Biographical dimensions of meaning making in coaching psychology: A critical evaluation of the use of biographical inquiry in the exploration of meaning making in coaching psychology

Coaching has shifted significantly in its definition, goals and outcomes over the past several decades, with contested perspectives on one unifying approach (Passmore and Sinclair, 2020). This shift has entered what some researchers are calling third-generation coaching that is focused on deeper meaning and identity work through higher-quality dialogue (Stelter, 2014; Grant, 2016). While there is research on coaching effectiveness, to date the research has not adequately addressed the complex issues that arise in the varying approaches used in coaching. Because third-generation coaching sits within the area of coaching psychology, a relatively new field that emerged in 2000, often theoretical frameworks are either inherited from psychology or used as an applied approach to practice. The vast majority of the research undertaken in coaching psychology is focused on cognitive-behavioural coaching and solutions-focused coaching (Lai and Palmer, 2019). The research in coaching psychology has yet to converge with the speed of the practice (Fillery-Travis and Corrie, 2019).
A literature review of both coaching and coaching psychology, as well as constructive-developmental and autobiographical perspectives from the psychology discipline, supported this project’s research, which focused on progressing the knowledge, practice, research and practitioners’ tools used in coaching psychology, particularly within the field of autobiographical dimensions of meaning making. This research contributes in three ways:
1. It creates the first coaching-centric and interdisciplinary framework to biographical inquiry that enables a shared understanding of the client and explores both conscious and non-conscious drivers to behaviours.
2. It expands the nature of third-generation coaching to include the exploration of meaning making through a dialogical process using and biographical inquiry.
3. It extends the exploration of the non-conscious in coaching by working with clients at the intersection of the past, present and future.
The research, originating from Asia and therefore considering cultural relativism perspectives, uses a constructivist grounded theory methodology through the use of 13 semi-structured qualitative interviews. The interviewees were selected based on a stringent criteria of minimum 10 years’ coaching and psychology experience in cross-cultural environments, requirement of ongoing supervision, and membership of a regulatory body with ethical standards for practice. The interviewees represent over a hundred years of cumulative experience as coaches, are extensively trained in both psychology and coaching, have all worked and lived in non-native countries of origin, and have diverse multicultural experience. Thematic analysis reveals the importance of biographical inquiry to the work of meaning making and creating a shared understanding of a client. In addition, the first-ever coaching model for biographical inquiry, called ‘Biographical Dimensions of Meaning Making (BDMM)’, and its interpretation framework have been developed. Finally, through this deliberate exploration of the past, the working in the present, and the projection of future goals, a new form of working with the non-conscious is emerging.
Through the BDMM, this research, provides the first coaching-centric framework to biographical inquiry that creates a solid foundation of shared understanding in coaching. It explores both conscious and non-conscious drivers to behaviours, and also contributes to the expansion of third generation coaching within the field of coaching psychology.