concern, she beganto connect with her team. The youngest and most energetic member of the team drew a train speeding past rows of trees. When someone remarked that they imagined the vapour trailing behind as exhaust fumes, she realised that she had been moving too fast, impatiently exhausting herself, and perhaps the team too. She saw that she needed to slow down, to observe and align with others. One member, often seen as the troublemaker, drew an iceberg and spoke of pain submerged beneath the surface. Her seemingly aggressive behaviour began to be understood as a sign of suffering. Dislike shifted into empathy. I could not imagine these revelations, and the following conversations, emerging through verbal discussion alone. Words might have been met with judgment and resistance.But through drawing, they could reveal themselves tenderly, truthfully. This vulnerability had already begun to draw someof them closer, through understanding and compassion. The drawings remained on the wall throughout our time together. Team members returned to them voluntarily whilewe further explored their dynamics. On the last day, I witnessed the whole team standing in a circle, expressing love and compassion, proud of who they were and the successes they had achieved together over the years. I had no doubt they would carry the care for each other that I witnessed in that moment into the work they continue to share. What art therapy can teach us Although my use of drawing in coaching and supervision has emerged from practice rather than theory, Ive come to see how deeply it aligns with the core principles of art therapy a discipline that offers profound insight into the power of image-making for self-understanding and transformation. Artist and pioneer art therapist, Adrian Hill, coined theterm art therapy in 1942 after having discovered the effectof art in illness during his recovery from tuberculosis.3From the observation that drawing helped restore his emotional wellbeing, he began encouraging fellow patients many with no artistic background to draw and paint, believing that healing lay not in skill, but in expression. His approach laidthe foundation for an inclusive practice that values creativityas a way of making inner experience visible and accessible. Edith Kramer, a pioneer of art therapy with emotionally troubled children, maintained the view that the children had been too used to looking and listening and taking in rather than expressing their thoughts, feelings and dreams; she used art-making to allow them to express and process complex emotions.4Kramer saw art therapy as a distinct modality that complements but does not replace verbal psychotherapy. Within therapeutic environments such as hospitals and schools, it plays a vital role in supporting development and psychological integration. Working from a psychodynamic perspective of transference and countertransference, the Jungian psychoanalyst and art psychotherapist, Joy Schaverien, described the image as a third presence in the room, a medium through which unconscious dynamics are projected and made visible.5This is especially powerful for clients who struggle with verbal expression; the image enables access to what may otherwise remain hidden. Many of my coachees and supervisees have also described their drawing in this way; as a third object to interact with, and so divert difficult questions directly onto the artwork. Art therapist Cathy Malchiodi, drawing on trauma research and neuroscience, describes art-making as psychological care, allowing clients to access implicit memories and emotions stored in the body and senses.6She suggests that it is a process of re-authoring the dominant narrative of their life story, leading to development of new outlooks, answering questions, reviewing the way they live, finding solutions, resolutions, explanations and meanings. Bruce Moon, whose extensive work focuses on art-based group therapy, describes the work of creating images in the presence of others as the agent of change.7The additional interactions with materials and images become shared processes that help participants express feelings, understand each others experiences and improve interaction. His patients included those who were not able to express their feelings verbally or had experienced talking cures but simply talking about their problems had not been sufficiently helpful. Moon emphasises how drawing withina group, and dialogue with the images, can reveal group dynamics, ease interpersonal tension and foster connection. This insight has direct relevance for coaching teams: using drawing to surface unspoken dynamics and emotional undercurrents can open the way for deeper trust, clearer communication and more effective collaboration. This resonates deeply with my own practice. In coaching and supervision, drawing often reveals what clients cannot yet say. Viewing the image together invites shared curiosity, as if we are both engaging with something alive between us. In groups, drawings act as mirrors, surfacing resonances that verbal dialogue alone may not reach. Art therapy is a regulated profession, and coaching isnot therapy, but many of the challenges clients bring inner conflict, role strain, relational patterns, lack of direction or purpose are not always accessible through linear, verbal dialogue. Drawing is a gentle, creative invitation to attend to the parts of ourselves that speak in images, metaphors and sensations. It invites the whole person into the room, not just the one who speaks fluently. It doesnt offer solutions, but it reveals. And from that, clarity and change can begin. Reflection Drawing has become a quiet, yet powerful, dimensionof my coaching and supervision practice. Though I initially introduced drawing to complement verbal dialogue, it has evolved into a way of working that consistently deepensthe quality of exploration, particularly when the spokenword falls short. It offers a different kind of access; to emotion, to intuition, to what lies beneath the surface. By inviting clients to draw, we slow down, shifting from the immediacy of conversation to a reflective space where thoughts, feelings and images can take form. It often brings to light material that is not yet conscious, and therefore cannot be conveyed in words. Drawing becomes not only a tool but a pathway towards insight, movement and transformation. In practice, it changes the relational dynamic. The act of drawing, often unskilled, unpractised, free of performance, creates safety. It invites openness, vulnerability and playfulness. Clients engage more as whole persons, not just professionals in role. The process builds trust and intimacy, enabling a deeper quality of connection and understanding between us. Working across cultures and geographies, I find drawing also acts as a bridge. Through the stories expressed in images, I learn not only about organisational life, but about my clients worlds their values, cultural histories, even their personal struggles, their trauma and beauty. These moments generate energy and compassion, for my clients and for myself. In that space of connection, curiosity expands, defences soften and new perspectives emerge with ease. In this visual dialogue, differences dissolve. What remains is the pulse of what makes us human: the need to be seen, to connect, to find meaning. These moments, when someone draws what they could not find the words to say, remind me why I do this work. They give me joy, not from results alone, but from the beauty of what unfolds between us. Drawing is not a method I apply systematically in my work. Rather, it emerges naturally when words seem too limited, when emotion needs a different container or when a shift is needed.It is a gentle interruption that opens up fresh possibilities. In a professional landscape that often prizes clarity, speed and linear progress, drawing invites ambiguity, complexity and spaciousness. It reminds us that changes often begin with the courage to see differently. Above all, it is a practice of love seeing with care, listening beyond words and meeting each other as whole human beings. References 1Newton J, Long S, Sievers B (eds.).Coaching in depth: the organisational role analysis approach. London: Karnac; 2006. 2Bion WR. Notes on memory and desire.In: Bott Spillius E (ed.). The collected worksof W.R. Bion. London: Karnac; 2014 (pp295300). (Originally published 1967in The Psychoanalytic Forum, 2(3)). 3Hill A. Art versus illness: a story of art therapy. London: Allen & Unwin; 1945. 4Kramer E. Art as therapy with children.New York: Schocken Books; 1971. 5Schaverien J. The revealing image: analytical art psychotherapy in theoryand practice. London: Routledge; 1992. 6Malchiodi CA. Art therapy and healthcare. New York: Guilford Press; 2013. 7Moon BL. Art-based group therapy:theory and practice (2nd ed.). Springfield, IL: Charles C. Thomas Publisher; 2016. Practice section Coaching in practice: relational coaching Amanda Williamson is a accredited, National Counselling and Psychotherapy Society (NCPS) senior accredited, and European Mentoring and Coaching Council (EMCC) senior practitioner therapeutic coach, working with individuals and couples. Originally qualified as a counsellor in 2011, she gained her certificate in working with relationships in 2015, and completed her coaching training in 2023 Website:HYPERLINK "http://www.relationalbest.co.uk"www.relationalbest.co.uk What is the approach you use in coaching (the theoretical model,its premises/underlying beliefs or reasons for being developed etc)? I currently work predominantly as an integrated therapeutic coach. Originally trained in integrative counselling, my practice has evolved over the years and most recently, I have begun to identify as, and practice as, a therapeutic coach. I have been developing a way of working in this capacity to supportall manner of partnerships; romantic, platonic, creative or familial, with those whowant to grow alongside each otherratherthan separately. I call this approach relational coaching together. The philosophical underpinning to this and my entire therapeutic coaching practice is relational, pluralistic and existential. It is my belief that individual therapy can sometimes, unwittingly, be harmful to relationships. After I trained in working with couples and began putting this into practice,the work gave me a great insight into how wildly the individual perspectives of each person in a partnership can differ, but that this in itself canbe a real advantage to the work. At its heart, this work resists the notionthat personal development must be a solitary journey. It recognises that people areshaped in relationship, and that deep growth can happen when two people sit together with intention, honesty and openness. This isnt classic couples therapy where the relationship is the problem. Instead, each person is supported in doing theirown work in partnership with the other. Its relational and dynamic. People often access insight more quickly than in solo work because the interpersonal dimensionallows blind spots and unspoken dynamics to surface naturally. Within this framework, I draw from Imago relationship theory, nonviolent communication (NVC), transactional analysis (TA) and the Gottman Method (see further reading, at the end of this article). Why were you drawn to this approach/model and how did you go about becoming skilled/qualified in it? I have always been fascinated by how people grow and heal in the presence of others; not just through intrapersonal work, but throughdialogue, reflection and shared