Coaching Psychology
Master of Science in Coaching Psychology
These resolutions must be read in conjunction with applicable University By-laws, Rules and policies including (but not limited to) the University of Sydney (Coursework) Rule 2000 (the 'Coursework Rule'), the Resolutions of the Faculty, the University of Sydney (Student Appeals against Academic Decisions) Rule 2006 (as amended) and the Academic Board policies on Academic Dishonesty and Plagiarism.
Course resolutions
1 Course codes
|
Code |
Course and stream title |
|---|---|
|
LG032 |
Graduate Certificate in Coaching Psychology |
|
LF048 |
Graduate Diploma in Coaching Psychology |
|
LC060 |
Master of Science in Coaching Psychology |
2 Attendance pattern
0.
The attendance pattern for these courses is full time or part time according to candidate choice, except the graduate certificate which is available part time only:
3 Master's type
4 Embedded courses in this sequence
(2)
Providing candidates satisfy the admission requirements for each stage, a candidate may progress to the award of any course in this sequence. Only the highest award completed will be conferred.
5 Admission to candidature
(1)
With approval from the Dean, available places will be offered to qualified applicants according to the following admissions criteria:
(a)
a three-year Psychology degree or a three-year degree in a cognate discipline from the University of Sydney or equivalent institution; and
(a)
a three-year Psychology degree or a three-year degree in a cognate discipline from the University of Sydney or equivalent institution; and
(c)
completion of the embedded graduate certificate in this discipline, from the University of Sydney, or equivalent qualification.
(a)
a three-year Psychology degree with a credit average or a three-year degree in a cognate discipline from the University of Sydney or equivalent institution; and
(c)
completion of the embedded graduate diploma in this discipline, completion of the Graduate Certificate in Applied Positive Psychology, or equivalent qualification.
(5)
Relevant work experience may include counselling, experience in organisational learning and development, management experience, employment in applied psychology settings, professional coaching or other areas directly related to coaching.
6 Requirements for award
(1)
The units of study that may be taken for these awards are set out in the table for Psychology of Coaching postgraduate courses. With the approval of the Dean and the program coordinator, candidates for the graduate diploma or master's degree, with special aims or interests, may be allowed to substitute up to 12 credit points with relevant postgraduate units from outside the table.
(2)
To qualify for the Graduate Certificate in Coaching Psychology a candidate must complete 24 credit points, including:
(3)
To qualify for the Graduate Diploma in Coaching Psychology a candidate must complete 36 credit points, including:
(4)
To qualify for the Master of Science in Coaching Psychology coursework pathway a candidate must complete 48 credit points, including:
(5)
Candidates for the Master of Science in Coaching Psychology (Executive and Workplace Coaching) coursework pathway must complete 48 credit points including:
(6)
Candidates for the Master of Science in Coaching Psychology (Health Coaching) coursework pathway must complete 48 credit points including:
(7)
Subject to the availability of supervision and suitable projects, candidates with a credit average in 24 credit points of study from the degree may be admitted to the research pathway.
Course overview
The Master of Coaching Psychology is an articulated postgraduate program which teaches the applied science of human performance enhancement and coaching. Coaching psychology sits at the intersection of counselling, clinical and organisational psychology and focuses on working with non-clinical populations. This program provides students with a sound grounding in the theoretical and methodological aspects of coaching and coaching psychology and teaches fundamental applied coaching skills.
Study for the Graduate Diploma in Coaching Psychology and the Master of Coaching Psychology may be undertaken in either part-time or full-time mode.
Students enrolled in the Graduate Certificate in Coaching Psychology may only enrol part-time.
Course outcomes
This program is designed to provide graduates with the key theoretical understandings and the core skills necessary to work as a coach in a wide range of settings. Graduates of this course will be equipped to work in the scientist-practitioner or scholar-practitioner model, and can expect to find employment as human performance consultants and personal, workplace of executive coaches in industry, in the human resources field or in private practice.
Graduates of the Master of Coaching Psychology who have completed the 12 credit point unit PSYC5016 or PSYC5017 Research Project in Health Psychology are eligible to apply for admission to a research degree (Master of Science or Doctor of Philosophy).
