Coaching and mentoring are two vital instruments for influencing individual and professional growth. Both tools have been shown to improve leadership abilities, self-awareness, and overall well-being (MacLennan, 2017). Coaching involves a trained individual, known as a coach working with another person, known as the coachee, to address specific performance goals, objectives, and skills (Van Nieuwerburgh, 2020). Coaches help people identify their strengths and weaknesses, establish realistic goals, and work toward achievement (Van Nieuwerburgh, 2020). On the other hand, mentoring is a process in which an older person or someone with more experience in a specific field or life experiences, known as a mentor, gives advice or guidance to less experienced individuals on matters concerning their individual or professional advancement.
Positive psychology and the cognitive-behavioral approach are two important aspects of coaching and mentoring. Positive psychology fosters human success and optimal functioning. Studying virtues and strengths allows people, organizations, and communities to thrive (Peláez and Salanova, 2020). Positive psychology encourages positive behaviors, feelings, and attitudes. On the other hand, cognitive-behavioral psychology (CBT) explores the link between thoughts, feelings, and behaviors (Allen, 2018). CBT is extensively used to treat disorders such as anxiety and depression (Gorka et al., 2019). This paper focuses on how positive psychology and cognitive-behavioral approaches are used in coaching and mentoring. It also critically reviews the two significant concerns or ethical dilemmas arising from CBT and positive psychology in coaching and mentoring. Moreover, it provides two examples of coaching and mentoring scenarios to demonstrate how these two frameworks can be applied.
Positive Psychology Implementation in Coaching and Mentoring
Varieties of positive psychology practices are proven in studies to increase happiness effectively. Happiness has significant and widespread benefits that go far beyond simply feeling good. Happier people live longer lives, experience better health, have better associations, and are more productive and creative in their work and life. Research studies demonstrate that happy people express gratitude, are optimistic about their future, and commit to and achieve meaningful goals (Boggiss et al., 2020). Positive psychology is employed in mentoring and coaching to promote happiness, foster positive experiences, and develop traits to help people achieve their work and life goals (Boggiss et al., 2020). It also helps individuals explore their resilience, strengths, weaknesses, and resourcefulness.
Positive psychologists view understanding an individual’s strengths, like humanity, courage, and creativity, as a significant milestone toward a good and meaningful life. Mentors and coaches apply positive psychology to help individuals recognize and nature their strengths (Howard et al 2020). They accomplish this by employing positive feedback, character strengths assessments, and creating targets, which facilitate applying and developing techniques to achieve life and professional objectives (Holland and Nelson, 2018). Recognizing and building on one’s strengths is perceived as a more effective path to success. It allows individuals to pursue life and career in areas where they are best suited, resulting in success. Focusing on strengths has been portrayed to also contribute to higher organizational performance. According to Claypool (2017,) emphasizing employee strength during the company’s performance review greatly increases their productivity. A study by The Gallup Organization also found that teams whose managers underwent a strengths intervention saw about a twelve percent rise in worker efficiency and a fourteen percent reduction in turnover rates (Kelly and Snow, 2019). This demonstrates that understanding one’s strengths, an important aspect emphasized in positive psychology, helps people become more motivated and confident. These two factors contribute to greater achievement in both personal and professional life.
Positive psychology is also used in mentoring coaching to establish resilience. In positive psychology, resilience refers to the ability to deal with setbacks and challenges in life (Hogan, 2020). Individuals who are knocked down by challenges but bounce back firmer than before are regarded as resilient. A resilient person overcomes limitations by implementing some aspects emphasized in positive psychology, like optimism and hope, and focusing on strengths (Hogan, M.J., 2020.). Resilience is essential as it allows people to build strategies for protecting themselves from traumatic experiences. It keeps people steadfast during stressful times and protects them from serious psychological disorders like anxiety and depression (Yıldırım and Wong, 2021). Studies demonstrate that nearly 180,000 people die every year in the U.K. because of stress-associated diseases (Lasater, 2022, para.13). Additionally, 75% of U.S. doctor visits are linked to stress (Lasater, 2022, para.13). This demonstrates the importance of mentorship and coaching in developing resilience with positive psychology. Mentors and coaches apply methods like reframing, looking at an issue from different perspectives, and resilience-building activities like purpose exercises. This aspect helps in coping with challenges and building resilience.
Moreover, positive psychology is used in coaching and mentorship to foster well-being. The concepts of hope, happiness, and self-esteem emphasized in positive psychology directly influence well-being (Holland and Nelson, 2018). Coaches and mentors may use mindfulness meditation, gratitude journaling, and positive self-talk to help individuals cultivate positive emotions and experiences (Ebbeck and Austin, 2018). Mindfulness meditation is a mental training where one slows down racing thoughts, lets go of negativity, and calms both the body and the mind. According to study mindfulness, based therapy has been demonstrated to alter affective and cognitive processes that cause many medical conditions (Ebbeck and Austin, 2018). People who participate in mindfulness meditation are less likely to respond with unhelpful emotional reactions during stressful situations. Gratitude journaling involves writing down things one is grateful for (Alkozei and Killgore, 2018). In positive psychology research, these two aspects have been consistently linked with greater happiness. They influence positive emotions, deal with adversity and develop strong relationships. Individuals can improve their well-being by practicing mindfulness meditation, gratitude journaling, and positive self-talk.