vulnerability. Over the years, I have been approachedto do this sort of work by a variety of clients, ranging from romantic relationships to business partnerships. These clients showed up asking if they could come to therapy together to support each others process. In doing so, I have learned experientially that this work can be so powerful. Its like mini group work but without risking an unknown participant taking up allthe space. I am by nature a very attentive and attuned person, and the relational aspect of my practice (and way of being) means that my congruence is an important part of this work, and encourages my clients to be more real, more attentive, more attuned. Do you work with a particularclient group and how do your clients benefit from the fact that you takethis particular approach to coaching? I developed this model in response to whatI was witnessing in the real world; clients navigating deep personal development whilealso being embedded in partnerships thatshaped their growth. It particularly resonates withprogressive, reflective partnershipsbetween people who already share a foundation of care and trust, and are ready to explore more, together. This might include romantic partnerships (including queerand polyamorous constellations), co-parents, creative collaborators, business partners or long-standing friends. Theres also an importantpolitical undertoneto this work. Historically, both coaching and psychotherapy have emerged fromwhite, male, middle-class paradigms, often reflecting dominator models that are deeply woven into patriarchal structures.This approach, and therapeutic coachingmore broadly, offers somethingfresher, more responsive and aligned with the kind of world many of us are trying to build. Itsheterarchicalrather thanhierarchical, encouraging shared power and mutual insight: interdependence rather than co-dependence. While many practitioners are already working in progressive and relational ways, I believethat its time we embraced this movement more fully within our profession, and really examine theunderlying dynamics that shape our existing models and methods. Clients benefit from this approach by seeing themselves and each other more clearly, andby expanding personal insight within ashared, live context. Its powerful for navigatinglife transitions, shared decisions and evolving identity. Sessions often reveal dynamics orcore beliefs that would take far longer toemerge in individual coaching or therapy. What do you most love about being this kind of coach? Have you experienced this kind of coachingin your life, and how does it resource you as a practitioner? What I love most is thevitalityof this work.The space holds real-time, often rapid shifts.It is a sincere privilege to witness moments of resonance between two people and myself.Its deeply connective, dynamic and remindsme how truly relational we are. Ive experienced this kind of co-exploratory dialogue in my own life through personal development, training groups and meaningful collaborations. I know firsthand how affirming and powerful it can be to be seen by someone you care about, while doing your own work.That lived experience, as well as the feedbackI get from my clients, continually informs and grounds my practice. Could you share a tool or framework or aspect of this approach that other coaches might be able to use or draw on now in their work with clients? A concept that Ive integrated into this approach is social therapeutics, in particular, as described in the bookSocial Therapeutic Coaching: A Practical Guide to Group and Couples Workby Carrie Sackett and Murray Dabby.1It draws on the work of Lev Vygotsky, the Russian psychologist whose view of development centred on social and relational growth, rather than the individualistic model more common in the West. With this approach, there is a lot of sharing how it feels to hear someone say something,how it feels to say something, and how itfeels to hear the response. Its relational and phenomenological at its core. It sees development as something wecreate together. People grow by building the environments that support their growth, so growth doesnt just happen within each person but between all three of us. We all co-createthe space, shaping and being shaped by what unfolds in the session. A useful adjunct to relational coaching together is the perhaps more familiar Johari Window, which helps map the known, unknown and unseen parts of ourselves as they emerge in relationship. This approach opens one of those windows that would not necessarily be available with such depth through individual therapy. If people are interested in finding out more, what can they read or where could they explore it through CPD or fully train in it? There is currently very little out there on using a blended therapeutic coaching approach to work specifically with partnerships, and I am hoping that by sharing my work here I can connect with like-minded individuals. It feels a little daunting operating without a well-trodden path, and I currently have two supervisors and a coach helping me to delicately tread this path. Books that relate to the therapeutic models I use are: Im OK, youre OKby Thomas A Harris (1967) The seven principles for making marriage workby John M Gottman and Julie Schwartz Gottman (1999) Getting the love you want: a guide for couplesby Harville Hendrix and Helen LaKelly Hunt (1988) Nonviolent communication: a language of lifeby Marshall B Rosenberg (1999). For more information, please visit:HYPERLINK "http://www.relationalbest.co.uk"www.relationalbest.co.uk Reference 1Sackett C, Dabby M. Social therapeutic coaching: a practical guide to group and couples work. London: Routledge; 2023. Practice section A quiet revolution: relational mindfulness in coaching Leadership coachesDr Emma Donaldson-FeilderandLiz Halldemonstrate how relational mindfulness offers a welcome and timely approach to enhance presence, awareness, insight and compassion in coaching and beyond. Dr Emma Donaldson-Feilderis a relational mindfulness (RM) teacher, coaching supervisor and coaching psychologist, whose doctoral research explored using RM in leadership development. She is co-author ofRelational Mindfulness for Coaches(Routledge) withLiz Hall and she has developeda range of RM programmes for leadership and coach development. Liz Hallis a leadership coach, editor ofCoaching at Workand a trained mindfulness teacher. She is co-author ofRelational Mindfulness for Coaches(Routledge) with Emma Donaldson-Feilder, the author ofMindful Coaching(Kogan Page)andCoach the Team(Penguin),and editor/author ofCoaching in Times of Crisis and Transformation(Kogan Page). We live in a world marked by increasing polarisation, conflict and disconnect, rising mental health issues, uncertaintyabout the impact of artificial intelligence (AI), and the climate emergency, to name but a few of the crises unfolding. As coaches, how can we stay relevant in an ever-changing, AI-embracing world? How can we be of service in this challenging period in humankinds history? We believe that relational mindfulness (RM), an approach that explicitly brings mindful awareness, compassion and wisdom into relationships, has much to offer in helping us answer these questions. In these times of conflict and disconnect, developing our capacity to be fully presentand empathetic through RM practice can help us create transformational, insightful and healing compassionate dialogue and interrelatedness in coaching and beyond.RM is also a way to help us keep our edge as human coaches,supporting us to effectively and joyfully build our capacityto develop high quality human-to-human relationships. As we set out in our new book,Relational Mindfulness for Coaches, we are among a growing number of practitioners pioneering RM in coaching.1The benefits of doing so which we go into in more detail below include enhanced presence, attunement and compassion in relationships, heightened awareness of self and others, and greater capacity to generate insights and new ways of thinking and being. RM can help us harness our humanity in our practice.As AI coaching agents become ever more sophisticated,this capacity is going to be increasingly vital if coaches areto remain relevant. Recent research by Passmore et al, for example, suggests that, while AI coaching agents offer significant advantages in terms of consistency, availabilityand data-driven insights, they currently fall short in areas suchas the ability to develop human connection, demonstrate empathy as perceived by the client, and use of personal experience, metaphor and humour.2The researchers believe that, more than ever, human coaches need to differentiate themselves and amplify their humanity. From solo to relational mindfulness in coaching Practitioners who already have an individual mindfulness practice may be wondering what the difference is between individual and relational mindfulness. Surely, if we practise mindfulness on an individual basis, we will automatically benefit from a positive ripple effect into our relationships? However, RM takes individual mindfulness to a whole new level, dramatically amplifying the benefits gleaned from individual mindfulness. Mindfulness is generally introduced as an individualpractice focusing on what is unfolding in the present moment.Practice can be formal (ie, setting aside a specific timeto engage in practices such as meditation) or informal(ie, weaving mindfulness into daily activities). The benefitsof individual mindfulness have been widely documented and include greater emotional regulation, enhanced compassion and improved relationships, among others so, there is indeed often a knock-on positive effect from individual practice into the relational sphere.3 When we practise RM, we take this process a step further. We hold a deliberate intention to bring the attentional focusand non-judgmental attitude inherent in individual mindfulnessand apply them as we interact with others. RM brings mindfulness into the heart of our relationships, and therebyto the core of the coaching process, nurturing a deeply human and holistic coaching encounter. We define RM as:paying attention on purpose, non-judgmentally (or dispassionately) in the present moment,while speaking, listening, or otherwise interacting with others;it is about awareness of self, the other(s) and the relationship.1(p47) Rooted in the traditional definition of individual mindfulness, RM intentionally expands attention tocultivate moment-to-moment awareness and non-judgmentto include the entire relational process. As such, RM practice offers a way of developing our capacity to bring full awareness to experience as it unfoldsin interpersonal interactions. As with individual practice,RM practice can be formal or informal. Formal RM practice involves setting aside time to engage in mindful dialogue/relational meditation with a fellow practitioner, whereas informal RM practice is about applying awareness,non-judgment and openness to insight in our dailyinteractions with others. For coaches, practising RM offers a way to hold awareness of our own inner landscape while remaining attuned to our client and the relational field. It is an invitation to be morethan a facilitator of change; it is an invitation to be a conscious participant in the relational dynamic, bringing compassion, curiosity and embodied presence to every interaction. Mindful dialogue: coaching ascontemplative conversation The formal RM practice that we set out in our book and offer in our programmes has at its heart a framework and guidelines for contemplative mindful