Field-Focused Coaching Psychology

Field-Focused Coaching Psychology

Sukjae Lee, Ph.D.
Creator of the Effectiveness Coaching Methodology
February 13, 2026

 

Coaching as a Goal-Oriented, Collaborative Practice

Coaching is a goal-oriented, collaborative process that draws out people’s potential so they can achieve the results they desire. A professional who engages in this activity is called a coach.

Approximately twenty years ago, coaching psychology emerged as a field dedicated to studying the psychological mechanisms and dynamics embedded in coaching practice. However, to date, there has been a noticeable absence of discussion regarding an independent theory or framework unique to coaching. Some of the theories or frameworks introduced within coaching psychology are described as “coaching logic” or “coaching approaches,” yet when one examines their foundational assumptions, they rely heavily on existing psychotherapy and counseling theories.

Within this context, I have worked for more than twenty years as both a psychologist and a professional coach. Throughout this journey, I have cultivated a strong aspiration to develop a logic and framework that are inherently distinctive to coaching.

A framework is a hypothetical description of how factors, categories, or concepts—believed to influence desired outcomes—are interconnected. It provides a structural lens through which practice is understood and enacted.

 

Discovering a New Framework

Sir John Whitmore (1992), one of the first-generation pioneers of coaching, stated:

“In many cases, coaches do not sufficiently understand the psychological principles related to performance. A coach cannot reliably produce intended results without understanding the psychological principles that underpin coaching. Of course, this does not mean that one must hold a degree in psychology in order to coach.”

His point was not that coaches must become psychologists, but that they should strive to understand psychological principles. In reality, however, coaches who lack grounding in psychology often find it difficult to integrate psychological insight into their coaching practice.

Whereas traditional coaching psychology has examined coaching from a psychological perspective, I have approached coaching psychology from a coaching perspective—field-focused and practice-driven.

I selected twelve representative theories included in coaching psychology and analyzed the frameworks that constitute each theory from the standpoint of coaching practice. Through this analysis, it became possible to identify a common framework underlying approaches to coaching, as well as to clarify the core concepts and psychological mechanisms that shape coaching practice.

I categorized concepts from each theoretical framework according to semantic similarity and interconnectivity. As a result of this categorization process, three overarching domains emerged. The defining attributes of these domains are:

1. Systemic Perspective Shifting
2. Self-Directed Learning and Growth
3. Outcome-Oriented Behavioral Change

The theories associated with each domain are as follows:

 

Domain 1: Systemic Perspective Shifting

• Gestalt-based psychotherapy and counseling
• Cognitive Behavioral Therapy (CBT) and cognitive-behavioral approaches
• Choice Theory and Reality Therapy

 

Domain 2: Self-Directed Learning and Growth

• Positive psychology theories and approaches
• Individual psychology–based psychotherapy and counseling
• Solution-Focused Brief Therapy
• Adult learning theory

 

Domain 3: Outcome-Oriented Behavioral Change

• Behaviorist learning theory
• Social learning theory
• Organizational learning theory
• Organizational behavior theory
• Behavioral change theories and models

 

From Categories to Coaching Principles

Following the categorization analysis, I synthesized the relational meaning among the major concepts within each domain into single, concise statements. In total, ten statements emerged.

These ten statements represent coaching principles that increase the likelihood of individuals and organizations achieving desired results. They also function as practical guidelines for structuring coaching processes across a wide range of life and organizational themes.

Each of these statements serves as the title of one of the ten chapters in this book.

 

Domain 1: Systemic Perspective Shifting

• See the whole, not just the parts
• Integrate thoughts, emotions, and behaviors
• Present choices determine one’s life

 

Domain 2: Self-Directed Learning and Growth

• Draw out and actualize potential
• Live a life of becoming a better self
• Converse from solutions rather than problems
• Lead one’s life through experience and reflection

 

Domain 3: Outcome-Oriented Behavioral Change

• Fundamentally improve one’s way of being
• Cultivate change intention and lead change
• Transform resistance to change into motivation for change

 

Implications for Practice

The analytical outcomes presented in this book offer insight not only to professional coaches but also to counselors, psychotherapists, consultants, HR professionals, corporate trainers, educators, and undergraduate and graduate students interested in coaching psychology.