Cognitive Behavioral Therapy in Coaching and Mentoring
Cognitive Behavioral Therapy (CBT) is a psychological treatment known to treat various conditions such as anxiety, depression, and other severe mental illnesses. CBT operates on the idea that individual feelings, thoughts, and behaviors are all interrelated and that shifting an individual’s thinking can influence behavior change and improve their psychological well-being (Henley Business School, 2018). Although CBT is mostly applied in psychology, it can also be used in mentoring and coaching. CBT can help humans recognize and confront negative thoughts and beliefs in these two areas and swap them with more beneficial and optimistic ones (Tang, 2018). People can use this aspect to help them achieve their goals, overcome obstacles, and improve their performance.
One-way psychologists can use CBT in mentoring and coaching is to assist individuals in developing problem-solving skills (Henley Business School, 2018). Most people perform poorly in their professions, academics, and life because of their inability to solve problems that arise in these fields. Problem-solving is a challenging skill that requires creativity, critical thinking, and decision-making. (Supriyatno and Hassan, 2020) According to research, most people lack this skill, making it the most sought-after soft skill in today’s job qualifications. According to the National Association of Colleges and Employers’ Job Outlook 2022 survey, more than 60% of employers consider problem-solving abilities in hiring candidates (Gray, 2022 para.2). Productivity in jobs, stress management, and overall success in life have all been affected by poor problem-solving skills. CBT in mentoring and coaching can help individuals establish problem-solving skills by teaching them how to break down problems into smaller ones and implement approaches that will help them solve them effectively.
Another way in which psychologists can use CBT in mentoring and coaching is by helping individuals manage anxiety and stress. CBT in stress management helps individuals to understand how particular behavior patterns and thinking can elevate stress levels (Holman and O’Connor, 2018). It can also assist an individual in establishing new behavior patterns and thoughts, which will facilitate the identification of stress-causing triggers and improve their ability and confidence to face stressful situations. CBT can help people cope with anxiety and stress by training them in relaxation techniques like slow diaphragmatic breathing and exercises (Holman and O’Connor, 2018). Another strategy is cognitive restructuring, where individuals can alter thought patterns, causing stress and anxiety.
Mentors and coaches can help individuals identify and challenge negative self-talk by applying CBT. Negative self-talk occurs when an individual’s inner voice is excessively negative, resembling an inner critic. This voice is very negatively pessimistic and places emphasis on the negative aspects. Negative self-talk undermines individuals’ self-confidence and hinders them from reaching their full potential (Boulkraa and Saadi, 2017). Negative self-talk can affect an individual’s mental health and their relationship with others. Because thoughts, feelings, and behaviors are all interconnected, negative self-talk influences one’s thoughts, resulting in anxiety and stress (Boulkraa and Saadi, 2017). Mentors and coaches can teach people how to recognize negative self-talk and train them on how to criticize and reframe these talks.
Critique of CBT and Positive Psychology Models
The CBT model mainly focuses on unhealthy thinking and perceiving the world. This theory is based on three levels of cognition: core beliefs, dysfunctional assumptions, and negative automatic thoughts (NATs) (Al-Roubaiy, 2020). Core beliefs comprise an individual’s deeply held beliefs concerning the world, others, and self. These beliefs are mainly developed early in life, are shaped by childhood experiences, and are perceived as absolute (Al-Roubaiy, 2020). Dysfunctional assumptions consist of conditional, rigid rules that individuals develop over time and which they cling to in life (Beck, 2020). These regulations may be unrealistic and thus maladaptive. For instance, an individual may live by the rule that trying is a risky process and it is not better to engage in it. On the other hand, negative automatic thoughts comprise thoughts that automatically arise in an individual’s brain when faced with a difficult situation. For instance, “I am not fit enough” is an example of NAT when faced with a difficult question in an examination situation.
Although this theory has been applied extensively during mentorship and coaching, it bears weaknesses, particularly when applied to individuals struggling with real thoughts and life situations, which cannot be labeled as distorted. The cognitive distortion analogy does not consider the client’s age, culture, and socio-economic status (Dong et al., 2021). Immature clients of less age might struggle to identify how their thoughts are negative or distorted. Regarding socio-economic status, some people may not realize that they perceive their situation of lack in a distorted way. For instance, an orphan receiving financial support may think his situation will worsen if he fails to get it. A CBT therapist who believes in cognitive distortion theory 100% may perceive the client exaggerating his situation and try to change the kids’ thinking. Additionally, clients from some cultures and religions might hold some beliefs that could appear like distortions in the eyes of CBT therapists.