dialogue adapted from Insight Dialogue (ID).4Developed by Gregory Kramer, ID shares the orientation of the Buddhist Insight Meditation tradition, aiming to enable insights into the human condition, suffering andthe end of suffering. The intention with ID is that developing present moment awareness and gathering the mind in calm concentration, while in dialogue with a fellow meditator, supports enquiry into the nature of human experience, fostering clarity and insight, cultivating greater compassion and wisdom, and freedom from suffering. For us, this overarching multifaceted intention aligns beautifully withour intentions in coaching, particularly in these times. In structured formats, such as those we offer on our Relational Mindfulness for Coaches programmes, coaches practise mindful dialogue with each other. This develops presence and awareness right in the moment of interaction.A natural compassion and sense of common humanity ariseas we are fully present, listen deeply and share authentically with one another. In addition, the depth of shared contemplation opens opportunities for new perspectives, insights into our own relational habits and the potential for broadening our worldview. The more we practise, the more these ways of being in relationship become embodied and inspire how we showup informally in our coaching and in all our relationships. Mindful dialogue encourages coaches to pause more often, speak from a deeper place of inner clarity and wisdom, and listen not only to words but to what is unsaid tone, body language, emotional nuance. Coaching presence: how are we beingwith our clients? As coaches, we know from experience that presence is the cornerstone of transformational coaching. Tools and models can be valuable, but it is the coachs quality of being in the coaching relationship grounded, open and connected that often has the greatest impact. Our clients report feeling more seen, heard and empowered when we become fully present. The coachs presence, authenticity and capacity to attune help to co-create a container in which the client can access safety, connection and insight. Developing RM deepens this container. It encourages us to ask: How am I being with this client right now? It invites us to notice our habitual relational patterns and inquire into whether they serve us, being choiceful around how we show up with our client, witha relatedness that emerges from grounded awareness. Attending to how we are being as a coach determineshow we hold space, how we listen and how we respond.Doing so through RM practice allows us to embrace spontaneity, emergence, authenticity and vulnerability, fostering trust, deepening rapport and creating theconditions for insight to emerge organically. Enhancing coaching with RM We define RM-enhanced coaching (RMEC) as:anycoaching in which the coachs effectiveness, skill or presence has been enhanced through their practice of and familiaritywith RM(p173).1 We carried out informal qualitative research for our book with eleven experienced coaches who practise RM and/or ID, asking for feedback on their experience of RM and its impact on their coaching. Their responses highlighted a host of capacitiesand qualities they believed were being enhanced by RM: Becoming more fully present: themes included presence and being fully with the client, enhanced levels of awareness, different types of awareness (including somatic), slowing down, being rather than doing, and maturing beyond tools and techniques. Finding connection:themes included the relationalaspect of coaching, improved listening, opening, allowing and resonating, space for the client, creating safetyand reciprocity. Insights awareness of relational habits and choice:themes included making choices rather than reacting or acting habitually, awareness of thinking and less buying into it, having more choice over what we embody and aligning to values, being less clouded by our own habits and more able to see client habits, trusting experience/self/not knowing, and ease and self-acceptance. Insights new ways of thinking and perceiving:themes included openness toother perspectives, valuing others views, new perspectives, supporting insight, understanding and wisdom for clients, being with suffering and existential enquiry, and connection to a wider, collective intelligence. Our experience, and that of our interviewees, suggests that incorporating RM into coaches development can yield profound benefits for coach and client alike. Coaches report greater emotional resilience, more intuitive decision making and stronger connections with clients. Clients, in turn, describe feeling safer, more empowered and more deeply understood. The data we gathered also suggest that RM enhances coaches capacity to attend to the ethical and inclusiveaspects of coaching. It sharpens awareness of power dynamics, cultural assumptions and unconscious bias.When coaches are fully present, they are more likely to notice their own internal reactions and adjust with sensitivity and care, and to foster psychological safety, trust and authenticity. Bringing RM practice into coaching:levels of capacity Much of the RM work we have been pioneering so far has involved offering RM programmes to coaches. Most of the coaches we interviewed for our book reported using RM practice to help them develop their coaching capacities, including helping them prepare for sessions and embody mindful, compassionate presence in sessions. However, inevitably, there is a growing interest in how we as practitioners might bring RM practice directly into coaching sessions.Some coaches who have been trained in RM are already experimenting with how to do this, and we have plenty of ideas ourselves, which we share in the book. However, it is important that coaches do this safely. With this in mind, we proposefour levels of capacity at which a coach might operate when bringing mindfulness and compassion, including RM, into coaching relationships. Level one:basic competency, where the coach has some grasp of mindfulness and compassion that enhances their coaching competency. They may or may not have RM experience, but our interview data suggest that practising RM will help the enhancement process. Level two: the coach has embodied mindful and compassionate presence mindfulness and compassion have become a trait or set of traits for them. At this level,our research strongly suggests that practising RM helps coaches with this embodiment process and enables mindfulness and compassion to become their way of being in coaching relationships. Level three: the coach has not only embodied mindfulness and compassion but has undertaken some form of trainingso they can guide individual practices safely, sensitively and skilfully in coaching sessions. Here, RM practice can help the coach offer such guidance in an embodied and relational way. Level four: the coach has the competency to directly offer elements of mindful dialogue during coaching sessions(not as an RM teacher, which requires specific training). As we consider these levels and bringing RM into coaching,it is vital to emphasise the experiential nature of RM. As is the case with individual mindfulness, we need to engage inRM practice at an embodied level. Simply knowing about and even understanding the theory and skills of RM is not enough: we need toexperienceRM practice, to get a somatic, felt sense of what it is, and regular practice is key so thatRM becomes embodied. A rich and multifaceted field As we explore in our book, ID-based RM is just one of many jewels that can help us as coaches to become more relationally mindful and to better support our clients to be more aware, compassionate and wise in their relationships. Other approaches, models and techniques that are supportive of us becoming fully present and aware include somatic approaches5and Gestalt.6When it comes to relating and connecting, listening models,7compassion-focused coaching,8frameworks for building psychological safety,9attachment theory,10positivity resonance,11and nonviolent communication12come to mind, among others. To help us cultivate insight and wisdom in the relational sphere, we can draw on the gifts of parts work such as internal family systems,13Theory U,14and vertical adult development,15to name a few. There are many more jewels, and readers will have their own experiences and training that can help underpin and deepen their capacity for RM. Relational mindfulness (RM) invites coaches to bring their full selves to the coaching relationship attentive, embodied, open. It reframes coaching as not merely a skill set but as a way of being. Through RM practice such as mindful dialogue, coaches deepen their impact and invite clients into more authentic exploration. We hold no illusions that RM alone can change the world, but we do believe and have seen that RM can make a positive difference, helping us, in the words of Margaret Wheatley, tocreate islands of sanity places of possibilityand refuge where the human spirit can thrive.16 In a world that prizes speed, productivity and certainty,RM is a quiet revolution. It reminds us that the most powerful coaching often arises from how fully we are present, not from what we do but from how we are our being. To find out about Relational Mindfulness for Coaches programmes, visitwww.relationalmindfulness.net For further reading please seeRelational Mindfulnessfor Coaches: Enhancing Presence, Awareness, Wisdom, Compassion and Courageous Collaboration by Emma Donaldson-Feilder andLiz Hall, Routledge, 2025. References 1Donaldson-Feilder E, Hall L. Relational mindfulness for coaches: enhancing presence, awareness, compassion and courageous collaboration. Abingdon: Routledge, 2025. 2Passmore J, Tee D, Rutschmann R. Getting better all the time: using professional human coach competencies to evaluate the quality of AI coaching agent performance. Coaching: An International Journal of Theory, Research and Practice 2025: 117. 3Mindfulness Initiative. Mindfulness: developing agency in urgent times. London: Mindfulness Initiative; 2020. 4Kramer G. Insight dialogue: the interpersonal path to freedom. Boulder, CO: Shambhala; 2007. 5Aquilina E. Embodying authenticity: a somatic path to transforming self, team and organisation. Edinburgh: Live It Publishing Ltd; 2016. 6Bluckert P. Gestalt coaching: righthere, right now. London: Open University Press; 2015. 7Laurence P. Learning to listen. Minnesota: Centre for Coaching in Organisations; 2020. 8Boyatzis R, Smith ML, Van Oosten E. Helping people change: coaching with compassion for lifelong learning and growth. Cambridge,MA: Harvard Business Press; 2019. 9Edmondson A. The fearless organisation. London: John Wiley & Sons; 2018. 10Bowlby J. Attachment and loss. London: Hogarth; 1969. 11Fredrickson B. Love 2.0. NY: Hudson Street Press; 2013. 12Rosenberg MS. Nonviolent communication: a language of life (3rd ed.). Chicago, IL: PuddleDancer Press; 2015. 13Schwartz R. No bad parts: healing trauma and restoring wholeness with the internal family systems model. London: Random House; 2021. 14Scharmer O. The essentials of Theory U: core principles and applications. Oakland, CA: Berrett-Koehler Publishers; 2018. 15Kegan R. The evolving self: problem and process in human development. Cambridge, MA: Harvard University Press; 1982. 