Coaching and Social Work: Challenges and Concerns

Coaching" has rapidly grown in the past five years (Grodzki, 2002), and clinical social work practitioners are increasingly considering coaching as an alternative or additional mode of practice (Valliantos, 2001). It is seen as an opportunity to diversify practice without the hindrance of managed care (Grodzki, 2002; Kodish, 2002). Although the exact number of social workers providing coaching services is unknown, it is clear that it is of interest. Evidence of the growth of coaching in social work can be seen by the increases in presentations on coaching at social work conferences, in articles and classified advertisements in NASW News, and in NASW state chapter publications. Coaching workshops are now approved for social work continuing education credits in more than 30 states. Despite its rapid growth, there has been little discussion regarding the relationship of coaching to the field of social work. This commentary is intended to begin the dialogue. WHAT IS COACHING? To understand "coaching," it is important to know that the term simultaneously refers to two distinct undertakings--a method and a movement (Caspi, 2004). As a method, coaching is akin to other intervention approaches (for example, solution-focused, cognitive-behavioral). In its second use, the word describes an emerging practice movement, with its own scope of practice. Although not yet a profession or discipline in its own right, coaching may be on its way to becoming one (Grant, 2003). A body of research is developing, and coaching organizations are flourishing, already offering training, credentialing, and sizeable annual conferences. There is little agreement in coaching about its practice focus (Grant, 2003). It goes by many names, each of which suggests a different area. Some examples are personal, life, executive, corporate, career, professional, performance, family and parenting--all followed by the word "coach" (for example, personal coach). Despite its two overarching denotations, coaching has been broadly defined to describe a goal-focused process of assisting individuals and companies to improve personal and professional achievement (Kilburg, 1996; Nowack, 2003). The undertaking entails identifying steps to take to reach clear objectives, in the way a sports coach works to boost an athlete's performance (Hargrove, 2000). Coaching assists with a wide range of objectives, which can include developing leadership skills, realizing life dreams (for example, becoming a business owner, learning a musical instrument), achieving lifestyle changes (for example, increasing family time, dating more frequently), professional advancement (for example, getting a raise, promotion, increasing sales, achieving tenure), enhancing personal development (for example, educational advancement, developing public speaking skills), achieving financial order, or improving internet marketing. The focus on goals has been used to distinguish coaching from traditional mental health treatment approaches, which have been more concerned with ameliorating personal pathologies (Grant, 2003). Other differences exist as well. Coaching claims to be distinct from therapy with regard to the practitioner-client relationship and to the setting in which it is conducted (Hart, Blattner, & Leipsic, 2001). Coaching is less concerned about avoiding dual relationships and practitioner self-disclosure. Coaching is often done on the phone, in the client's home, or in the client's workplace. Nonetheless, coaching and clinical social work practice have similarities. Both involve helping processes that focus on self-understanding and self-discipline to change behaviors, attitudes and feelings (Caspi & Caspi, 2003). Negotiating these differences and similarities poses challenges and should raise concerns for social workers and for the profession. CHALLENGES AND CONCERNS Although interest among practitioners has rapidly expanded, few writings about coaching have appeared in social work journals. …