The Positive Psychology Theory
The positive psychology theory involves four key elements that can facilitate well-being. These include Positive emotions, engagement, relationships, meaning, and accomplishment (Passmore, 2019). Positive emotions comprise emotions and positive feelings like joy and contentment. Engagement refers to the process of being consumed by the environment and the activity one is undertaking. A relationship entails the quality of social relations within or outside immediate groups. Meaning entails a sense of purpose in life (Passmore, 2019). Experts and clients have criticized positive psychology in both coaching and mentorship. Positive psychology interventions have been criticized for having inadequate research to warrant being considered science (Carr et al., 2021). It does not emphasize treating mental health challenges, which may contribute to a lack of assistance for people experiencing serious mental issues. This is particularly problematic in countries that lack social support systems for helping individuals with mental health problems or other issues. Another issue with this psychology is that it makes people feel self-absorbed if their happiness solely depends on them.
Ethical Issues Associated With CBT and Positive Psychology in Mentoring and Coaching
Confidentiality is among the most critical ethical issues that mentors and coaches may face. Mentors and coaches must respect their client’s privacy while developing trust in their relationships. However, in some cases, they may be forced to compromise the confidentiality, particularly if the clients or others associated with them are at risk. In the case of positive psychology mentoring, for example, a mentor may discover the client’s issues, such as terrorism and suicidal thoughts. Such may cause harm to both the client and others. In this case, the mentor may breach confidentiality by informing the appropriate authorities to protect the client’s safety and also the welfare of others.
When considering cognitive behavioral coaching, a coach may encounter or learn about mental health or drug and substance abuse issues the client has kept hidden. These situations may necessitate medical attention. As a result, coaches may consider violating confidentiality by seeking medical assistance for these individuals. An example includes a mentor working with a woman client experiencing violence and physical abuse from his partner. Although the mentor is supposed to maintain confidentiality, he may be forced to break it by reporting the case to the relevant authority to protect the client from further abuse.
Another ethical issue that the leader coach may face in a positive psychology approach is a dual relationship. A dual relationship in coaching can be described as any circumstance or situation that places coaches in situations where they may assume other roles that conflict with the role of a professional coach with clients (Cox and Bachkirova, 2014). For instance, a coach may be coaching two people from the same team with issues affecting each other. Such people may tell the coach each other’s negatives. In this scenario, it can be difficult for the coach to separate whom and what and, thus, where confidentiality’s limitations lie. Confidentiality is vital in coaching, so it is essential to determine whether you will continue to coach them both. If the coach does, he must consider how to keep the information provided by both of them separate.
Additionally, a coach may find himself matched with someone who is their friend. In this situation, it is difficult for a coach to remain in a coaching situation since they may fall into behaviors they have recognized during friendship. Besides, they may be coaching someone to become easily promoted. They may find themselves delegating many development options to such a person while delegating lesser opportunities to other team members. This may bring issues to an organization. Considering CBT during coaching, the dual relationship may be a limitation, especially when a coach works with a job partner or a friend to address negative thoughts or behaviors. In this situation, the coach may find it difficult to avoid bias and maintain objectivity. Such factors will undermine the coaching process.
Smart coaches and mentors need to be alert to circumstances that potentially interrupt their duty to rightfully serve their mentees and clients and operate from the highest standards of professional conduct (Parsloe and Leedham, 2016). By regularly auditing the ethical considerations, the coach can develop more awareness, positively contributing to effective decision-making in addressing the complicated dimensions of dual associations (Galperin et al., 2022). Mentors and coaches should establish clear ethical guidelines and boundaries from the outset of mentoring or coaching associations (Rogers, 2016). They should communicate their limitations and expectations to mentees and clients and ensure they have the resources and skills to address complicated issues that may arise.
Conclusion
In conclusion, the cognitive-behavioral approach and positive psychology are two vital elements of the coaching and mentoring processes. Positive psychology assists clients in developing positive emotions and strengths, whereas cognitive-behavioral therapy helps clients recognize and overcome negative thought patterns. Experts and clients have critiqued positive psychology and CBT in coaching and mentoring. Positive psychology interventions have been dismissed for lacking sufficient research to be considered science. These interventions do not emphasize the treatment of mental health challenges. When applied to people dealing with real thoughts and situations, it has imperfections that cannot be labeled as distorted. The CBT cognitive distortion analogy, on the other hand, ignores factors such as the client’s age, culture, and socio-economic status, all of which play an important role in influencing the client’s behavior.
Dual relationships and confidentiality are two ethical issues that may arise during the implementation of CBT and positive psychology during coaching and mentoring. Dual relationships may make it difficult for mentors and coaches to avoid bias and maintain objectivity. Confidentiality may be difficult to maintain in both CBT and positive psychology when the client has issues that require the intervention of another party or are harmful to themselves and others. Coaches and mentors must establish clear boundaries and ethical guidelines from the beginning of the coaching or mentoring relationship and have the skills and resources to address any complex issues that may arise to navigate these issues. Finally, mentors and coaches can become more effective in their coaching and mentoring processes by cultivating strong relationships with their mentees and clients.
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