16Wheatley M. Restoring sanity: practices to awaken generosity, creativity and kindness in ourselves and our organisations. Oakland, CA: Berrett-Koehler Publishers; 2024. Supervision section Supervision digest Ioannes Alexiadesoffers a reflective account of becoming a supervisor. Ioannes Alexiades is an integrative dual practising coach-therapist who also works as a clinical supervisor, facilitator and lecturer in an academic setting at two London-based universities. Ioannes is an Executive member of the Coaching division and current Chair of the Supervision Special Interest Group (SIG). If you would like to join the Supervision SIG, please contact Ioannes atHYPERLINK "mailto:info@mindhauscounselling.com"info@mindhauscounselling.com The Supervision Special Interest Group (SIG) was launched by Œs Coaching division Executive in 2020. The Supervision SIG aims to promote therole of supervision by: Increasing visibility for dual coach-therapist practitioner supervisorswithin Supporting the creation of a dual practitioner register of supervisorsin online directories to ensurethat our members have access to experienced supervisors who integrate therapy and coaching Promoting the role of supervision and creating a network of dual practising supervisors within Hosting regular meetings as a meansof demonstrating best practice in supervision and raising awarenessof the challenges faced by dualpractising supervisors. The Supervision SIG meets every two months, and our membership comprises experienced dual practitioners who seek to expand our understanding of supervision theory and practice. We also regularly invite accomplished authors and practitioners as guest speakers to join us, and share the latest developments in the field. Previous topics covered in this column have included the case for group supervision and working with difference. In this instalment, I have chosen to reflect on my own journey and identity as a supervisor. Delving into my identity as a supervisor feels like a timely endeavour, especially during a period when my fellow Executive Committee members of Œs Coaching division and I voted to identify as coach therapists. Although we acknowledge that each practitioner is free to select a title reflective of their own unique wayof working, it was felt that this term is inclusivefor use with all types of integrative practice andis representative rather than literal. Personally, identifying as a coach therapist resonateswith me and reflects my unique approach to supervision which encompasses both modesof working. The word supervision derives from theLatin prefixsuperwhich denotes greater size, extent or quality, and the wordvisionor abilityto view.1As such, it is reasonable to deducethat supervision implies having oversight overa process. In the context of therapeutic work, supervision serves four core functions: the acquisition and improvement of therapeutic skills and knowledge; quality control and accountability to the client and to the public; transmission ofthe culture of psychotherapy; and professional development and growth.2 In addition to these four core functions, Kadushin identifies three further elements for effective supervision: educative, supportive and managerial.3This is broadly consistent with the model put forward by Carroll, who identified seven tasks of supervision: relationship, teaching, counselling, monitoring, evaluation, consultation and administration.4Irrespective of any variation in the functions or tasks of the supervision process as outlined by these authors, I believe that having an understanding of these aspects has been fundamental to my own development and identity as a supervisor. For these purposes, I draw on Gibbs Reflective Cycle5to explore descriptions, feelings, evaluation, analysis, conclusion and any action plans required. Learning to dance Personally, the experience of becoming a supervisor has been akin to learning to dance.At first, you find yourself dancing either with another individual or in a group setting. Thepace is very much dependent on the rhythm of the music and you find yourself being moved in different directions. Fine-tuning your footwork requires plenty of practice to ensure that you acquire the necessary skills to be a competent and confident dancer. From time to time, however, the musicstarts to take on a different tempo, and you need to be agile enough to keep up with the pace. Before long, you find your feet again and beginto figure out what steps best suit each dance.As you navigate different settings, numbers of participants and styles of music, you discover which footwork works best in different situations, allowing you to move in the required direction without losing your footing. The analogy of learning to dance is the best way I can describe my journey of becoming a supervisor. Furthermore, I feel that my identityas a supervisor is not static, but always evolving.I embrace every new learning that derives from my sessions, and I endeavour to incorporate these into my way of working. With regards to the feelings and thoughts derived from this process,it has taken me time to feel confident enoughto deal with every eventuality. I have learnt that this process takes time, and I have becomemore accustomed to dealing with different situations some of which have beenemotionally demanding. Internal supervisor, external supervision More specifically, when I first started out, there were times where I was unable to maintain professional boundaries, such as timekeeping in group settings. Additionally, there were occasions when I felt frustrated by comments or behaviours that were unhelpful and undermined my abilityto facilitate the group dynamic. As a result,I have learnt to make use of my internal supervisor,6which has allowed me to remain calm and composed. This ability has enabled me to address issues more confidently andto continuously reflect on my thoughts,feelings and actions after each session asa means of distilling wisdom from the processof supervising. When evaluating the experience of becominga supervisor, Ive realised that the process requires a great deal of patience, commitment and the ability to continuously think outsidethe box. Even though some sessions feel more testing than others, I have learnt to sit with my feelings and reflect on what can be improved after each session. This requires the ability to ascertain what went well and what didnt, and what is required to better understand the situation and make sense of it. At times, I have used additional training and continuing professional development (CPD) to become better informed particularly when dealing with a subject that I may not have encountered previously, or when working with supervisees with special needs, for instance. Furthermore, the ability to further evaluate individual sessions has enabled me to be more flexible by continuously making the necessary adjustments and changes that I feel are required to my work. Equally, regularly referring to ŒsEthical Framework7allows me to apply and maintain ethical values and principles in my work. I also continue to draw on external supervision for support throughout my work. Theres never a dull moment in supervision, and I very much enjoy the variety of topics that my supervisees present in our sessions. Moreover, I am always mindful of working with difference, and I endeavour to create an inclusive space where everyone feels welcome and ableto be themselves. To achieve this, I encourage everyone to contribute and to be supportiveof one another. I also seek feedback at regular intervals to ensure that I understand what support may be required and how to provide this. Theory into practice In summary, I believe my experience of becominga supervisor has enabled me to adequately satisfy all four functions proposed by Grant and Schofield,2as well as the functions and tasks outlined by Kadushin3and Carroll,4as mentioned earlier. Moreover, my involvement in supervision has been a journey of self-discovery, and this has enriched my thinking and way of working. Finally, my theoretical training has provided me with useful theories and frameworks to structure the work.This training has included Carrolls Model of Supervision,4the Seven-Eyed Model8and the Cyclical Model.9 The learning derived from my training, coupled with my experience to date, has contributed tome gaining a more tangible sense of depth to my work. Furthermore, providing supervision in both individual and group settings has allowed me to gain invaluable insight from supervisees andpeers. These insights inform my practice and help identify areas for further personal and professional development. I look forward to the continuously evolving journey of being an integrative dual practising supervisor as I move between both modes of working. It is a journey akin to that everlasting dance one that always keeps us on our toes, but which is instrumental in helping us stay agile enough to move with the rhythm and with the times. References 1Simpson JA, Weiner ESC. The Oxford English dictionary. Oxford University Press; 1989. 2Grant J, Schofield M. Career-long supervision: patterns and perspectives. Counselling & Psychotherapy Research. Sage; 2007: 3. 3Kadushin A. Supervision in social work. CO: Columbia University Press; 1985. 4Carroll M. Counselling supervision: theory, skills and practice. London: Cassell; 1996. 5Gibbs G. Learning by doing: a guide to teaching and learning methods. London: Further Education Unit; 1988. 6Casement P. On learning from the patient. London: Routledge; 1985. 7British Association for Counselling and Psychotherapy. Ethical framework for the counselling professions.; 2018. [Online.] https://tinyurl.com/5n6z9u2b (accessed 31 July 2025). 8Hawkins P, Shohet R. Supervision in the helping professions. Oxford: Open University Press; 2000. 9Page S, Wosket V. Supervising the counsellor: a cyclical model. Abingdon: Brunner-Routledge; 2003. Team coaching section: The spacesin betweencoaching the web, not just the team Todays complex world calls for an evolution in how we approach team coaching.Catherine Carr, Peter HawkinsandNaysan Firoozmandoutline a new era of systemic team of teams coaching one that looks beyond a single team to the web that connects us all. Dr Catherine Carris a thought leader in systemic team coaching and organisational transformation, specialising in multi-team systems and cross-boundary collaboration. An associate of Renewal Associates, she leads Renewals key training programmes. She is also a registered psychotherapist,master corporate executive coach, supervisor and faculty memberat Royal Roads University. Professor Peter Hawkinsis a global thought leader in systemic leadership, systemic team coaching and organisational transformation. He is co-founder of Renewal Associates and Emeritus Professorat Henley Business School. A prolificauthor, his work has shaped leadership and coaching practices across sectors worldwide. Naysan Firoozmandis Chief Operations Officer of RenewalAssociates, a chartered psychologist,and a leading practitioner in systemic leadership, team coaching and transformation. He partners with executive teams, boards and networks to drive culture change and systemic coherence. Naysan has helped shape systemic team coaching globally. In todays world, no single team can succeed alone. The magic happens in the spaces between teams.1 We are living through a time of rapid and interconnected change. Ecological and climate crises, growing economic inequality, technological disruption, geopolitical uncertainty and social transformation are no longer separate issues they are interwoven, complex realities.2Organisations can no longer thrive by managing individual teams in isolation. The new imperative is to coach the web of interconnections that shape value, culture and purpose. Systemic team of teams coaching (STOTC) is our response to todays