At the individual level, this framework can help reset habitual ways of living that no longer produce desired outcomes.

At the organizational level, it can help unlock the potential of members and generate peak performance.

 

Purpose and Background of This Book

The primary reason for writing this book is to introduce and operationalize the three elements and ten coaching principles derived from the coaching framework presented above, so they may be actively utilized in coaching practice.

A framework forms the logical foundation of a coach’s approach. It provides criteria for creatively selecting and applying coaching methods, processes, tools, techniques, and evaluation strategies.

Another purpose of this book is to help readers—regardless of whether they formally studied coaching psychology—understand coaching psychology from a field-centered rather than theory-centered perspective.

Since coaching was introduced domestically, there has been insufficient discussion regarding a representative framework that defines coaching. Consequently, uncertainty has persisted regarding the logical foundation of coaching itself.

Attempts to differentiate coaching from psychotherapy, counseling, mentoring, and consulting have emphasized professional attributes, client characteristics, relational dynamics, and perspective (Kim, 2016; Tak, 2019).

However, because coaching practice in the field already incorporates psychological theories and consulting-oriented approaches, differentiation has not always been persuasive.

In particular, some counseling and psychotherapy models—such as Solution-Focused Brief Therapy—substantially overlap with coaching in terms of content and process. Moreover, there has been a lack of systematic articulation regarding how coaching issues brought by clients should be understood, approached, and guided toward clear developmental purposes.

I hope that the three elements and ten coaching principles presented in this book will address these practical challenges from a coaching perspective and contribute to establishing coaching as an independent professional domain.

 

Structure of the Book

This book consists of three parts. Each chapter title represents one coaching principle.

 

Part I: Systemic Perspective Shifting

Chapter 1 introduces the principle “See the whole, not just the parts,” grounded in the holistic orientation of Gestalt theory, and explores its coaching applications.

Chapter 2 presents the principle “Integrate thoughts, emotions, and behaviors,” based on cognitive-behavioral perspectives, along with key coaching implications.

Chapter 3, drawing from Choice Theory, introduces the principle “Present choices determine one’s life,” and explores its practical coaching utilization.

 

Part II: Self-Directed Learning and Growth

Chapter 4 presents the principle “Draw out and actualize potential” from the perspective of positive psychology.

Chapter 5, grounded in Adler’s view of human nature within a humanistic framework, introduces “Live a life of becoming a better self.”

Chapter 6 presents the foundational dialogue principle “Converse from solutions rather than problems,” derived from Solution-Focused Brief Therapy.

Chapter 7 introduces “Lead one’s life through experience and reflection,” reflecting coaching principles embedded in adult learning and growth.

 

Part III: Outcome-Oriented Behavioral Change

Chapter 8 analyzes behaviorist learning theory and organizational learning frameworks, presenting the principle “Fundamentally improve one’s way of being,” which promotes shifts in one’s mode of existence to achieve desired outcomes.

Chapter 9 introduces “Cultivate change intention and lead change,” linking change intention with execution to enable behavioral transformation.

Chapter 10 presents the principle “Transform resistance to change into motivation for change,” drawing from organizational behavior and defense mechanism theory. This chapter also introduces strategies, skills, and coaching tools that support sustained behavioral change beyond short-lived resolutions.

Each chapter includes real coaching cases. To protect confidentiality, names have been changed and some details modified.

 

At the end of each chapter, six “Coaching Psychology Inquiry Questions” are provided to help readers reflect on and consolidate key insights.

Appendix 1 presents four cases to help readers understand existing coaching approaches from a framework perspective.

Appendix 2 offers a concrete method for readers who wish to develop their own coaching framework.

 

Let Us Utilize the Framework

I hope that readers who choose this book will apply the framework to improve both their own way of being and that of their clients, and to help organizations achieve their highest performance.

In particular, I encourage professional coaches to examine the coaching logic underlying their successful results and to develop “their own framework.”

For readers who are new to coaching and contemplating what kinds of coaching experiences to cultivate moving forward, I invite you to reflect deeply on how this framework may guide your professional journey. 

 

Reference:

Lee, Sukjae (2023). Coaching Psychology Class for Boosting Execution. Seoul: Hakjisa.