CRITICAL PERSPECTIVES ON COACHING AND COACHING PSYCHOLOGY - BMEGT52S222

As a result of the course, students will be able to critically analyze coaching methods based on psychological trends. They will also be able to interpret the role and activities of coaches and coaching psychologists critically, taking cultural, social, philosophical and ethical aspects into account, in addition to professional aspects in the narrower sense. They develop critical thinking skills.

1. Know and understand the phenomena of critical thinking.
2. Familiar with the dominant discourses of coaching and coaching psychology.
3. Know and understand the relationship between critical thinking and self-reflection.
4. Familiar with the issues raised in today's critical discourses about coaching.

1. Able to interpret the role and activities of the coach and coaching psychologist critically, taking into account cultural, social and philosophical and ethical aspects.
2. Abel to think critically and perform critical literature analysis during the preparation of your thesis.
3. Able to effectively handle situations that can be interpreted in multiple ways.
4. Able to critically evaluate his own professional coaching practice.
5. Capable of self-reflection.

1. Approach their professional discourses with a pluralistic view.
2. Aware of the social role of their professional activity.
3. Recognize the impact of the cultural embeddedness of their way of thinking and are open to reducing potential biases.
4. They are also open to continuous self-improvement and self-reflection.

1. Expects and applies new knowledge.
2. Takes an active part in the process of acquiring knowledge.
3. Solve individual and group tasks responsibly and independently.
4. Collaborates with fellow students in group work.
5. Use a systemic approach in their thinking.

ectures, referrals, group discussion and group coaching.

• Kötelező irodalom: Órai kiadott anyagok. Briner, R. (2012). Does coaching work and does anyone really care? OP Matters. 16. Van Zyl, L. E., Stander, M. W., & Odendaal, A. (Eds.). (2016). Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts. Springer. Western, S. (2012). Coaching and mentoring: A critical text. Sage. Ajánlott irodalom: Armstrong, H. (2012). Coaching as dialogue: Creating spaces for (mis) understandings. International Journal of Evidence Based Coaching and Mentoring, 10(1), 33-47. Cushion, C., & Partington, M. (2014). A critical analysis of the conceptualisation of “coaching philoso-phy.” Sport, Education and Society, 21(6), 851–867. Bright, T. (2017). Coaching for high integrity organisational politics and networking. Jackson, P., & Cox, E. (2009). The philosophical influences that have shaped coaching. International Jour-nal of Coaching in Organizations, 7(1), 81-103. Kahneman, D. (2013). Gyors és lassú gondolkodás, HVG Kiadó Zrt., Budapest. Levy, D. A. (2009). Tools of critical thinking: Metathoughts for psychology. Waveland Press. Peterson, D. (2011). Executive coaching: A critical review and recommendations for advancing the prac-tice. Shoukry, H., & Cox, E. (2018). Coaching as a social process. Management Learning. Spinelli, E., & Horner, C. (2014). An existential approach to coaching psychology. In Handbook of Coach-ing Psychology (pp. 138-152). Routledge. Szummer, C., & Szántó, A. (2013). Az ellenkultúra és a humanisztikus pszichológia. Psychologia Hun-garica Caroliensis, 1(2), 7-37. Welman, P., & Bachkirova, T. (2010). The issue of power in the coaching relationship. In The coaching re-lationship (pp. 157-176). Routledge. Wang, Q., Lai, Y. L., Xu, X., & McDowall, A. (2021). The effectiveness of WPC: a meta-analysis of con-temporary psychologically informed coaching approaches. Journal of Work-Applied Management.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése beadandó referátum elemzése formájában történik.

Referátum készítés egy választott témában. A referátum prezentálása és írásos formában történő beadása.

• Referátum elkészítése (tartalmi elemzés): 80
• Referátum prezentálása (formai elemzés): 20

1. A referátum a leadási határidő után az előre megadott pótlási határidőkig díjmentesen pótolható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.