complexity. While traditional team coaching still matters, its no longer enough. Teams must act as dynamic nodes in a living network partnering across boundariesand aligning with their wider ecosystem. STOTC is not justa method, but a fundamental shift in how we think, perceive,act and lead. The evolution of team coaching Renewal Associates and its predecessor, Bath Consultancy Group, both led by Peter Hawkins, have been practising, researching and writing about systemic team coaching forover thirty-five years.3,4Carr and Peters extended this foundation with doctoral research and publications that helped review the field and introduce a practical coaching process framework.5-10 While organisational development was expanding, most team coaching still involved one team or a group of separate teams within an organisation. Most team coaching in practice was team building or single workshop development events.In team coaching, there was so much happening in the room that team coaches had ample dynamics and goals to workwith without complicating it by going bigger. Team coaches interfaced with a critical, usually senior, team and, indeed, could catalyse change. Fast forward to today, and most team coaching still focuses on one team at a time. This remains vital especially for senior teams but its no longer enough. Focusing only inward is a trap for both leaders and coaches. Its bounded, familiar, easier, and for newer coaches, it might already be a daunting task.But real transformation requires looking outward towards the wider aspects of the ecosystem. Why systemic team of teams coaching? The world doesnt suffer from a lack of effort or intelligence. What it lacks is coherence and collaboration. Siloed strategies, fragmented leadership and reactive mindsets no longermeet the moment. Inspired by pioneers like General Stanley McChrystal11and Chris Fussell,12 who reimagined military operations by shifting from command-and-control to their Team of Teams model, we see a similar need across all sectors, including healthcare, finance, technology, education and government. To meet this complexity, organisations require more than better communication or leadership development. They needa shared purpose, co-ordinated collaboration and co-creation that connects distributed intelligence and partnership working across boundaries; not just within teams, but across them.Our new book:Team of Teams Coaching: Using a Teaming Approach to Increase Business Impact,1introduces STOTCas a strategic roadmap to enable inter-team alignmentand coherence, collective value creation and systemic organisational transformation. The shift: from nodes to webs In 2024, as research for our book,1we surveyed and selectively interviewed seventy-six global organisations that had experienced STOTC or at least systemic team coaching. We saw an emerging pattern: in larger organisations, leaders and coaching buyers now seek a more sophisticated value proposition. They want team coaches to lay out a strategic roadmap from the start. They ask: What now? What next? How does this align with our broader organisational priorities and purpose? Coaches may begin with one team (ideally the top team) but are quickly asked how learning will cascade down, across and outward. Success now hinges not just on how individual teams (the nodes) perform, but on how effectively they collaborate across boundaries (the edges). This is often where traditional models break down: decisions stall, trust erodes. This is where STOTC excels. The core of the systemic team of teams approach: coaching the connections We define STOTC asan organisation and ecosystem-wide intervention designed to foster effective collaboration and synergy among multiple teams by focusing on partnering vertically, horizontally and transversally, as well as beyond organisational boundaries.1 This means we start with the purpose, not with the team. We ask: What is the organisation called to do by the wider ecosystem? What can only be achieved by aligning across teams and stakeholders? In this way, team coaching becomes a strategic, systemic and future-oriented act. Done well, this approach transforms the fabric and impact of an organisation. Teams begin to map their interconnections and interdependencies. Leaders engage not just as sponsors but as partners. Culture becomes who you are, not something you declare. The five disciplines for organisational transformation We have updated Hawkins Five Disciplines of High Value Creating Teams3to support STOTC. These five core disciplines underpin systemic transformation. These are not linear steps, but interrelated, mutually reinforcing capacities: Purposing and repurposing Purpose isnt a static boardroom statement its a living response to the worlds evolving needs. It answers: Who do we serve? What unique value do we offer? What is being called from the future? Clarifying: from vision to strategy Purpose must be made actionable. Clarifying aligns teamson priorities, goals, structures and outcomes turning vision into strategy. Co-creating the internal network Culture emerges in daily interactions. Co-creation fosters trust, cohesion and shared responsibility. It replaces siloed thinking and defensiveness with momentum and engagement. Connecting with the ecosystem Organisations thrive through their relationships with stakeholders, communities and the environment. These arenot externalities but drivers of performance. STOTC brings them to the centre. Core learning and leading Core learning is central to transformation, linking all disciplines and expanding collective capacity. It challenges assumptions, shifts mindsets and deepens presence. Leaders move from command to curiosity, becoming system connectors notby pushing harder, but through synergy, partnership and purposeful collaboration. Two journeys: incremental and transformational Organisations approach STOTC from different starting points. Some take a gradual, iterative path what we call theincrementaljourney. Others make a bold, whole-system commitment from the outset thetransformationaljourney. The incremental journey A single team or smallcluster is coached. Insights are gathered, relationshipsare strengthened and the approach expands organically.It allows the organisation to adapt at its own pace. Over time, the ripple effects create alignment and energy for broader transformation. This allows gradual cultural change. The transformational journey Major shifts like a merger, leadership change or market disruption reveal that the old ways wont suffice. STOTC is introduced as an intentional redesign. Leaders shift from command to orchestration modelling new behaviours, enabling rapid learning and creating conditions for system-wide coherence. What drives or diminishes impact in STOTC? In our research, we asked a core question: What truly makes the biggest contribution to positive results from STOTC? Responses fell into clear patterns. What made the biggest difference? Senior leaders not only endorsed the process but actively engaged and modelled new behaviours Purpose-led inquiry helped teams ask, What can we uniquely do to serve our stakeholders? Diagnostics and live coaching grounded insights in real-world data and practice External coaches brought a wider perspectiveand credibility Fostering enough psychological safety and relational maturity to have real conversations and instil deep accountability. Our research showed that teams who experienced systemic team coaching and STOTC reported higher trust, stronger cross-functional collaboration and better decision making. Cultures shifted from defensive to generative; customer and employee satisfaction and engagement scores improved;and momentum built when teams saw their work contributing to a wider story, and the organisation making a greater impact in the world. What diminished outcomes? Lack of understanding of systemic team coachingor its value Misalignment between coaching focus, team goals,and business priorities Inconsistent follow-up and lack of accountability Insufficient trust or psychological safety Business-as-usual crowding out commitments. Our research partners and associates particularly lamented business-as-usual crowding out commitments. Its a challenge to secure time to do STOTC. Its even more of a challenge to protect it. We teach team coaches to be veryclear in contracting throughout to determine critical outcomes the team coaching must achieve at multiple stages, and the necessary time commitment this will require. The coach stays committed to outcomes even whenlife intervenes. The result is a high-value creating teamknown for cohesion, cultural transformation amid changeand measurable gains. STOTC is not magic. It requires commitment, a clear road map and systemic coherence. Without these, change stalls, momentum fades and silos reassert themselves. With them, transformation is not only possible, but inevitable. Systemic awareness: seeing, sensing and shifting Perhaps the most significant shift STOTC asks of us is in our awareness and mindset. Before systems thinking lies systemic awareness a broader, deeper capacity to sense patterns, dynamics, tensions and interdependencies as they emerge in real time. To lead and systemic team coach effectively at this level,we must develop our vertical capacity what developmental theorists call our stage of adult development or meaning-making the ability to operate beyond the prevailing mindset of the organisation.13-15This growth enables us to perceive complexity more clearly, engage with ambiguity more skilfully and support transformation more sustainably. Systemic team coaches: Sense the system in the room without being absorbed by it Notice whats disconnected or being re-enacted unconsciously Engage with the wider field not only clients but their stakeholders, histories and ecologies See what is happening now in its historical context, while also imagining what is possible and what must emerge. This is a developmental practice, not a technique. Through the disciplines of regular supervision, peer dialogue and personal reflection over time, STOTC practitioners develop an inner capacity to navigate outer complexities. They become instruments of coherence and connection. The call for integrated development professionals The world doesnt need more isolated experts. It needs integrators people who can move fluidly between roles,hold multiple perspectives and cultivate relational intelligence across human and ecological systems. STOTC calls for a new integrated profession: not justcoaches or consultants, but practitioners who can: Co-create deep transformation Facilitate cross-boundary learning Engage whole systems Bring the voice of the stakeholder and ecosystem into the room. In his recent book,Beauty in Leadership and Coaching, Hawkins outlines seven tenets of systemic coaching principles to live by, not just apply.16This third way goes beyond traditional coaching or consulting, integrating co-inquiry, co-design and embodied change. It includes: Co-creating the coaching partnership Engaging the full stakeholder system Bringing stakeholder voices into the room Attending to the wider ecology from the start Working at the learning edge Coaching relationships, not just problems Fostering embodied, sustainable change. These principles are not simply add-ons; they are core to practising systemic coaching that truly addresses todays complex, interconnected world. If not us, who? If not now, when?If not working together, then how? We are no longer in an era of incremental improvement. The challenges of our time demand transformation. STOTC