Contents -- Foreword -- Notes on the contributors -- Part 1 Approaches to supervision -- 01 Supervision and continuous professional development in coaching -- Introduction -- Supervision in coaching -- Coaching ethics and the law -- Continuous professional development -- Personal reflection -- Conclusions -- 02 The reflective coaching practitioner model -- Introduction -- Origins of the reflective practitioner -- The case for reflective practice in coaching -- A model of reflective practice for coaches -- The reflective coach model - processes and example -- Conclusions -- 03 Action learning supervision for coaches -- Introduction -- Background to supervision in coaching -- Background to action learning -- Why use the action learning supervision approach? -- What is involved: setting up the parameters -- How it works -- Why is ALS useful: what are the benefits of this approach? -- Conclusion -- 04 The Gestalt supervision model -- Introduction -- The core principles of Gestalt -- Working with Gestalt in supervision -- Gestalt supervision vs Gestalt therapy -- Conclusions -- 05 Self-supervision using a peer group model -- Introduction -- Coaching supervision -- Gestalt - a brief review -- Self-supervision using the Gestalt inquiry model -- Group supervision -- Conclusion -- 06 Narrative supervision - the experiential field and the 'imaginal' -- Introduction -- Working with narrative in supervision -- Experiential field -- The imaginal -- Developing an imaginative supervision conversation -- Conclusion -- 07 Non-directive supervision of coaching -- Introduction -- Directive and non-directive behaviours -- The influence of Carl Rogers -- Coaching on coaching -- Supervision as an adult:adult relationship -- Developing your internal supervisor -- Interpersonal process recall -- Keeping a journal -- Conclusion -- 08 Presence in coaching supervision.

Introduction -- Towards a definition of 'presence' -- What is shaping our understanding of 'presence' in coaching supervision? -- Learning to become present: a few simple exercises -- Towards a definition of 'coaching supervision' -- Bringing together the two definitions -- How presence unlocks reflective learning and supports the development of the reflective practitioner -- Developing an enhanced or new set of qualities -- Learning to recognize when you are working in or out of presence -- How does 'presence' link to other supervision models? -- Caring for ourselves as coaching supervisors -- Conclusion -- Part 2 Coaching ethics and the law -- 09 Ethical frameworks in coaching -- Introduction -- What is ethics? -- Ethical frameworks -- The ethical codes of UK coaching bodies -- Summary -- 10 Coaching ethics - developing a model to enhance coaching practice -- Introduction -- What is ethics? -- Why is ethics important in coaching? -- The emergence of ethics in coaching -- Why is a separate model needed for coaching? -- A coaching ethics model -- Conclusions -- 11 Legal considerations in coaching -- Introduction -- Establishment -- Advertising and marketing -- Contract of engagement -- Confidentiality -- Data protection -- Conclusion -- Part 3 Continuous professional development -- 12 Continuous professional development for coaches -- Introduction -- The benefits of CPD -- What is CPD? -- Targeting CPD effectively -- Supervision - who coaches the coach? -- Building knowledge systematically but cheaply -- Accreditation and qualifications -- Summary -- 13 Creative approaches to continuous development -- Introduction -- The value of using creative approaches -- Creative approaches for working with our inner critic -- Befriending your inner critic -- Inner critic exercises -- Conclusion -- 14 Undertaking and reviewing coaching research as CPD.

Introduction -- What is CPD? -- What is practitioner coaching research? -- Introduction to a research process -- Quantitative research strategies -- Qualitative research: the case study -- Research ethics -- Conclusion -- Part 4 Personal reflection -- 15 Coaches' use of reflective journals for learning -- Introduction -- What is reflection? -- Gathering material from coaching sessions -- Organizing reflective journal material -- Reviewing and analysing reflective journal material -- Learning from reflection and learning how to reflect -- Conclusions -- 16 Building emotional, ethical and cognitive capacity in coaches - a developmental model of supervision -- Introduction -- Coaching supervision - its development and definition -- What are capacities? -- From emotional intelligence to relational engagement capacity -- Ethical capacity -- The capacity of cognitive complexity -- Our action-logic or frame of reference -- Connecting action-logics to ethical dilemmas -- Supervising coaches through transitions -- Conclusion -- 17 Using case studies for reflective practice -- Introduction -- The role of case studies -- The contribution of reflective practice -- Index.