is nota technique, but an approach that invites us to see what needs to emerge; listen to the spaces in between, and coach not just individuals or teams, but the living web that connects us all. The future wont wait for us to get comfortable. The shiftto systemic team of teams coaching is already underway. Coaching that focuses only on individuals or single teams isno longer fit for purpose. Our complex world demands more systemic connection, courage and engagement. The work ahead is collective and the moment to act is now. Case Study (Adapted fromTeam of Teams Coaching: Using a Teaming Approach to Increase Business Impact1) Peel Police: Building a team coaching culture In 2020, amid the COVID-19 pandemic, racial justice protests and rising public distrust, Peel Regional Police,a police force in the Canadian province of Ontario, faceda pivotal moment. Under the leadership of Chief Nishan (Nish) Duraiappah, they committed to reimagining policing through cultural renewal and strongercommunity connection. Chief Nish recognised that meaningful change required transformation. He partnered with an external team coach to introduce systemic team coaching.Starting with the executive team, the effort quickly grew. We werent planning to start with team coaching, Chief Nish said, but true effectiveness comes when your whole team embodies that systemic mindset. Over five years, coaching took root across the service. Key outcomes included: An emerging leaders programme Expanded executive coaching Women-in-policing initiatives A leadership development office to foster acoaching culture An internal coaching service. A defining moment came when officers used forceon a distressed young man with autism. Though clearedof wrongdoing, Peel Police chose reflection over defence, asking: What could we do differently? Their response included: Community engagement:The young man's father shared his story with officers Collaborative learning:An autism collaborative was co-created with families and advocates Systemic integration:A flag-and-response protocol was implemented for autism-related calls. This approach became embedded practice and earned national recognition, including the Community Safety and Wellbeing Award. The real success? A culture that prioritised learning, trust and systemic accountability. As Chief Nish reflected: It was simple consistent, persistent messaging and modeling across all teams, and belief in our five-year vision to be the most progressive, innovative and inclusive police force in the galaxy! This article is based on the recently published book,Team of Teams Coaching: Using a teaming approachto increase business impact,1by Peter Hawkins and Catherine Carr, published by Kogan Page. References 1Hawkins P, Carr C. Team of teams coaching: using a teaming approachto increase business impact. London: Kogan Page; 2025. 2Whybrow A, Turner E, McClean J, Hawkins P. Ecological and climate-conscious coaching: a companionguide to evolving coaching practice. London: Routledge; 2022. 3Hawkins P. Leadership team coaching: developing collective transformational leadership (4th ed). London:Kogan Page; 2021. 4Hawkins P, Turner E. Systemic coaching: delivering values beyond the individual. London: Routledge; 2020. 5Carr C, Peters J. The experience and impact of team coaching: a dual case study [Doctoral dissertation]. Middlesex University; 2012. 6Carr C, Peters J. The experience and impact of team coaching: a dual case study. International Journal Coaching Psychol Review. 2013; 8(1): 8098. 7Carr C, Peters J. High performance team coaching: Victoria, BC, Canada: Friesen Press; 2014. 8Hawkins P, Carr C, Peters J. Coaching the co-creating within the team: two case studies from Canada. In: Hawkins P (ed.). Leadership team coaching in practice. Philadelphia, PA: Kogan Press; 2022. 9Peters J, Carr C. 50 terrific tips forteams: proven strategies for buildinghigh performing teams. Victoria, BC, Canada: Friesen Press; 2013. 10Peters J, Carr C. High performance team coaching: a comprehensive system for leaders and coaches. Calgary, AB: InnerActive Leadership Associates; 2013. 11McChrystal S, Collins T, Silverman D, Fussell C. Team of teams: new rules of engagement for a complex world.New York: Portfolio Penguin; 2015. 12Fussell C. One mission: how leaders build a team of teams. London:Macmillan; 2017. 13Kegan R. In over our heads: the mental demands of modern life. Cambridge,MA: Harvard University Press; 1994. 14Torbert WR. Action inquiry: the secretof timely and transforming leadership.San Francisco, CA: Berrett-Koehler Publishers; 2004. 15Garvey Berger J. Changing on thejob: developing leaders for a complex world. Stanford, CA: Stanford University Press; 2012. 16Hawkins P. Beauty in leadership and coaching: and its role in transforming human consciousness. London: Routledge; 2025 (pp5761). Social impact section Coaching in context In this issue,Tracey Hartshornlooks at the impact of the cost-of-living crisis on therapeutic coaching practice. Tracey Hartshornis a psychotherapist, executivecoach, interpersonal mediator,clinical supervisor and management accountant. She enjoyed a thirty-year career in the public and not-for-profit sectors before leaving to start her private practice as a therapeutic coach and supervisor. Tracey is the creatorof The Blended Approach, a unique mentoring system for practitioners building an integrated coaching and therapeutic practice. She joined the Coaching Executive in early 2025. Website: HYPERLINK "http://www.traceyhartshorn.co.uk"www.traceyhartshorn.co.uk My introductory article in the July issue ofCoaching Todayshowed the cost-of-living crisis to be the most immediate challenge for those living with mental health issues in the UK.1Thinking about this issue from the perspective of my work as a coach therapist raised a number of questions and ethical dilemmas for me. In my own practice, the impact of increased costs is multifaceted. There is the impact on me personally, as household bills rise and inflation bites, both of which seek to reduce my standard of living and in turn, how much I need to earn to maintain this. Professionally, its potentially more expensive to be a dual-qualified practitioner, with the need to belong to more than one membership body, different accreditation processes and additional supervision. Alongside this, an increase in all my costs prompts the ethical dilemma of how much of this I pass on to my clients and whether that might price some people out of my services. There is also the impact on our clients.Are our services affordable? Is their financial situation stable or precarious? Are they opting for shorter-term work, greater self-help or are they lured by the temptation of a quick fix,which is readily marketed via the many social media channels? Additionally, our values, political and social beliefs, and our respective history and experiences of wealth or poverty, shape aspects such as our attitude to money and its impact on our health and wellbeing. Is there a resonanceor a conflict that might present itself in the therapeutic coaching space? I was struck by how overwhelmed I feltwhen I considered the impact of these factorson me, my clients and therefore the relationship we create. How many of us feel that sense of overwhelm when we think about money and whether we have enough to meet our needs? With all those possible discussion points,I was drawn to the ethical dilemma of needs and wants; specifically, the challenge of the clients needs and wants in contrast with those of the coach therapist. Needs and wants By conscious choice and unconscious disclosure, clients share their financial situation with us. Comments such as Everything is so expensive these days or Ive had to cut down, could imply some financial challenge. We may also have clients who go on extended holidays or drive expensive cars, which may lead us to believe they are financially comfortable. Without clients explicitly telling us, all of these views are extrapolated from a partial perspective: they are assumptions based on our own experience and views about what poverty and wealth look and feel like. I also wonder how often coach therapists reveal or disclose aspects of their own financial situation. An increase in prices, coupled with a mitigating statement about increasing business costs. The clothes we wear, the car we drive,the number of holidays we take. Many of these factors are visible to our clients, who may make similar assumptions about our financial standing and how we might be impacted by the cost of living. Ive certainly had many an internal Me too moment when a client has commented about recent price increases, and this does form partof my decision making process for mycharging strategy. Its also worth noting the difference in charging practices within the two professions and how this is impacted by societal expectations. I can only comment from the perspective of services in the UK where psychotherapy and counselling are often viewed as essential support for those with mentalhealth challenges. While demand often outstrips supply, the NHS in the UK does provide free counselling, which can be accessed directlyor by a GP referral. There are also a wide range of organisations in the third sector who provide reduced fee or free counselling services, someof which attract NHS funding. I could find little information and no statistics on NHS or government-funded coaching, or integrated therapy and coaching provision for patientsand the public. Access and inclusion Is an integrated model of therapy and coaching therefore only accessible to those who can afford to pay privately? If we consider this to be true fora moment, how does this sit with our own values and ethics? As practitioners, how do we feel about pricing our services at rates that restrict access to those who would benefit but cannot afford to pay? Its helpful to also consider the demographics on poverty or low income when thinking about who is impacted adversely by cost-of-living increases. If we restrict access to services based on the ability to pay, who are we excluding? There are multiple data sources for this information,2-4which, in general, support the view that those in poverty are more likely to be: People living with a disability Children Lone parents (mostly women) Ethnic minority groups (specifically thoseof Pakistani and Bangladeshi origin) Households where wage earners are in low-wage jobs or insecure employment Private renters Young adults aged eighteen to twenty-four. I wonder how many of us would explicitly exclude individuals from these groups from our services. I would hazard a guess that very few,if any, of us would do so. We might however implicitly preclude individuals from these groups from accessing our services as a result of our charging practices. For many practitioners, the decision about what to charge is based on our own needs and wants. How much do we need to earn to paythe bills? What other demands do we have on our income? Are there limitations on the number of clients we can see or the time availablefor paid work? What lifestyle do we aspireto for ourselves? We balance our needs and wants withthose of others on a daily basis. When we think about financial scarcity, we will be doing the same with our work. How then can we respond to the challenge of the cost-of-living crisis in a way that is balanced and shows consideration for the needs and wants of ourselves, alongside those who wishto be supported by us? This is where a mixed market of provision can offer creative solutions. Creative solutions My research for this article showed variations in private practice. I found coach therapists who offered scalable price structures based on the clients ability to pay. Others offered pay-it-forward pricing that enabled those with sufficient disposable income to fund the sessions for aclient who is less able to afford to pay the full price. A number of coach therapists in private practice offered a limited number of concessionary places, dependent on the number of full fee-paying clients. There also appears to be interest in the establishment of social enterprises or community interest companies (CICs), where fully funded services sit alongside free or reduced rate services to offer a social benefit for a specific social group or geographic area, for example. Many coach therapists in independent practice have built portfolio careers, involving a blend of work, which might include paid work such as corporate contracts, private individual sessions, employed roles and associate work, alongside volunteering for charities and reduced rate workshops for groups, for example. From my own experience, I know a numberof coach therapists who combine their private practice with a paid role in a completely different area or work sector. This offers them a way of guaranteeing a baseline income by diversifying, which in turn enables the practitioner to bemore flexible about their charging. Counter to this, I also see coach therapists charging more for their independent work,which then enables them to volunteer other services and offer social value in a different way. Additionally, there are those who charge higher fees and explicitly market their services to those who might be termed high net worth clients. There is clarity in this, which says:my services arent for everyone. What about us? We might also consider our own needs and wants as having primacy over the needs and wants of our clients. This may be because we belong to one of those demographic groups noted above, andare experiencing financial hardship ourselves.It could also be that our outgoings are highand this is hard to change due to constraints on where we live or family demands, for example. It may also be our choice to live at ahigher level of income. We all have different expectations about our lifestyle and are freeto choose to live a lifestyle that may be outof reach for certain clients. It could be argued that, by achieving financial stability, we offer hope to those who aspire to achieve the same: that to work with those who are struggling financially does not require us to join them in their struggle, but to show empathy and understanding. I wonder ifCarl Rogers as if concept can also apply here?5Tudor and Worrall explore thisfurther, adding that it offers practitionersthe opportunity to show therapeutic attunement and professional detachment.6 The freedom to choose not to work is an important aspect of self-care for coach therapists. Holidays, an evening out, or a day off, are important ways to recharge from the work we do. Self-care is a regular topic raised with my supervisees and part of the essential process of restoration. I can hear those who say that time in nature costs nothing andcan be equally restorative. This may be true, and it may also be true that some people need different self-care practices to replenish their energy, which might not be so freely available.I am always mindful of coach therapists who have health issues or disabilities and need regular physical and psychological therapiesin order to recharge and work safely. Accessing this support can be costly and needs to be viewed as an essential cost of business. It is not unreasonable to pass this cost on to our clients, who in turn benefit from a healthy, energised and balanced practitioner. Values and experiences I want to conclude with some further thoughts about how our needs and wants might be shaped by our early experiences regarding money. Bourdieus theory ofcultural capitaldescribes how our family upbringing shapes our attitudes, habits and opportunities related not just to money but also to social mobility.7Do we have a view about aspiration orknowing our placebased on our family values? In addition, Furnham and Argyle explorethe impact of our early life messages, not just on how we view ourselves, but also how we view others.8It could be argued that critical judgments about the wealthy or poor have their roots in childhood and are embeddedby societal expectations. These sit in the background as forms of unconscious bias, and it is important to bring these into our awareness and challengethem. This helps to maintain our ability to demonstrate unconditional positive regardand empathy for all those we work with. How much we choose to work with the unconscious bias of our clients regarding money also requires consideration of the client work itself. If we choose to step into this space and face the challenges posed, we would do well to show care. A contentious subject requiresa gentle, respectful and openly curious approach. Too firm a challenge or agreement, and it may be that our own bias is presenting itself in the space. Conversely, avoiding the subject altogether leaves a potentially valuable aspect of the work unexplored. One thing is certain: the cost-of-living crisis isnt going away soon, and its an issue we cant ignore. References 1Hartshorn T. Coaching in context.Coaching Today 2025: July; 14-15. 2New Policy Institute. Disability and Poverty. New Policy Institute 2025 [Online.] https://tinyurl.com/2rbktdf5 (accessed 9 August 2025). 3Cribb J, Wernham T, Xu X. Institute for Fiscal Studies. 4 July 2022. [Online.] https://tinyurl.com/nhfkkput (accessed 8 August 2025). 4Office for National Statistics. Census, 2021 [Online.] https://tinyurl.com/bdet6uua (accessed 8 September 2025). 5Rogers C. On becoming a person: a therapists view of psychotherapy. Boston, MA: Houghton Mifflin; 1995. 6Tudor K, Worrall M. Person-centred therapy: a clinical philosophy. Abingdon: Routledge; 2006. 7Bourdieu P. The forms of capital. In: Richardson J. (ed.) Handbook of theory and research for the sociology of education. London: Greenwood; 1986. 8Furnham A, Argyle M. The psychology of money. Abingdon: Routledge; 1998. Research section: Research digest Our new research columnistTijana Urosevicexamines the evidence for the efficacy of preventative coaching as a form of health management for leaders. Tijana Urosevic is an applied neuroscientist, dual-qualified integrative psychotherapist and executivecoach, and a neurodiversity specialist. With a fifteen-year background in investmentbanking, Tijana brings a rare combinationof business acumen and therapeutic insight. Her work is uniquely positioned at the intersection of leadership, psychology and performance, offeringan integrated and innovative approach that blends neuroscience, therapyand coaching. Ageing may be inevitable, but cognitive and physical decline are not. Inthe high-stakes world of executive leadership, where relentless pressure, long hours and constant demands are the norm, even the most talented leaders face a silent threat the gradual erosion of their cognitive edge and physical vitality. The modern executives reality, characterised by sleep deprivation, chronicstress and sedentary work habits, creates a perfect storm for burnout, accelerated ageingand diminished performance. Yet there is hope. A new paradigm of preventative coaching is emerging, one that moves beyond traditional performance metricsto address the root causes of executive decline,by combining cutting-edge neuroscience with evidence-based health strategies. This article explores how preventative coaching serves as both shield and catalyst for todays executives. The executive health crisis:burnout and cognitive decline Executives today often operate under relentless pressure, with persistent long hours, high-stakes decision making and constant availability, creating fertile ground for burnout. National data from the UK underscore the severity of this issue: According to Mental Health UKsBurnout Report 2025, nine in ten adults reported experiencing high or extreme levels of stressin the past year, with thirty-four per cent feeling this way always or often.1 Leading causes included heavy workload (fifty-three per cent), long hours (forty-six per cent), lack of recognition (thirty per cent) and unrealistic expectations (thirty-four per cent).2 In OC Tanners 2025Global Culture Report,seventy-four per cent of UK workers reported significant levelsof burnout, with forty-two per cent likely meeting criteria for depression and thirty-nine per cent for anxiety.3 These statistics speak to a growing epidemic. Within executive populations, burnout is often masked by high functioning, but the consequences are profound. Leaders who operate in perpetual overdrive, without space for recovery, face heightened risks of cardiovascular disease, cognitive decline and emotional dysregulation. These patterns reveal that executive decline is rarely sudden, it is often a slow erosion resulting from years of unhealthy behaviours. Preventative coaching offers a way to interrupt this trajectory. From high performance tocognitive fitness Traditional coaching often centres around performance: leadership outcomes and goal execution. Preventative coaching shifts the emphasis from high performance at all coststo sustainable cognitive fitness. Cognitive fitness refers to the brains abilityto learn, adapt, make decisions and regulate emotions under pressure. Just as physicalfitness strengthens the body, mental fitness strengthens focus and decision making. This includes executive functions such as working memory, attentional control, planning and cognitive flexibility.4 Research has established that chronicstress, poor sleep and systemic inflammation accelerate cognitive decline.5However, it is also well-documented that neuroplasticity the brains ability to form new connections continues well into later life. Lifestyle factors, including physical activity, enriched environments, mindfulness and high-quality sleep, all promote neurogenesis and cognitive agility.6 In practice, coaching to enhance cognitivefitness might also involve: Introducing cognitive warm-ups(eg., reflective journaling, paced breathingor progressive muscle relaxation) before high-stakes meetings Exploring digital overload and structuring mental rest periods Incorporating emotional regulation strategies to lower stress levels and help the nervous system relax. Practical pillars of cognitiveand executive longevity Leading neuroscientists, gerontologists and behavioural medicine experts agree that long-term cognitive health and longevity are contingent on a handful of interrelated lifestyle factors. These pillarssleep, exercise, vascular health, social connection and sensory inputform the foundation of any robust preventative coaching model for high-performing professionals. Sleep: brain maintenance, not luxury Sleep is not merely a recovery mechanism; it is a vital neurophysiological process during which critical brain maintenance and regulatory functions occur. During slow-wave and REM sleep stages, the glymphatic system clears neurotoxins, including amyloid-beta, implicatedin Alzheimers disease.7Sleep also consolidates declarative and procedural memory, enhances emotional regulation and modulatessynaptic plasticity.8,9 Sleep deprivation has been linked to: Reduced prefrontal cortex activity, impairing decision making and impulse control10 Increased amygdala reactivity, heightening emotional volatility11 Elevated cortisol levels and increased inflammation.12 Executives, often operating under theillusion that sleep sacrifices are necessary for productivity, may benefit from re-educational coaching around sleep as a performance enhancer, not a hindrance. Exercise: for brain and body While the cardiovascular benefits of exerciseare well established, the cognitive implications are equally significant. Exercise modulates neuroplasticity by increasing levels ofbrain-derived neurotrophic factor (BDNF),a protein essential for the survival and growthof neurons.13Regular physical activity also increases hippocampal volume and improves white matter integrity, both associated with memory and executive function.14,15 Meta-analyses have demonstratedthat aerobic exercise leads to significant improvements in attention, processing speed and cognitive flexibility, particularly in middle-aged and older adults.16Innovative approaches such as high-intensity interval training (HIIT) and dual-task training (combining cognitiveand physical tasks) are being studied for their superior neurocognitive effects.17 Coaching can support the integrationof exercise through: Setting small, achievable goals formoving more throughout the day Identifying personal motivations forstaying active Reframing what it means to be productive,so physical activity is seen as part of success, not separate from it. Vascular health: a key to lifelongcognitive function Cognitive health is inextricably linked to cerebrovascular integrity. The brain consumes twenty per cent of the bodys oxygen supply despite comprising only two per cent of its mass, soany compromise in vascular function, due to hypertension or insulin resistance, places executive function at significant risk. Research indicates: Midlife hypertension doubles the risk of cognitive decline later in life18 Type two diabetes and metabolic syndrome accelerate hippocampal atrophy and white matter lesions19 Chronic microvascular damage impairs frontal-subcortical circuits, diminishing planning and inhibitory control.20 Preventative coaching should emphasise: Regular health screenings and trackingof key metrics (eg., blood pressure) Partnership with healthcare providersto monitor and manage vascular risks Nutritional and behavioural strategiesto maintain healthy endothelial function(the ability of the inner lining of blood vesselsto regulate blood flow, blood pressureand inflammation) such as eating foodsrich in nitric oxide, quitting smoking and reducing stress. Social connection: a workout for the brain Social interaction is a cognitively demanding task that recruits multiple brain networks simultaneously, language, empathy, memoryand decision making. Loneliness and perceived social isolation have been shown to increasethe risk of dementia by forty to sixty per cent, independentof other factors.21 Neuroimaging studies have revealed that: Strong social networks correlate withgreater grey matter volume in areasresponsible for social cognition and memory22 Social interaction promotes oxytocinrelease, which has anti-inflammatory and anxiolytic effects.23 For busy professionals, social engagement isoften the first element sacrificed in favour ofwork demands. Preventative coaching can challenge this tendency by: Reframing connection as a cognitive investment, not a leisure indulgence Encouraging structured, meaningful engagements (eg., peer networks,mentorship, intergenerational relationships) Exploring and working through emotional barriers that make closeness orconnection difficult. Sensory health: the hidden risk factor Uncorrected vision and hearing impairments place a significant cognitive burden on thebrain, increasing allostatic load the cumulative stress on the body and brain from chronic adaptation to stressors and often leadingto social withdrawal. Coaching interventions may include: Normalising routine auditory and visualhealth checks after age forty-five Addressing psychological resistance(eg., stigma or vanity) to assistivedevices such as hearing aids Collaborating with audiologistsand optometrists for timely referraland follow-up. Paying attention to sensory health naturally leads into strategies for managing internal stress and emotional regulation, which are equally criticalfor sustaining executive cognitive performance. The role of mindfulness andemotional regulation Effective executive function depends on the brains ability to manage emotional reactivity. Chronic activation of the hypothalamic-pituitary-adrenal (HPA) axis leads to elevated cortisoland potential damage to hippocampal neurons, impairing memory and focus.24Mindfulness practices have been shown to reduce cortisol levels, increase grey matter density in the prefrontal cortex and enhance emotional self-regulation.25,26 Preventative coaching can integrateevidence-based mindfulness exercises(such as breathwork, guided meditation and interoceptive awareness), into leadership routines. These are not only stress management tools but mechanisms for enhancing clarityand self-command under pressure. Themost potent interventions remain deceptively simple: adequate sleep, regular movement,social engagement, sensory health anddietary awareness. The future of executive coachingis preventative and integrative Sustainable leadership performance relieson more than ambition and effort. Todays executives face significant cognitive, emotional and physiological demands that can undermine long-term effectiveness if left unaddressed. Preventative coaching offers a structured, evidence-based approach to maintainingand enhancing cognitive fitness throughouta leaders career. By drawing on insights from neuroscience, psychology and health science, coaching can move beyond traditional skill development to address the full spectrum of executive wellbeing. This integrative approach not only supports professional growth but also strengthens decision making, resilience and executive presence, helping leaders to thrive both nowand in the long term. References 1Mental Health UK. Burnout report 2025. London: Mental Health UK; 2025. 2PPL PRS Poll. Burnout in the UK workforce: 2025 survey. London: PPL PRS; 2025. 3OC Tanner Institute. 2025 Global culture report. Salt Lake City: OC Tanner; 2025. 4Diamond A. Executive functions. Annual Review of Psychology 2013; 64: 135168. 5McEwen BS. Neurobiological andsystemic effects of chronic stress. Chronic Stress 2017; 1: 111. 6Voss MW, et al. Plasticity of brain networks in a randomized intervention trial of exercise training in older adults. Frontiers in Aging Neuroscience 2010; 2: 32. 7Xie L, et al. Sleep drives metabolite clearance from the adult brain. Science. 2013; 342(6156): 373377. 8Diekelmann S, Born J. The memory function of sleep. Nature Reviews Neuroscience 2010; 11(2): 114126. 9Walker MP. The role of sleep in cognition and emotion. Annals of the New York Academy of Sciences 2009; 1156: 168197. 10Yoo SS, et al. The human emotional brain without sleep a prefrontal amygdala disconnect. Current Biology 2007; 17(20): R877R878. 11Goldstein AN, Walker MP. The role of sleep in emotional brain function. Annual Review of Clinical Psychology 2014; 10: 679708. 12Irwin MR, et al. Sleep loss activates cellular inflammatory signaling. Biological Psychiatry 2006; 60(12): 13221330. 13Cotman CW, Berchtold NC. Exercise: a behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences 2002; 25(6): 295301. 14Erickson KI, et al. Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences of the United States of America 2011; 108(7): 30173022. 15Colcombe SJ, et al. Aerobic exercise training increases brain volume in aging humans. The Journals of Gerontology: Series A, Biological Sciences and Medical Sciences 2006; 61(11): 11661170. 16Smith PJ, et al. Aerobic exercise and neurocognitive performance: a meta-analytic review of randomized controlled trials. Psychosomatic Medicine 2010; 72(3): 239252. 17Herold F, et al. Functional and/or structural brain changes in response to resistance exercises and resistance training lead to cognitive improvementsa systematic review. European Review of Aging and Physical Activity 2019; 16: 10. 18Kivipelto M, et al. Midlife vascular risk factors and Alzheimers disease in later life: longitudinal, population-based study. British Medical Journal 2001; 322(7300): 14471451. 19Biessels GJ, et al. Risk of dementia in diabetes mellitus: a systematic review. The Lancet Neurology 2006; 5(1): 6474. 20Pantoni L. Cerebral small vessel disease: from pathogenesis and clinical characteristics to therapeutic challenges. The Lancet Neurology 2010; 9(7): 689701. 21Holt-Lunstad J, et al. Loneliness and social isolation as risk factors for mortality: a meta-analytic review. Perspectives on Psychological Science 2015; 10(2): 227237. 22Kanai R, et al. Online social network sizeis reflected in human brain structure. Proceedings of the Royal Society B: Biological Sciences 2012; 279(1732): 13271334. 23Neumann ID, Landgraf R. Balance ofbrain oxytocin and vasopressin: implications for anxiety, depression, and social behaviors. Trends in Neurosciences 2012; 35(11): 649659. 24Lupien SJ, et al. The effects of chronic stress on the human brain: from neurotoxicity, to vulnerability, to opportunity. Frontiers in Neuroendocrinology 2018; 49: 91105. 25Hlzel BK, et al. Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research 2011; 191(1): 3643. 26Tang YY, et al. The neuroscience of mindfulness meditation. Nature Reviews Neuroscience 2015; 16(4): 213226. Advertisements Advert One AoEC unlocking potential A journey of personal discovery and professional learning Practitioner Diploma in Executive Coaching Running throughout the year. Become a professional coach with our triple accredited programme, and develop your own coaching model as you deepen your expertise of coaching and coaching techniques. 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Courses delivered over Zoom platform Diplomas and Advanced Certificates Coaching, Psychological Coaching or Coaching Psychology: Advanced Certificate; Diploma Advanced Diploma in Coaching Accredited by Association for Coaching. Certificate courses 1. Coaching 16-22 October; 4-10 December 2. Stress Management and Performance Coaching Modular (six days) 3. Psychological Coaching 6-12 November; 7-13 May OR Coaching Psychology 6-12 November; 7-13 May Stress Management, Health and Wellbeing Coaching Modular (four days) Certificate in Positive Psychology Coaching (six days) Modular *** See below for courses and see website for details. Courses one to three are the taught work for our Advanced Diploma in Coaching Accredited by Association for Coaching; these courses also fulfil our Institute of Leadership and Management approved Coaching Development Programmes. See website for details. Two Day Primary Certificate Courses Stress Management 27-28 November; 27-28 January; 31 March to 1 April Health and Wellbeing Coaching 21-22 January; 16-17 July Performance Coaching 20-21 November; 15-16 January; 10-11 March Problem Focused Counselling, Coaching and Training 4-5 November; 19-20 May Assertion and Communication Skills Training 17-18 March *** Positive Psychology Coaching 30-31 October; 28-29 April *** Developing Psychological Resilience a Coaching Perspective 24-25 March *** Developmental and Transitions Coaching 5-6 March Coaching Supervision/Coaching Psychology Supervision 26-27 February Acceptance and Commitment Coaching 25-26 November; 4-5 June Relaxation Skills Training 18-19 November Coaching Psychology 16-17 December; 11-12 June (This is not a skills based course). All courses recognised by the International Society for Coaching Psychology. 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