Masters Streams
Masters students take one of three streams:
- specialist Executive and Workplace Coaching
- specialist Health Coaching
- non-specialist Coaching
Executive and Workplace Coaching Stream
The Executive and Workplace Coaching stream comprises: PSYC4721, PSYC4722, PSYC4724, PSYC4727, PSYC4729 and PSYC4730; and two elective units from PSYC4723, PSYC4725 or PSYC4731. With permission PHIL7840, Philosophy and Science of Happiness, may be taken as one of the elective units.
Health Coaching Stream
The Health Coaching stream comprises: PSYC4721, PSYC4722, PSYC4724, PSYC5010, PSYC5011, PSYC5012; and two electives from PSYC4723, PSYC4729, PSYC4730 or PSYC5014.
Non-specialist Coaching Stream
The non-specialist or generalist coaching stream comprises: PSYC4721, PSYC4722, PSYC4724; and 30 credit points from the elective units of study in the Psychology of Coaching postgraduate coursework degree table.
Students in any stream who wish to do a research project may substitute 12 credit points of elective units for PSYC5016 and PSYC5017 with special permission.
Full- and Part-time Progression
Part-time students: the progression sequence is: first semester of enrolment, PSYC4721 and PSYC4722; second semester of enrolment and following semesters, PSYC4724 and remaining elective units to suit individual students' needs and interests and to meet degree requirements.
Full-time students: the progression sequence is: first semester of enrolment, PSYC4721, PSYC4722 and other elective units; second semester of enrolment, PSYC4724 and remaining elective units to suit the individual students' needs and interests and to meet degree requirements. PSYC4721 and PSYC4722 must be completed before enrolling in PSYC4724. If PSYC4741 and PSYC4722 are taken in separate semesters, students should enrol in PSYC4721 before PSYC4722.
NB: full-time enrolment is not available in the Graduate Certificate.
Units of study table
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Graduate Certificate and Graduate Diploma |
|||
Core Units |
|||
| PSYC4721 Theories & Techniques of Coaching Psych |
6 | Semester 1 Semester 2 |
|
| PSYC4722 Fundamentals of Coaching Practice |
6 | Semester 1 Semester 2 |
|
| PSYC4724 Coaching Practice |
6 | P PSYC4721 and PSYC4722 |
Semester 1 Semester 2 |
Elective Units |
|||
| Graduate Certificate students must complete 6 credit points from the following. | |||
| Graduate Diploma students must complete 18 credit points from the following. | |||
| PSYC4723 Socio-cognitive Issues in Coaching Psych |
6 | Semester 1 |
|
| PSYC4725 Assessment and Selection |
6 | Summer Late |
|
| PSYC4727 Positive Organisational Coaching |
6 | P PSYC4721, PSYC4722 |
Int July |
| PSYC4729 Groups, Teams and Systems |
6 | P PSYC (4721 and 4722 and either 4724 or 4728) |
Semester 2 |
| PSYC4730 Applied Positive Psychology |
6 | Semester 1 |
|
| PSYC4731 Psychology of Peak Performance |
6 | Semester 2 Summer Main |
|
Masters |
|||
Non-Specialist Stream |
|||
Core Units |
|||
| PSYC4721 Theories & Techniques of Coaching Psych |
6 | Semester 1 Semester 2 |
|
| PSYC4722 Fundamentals of Coaching Practice |
6 | Semester 1 Semester 2 |
|
| PSYC4724 Coaching Practice |
6 | P PSYC4721 and PSYC4722 |
Semester 1 Semester 2 |
Elective Units |
|||
| Masters students must complete 30 credit points from the following. | |||
| PSYC4723 Socio-cognitive Issues in Coaching Psych |
6 | Semester 1 |
|
| PSYC4725 Assessment and Selection |
6 | Summer Late |
|
| PSYC4727 Positive Organisational Coaching |
6 | P PSYC4721, PSYC4722 |
Int July |
| PSYC4729 Groups, Teams and Systems |
6 | P PSYC (4721 and 4722 and either 4724 or 4728) |
Semester 2 |
| PSYC4730 Applied Positive Psychology |
6 | Semester 1 |
|
| PSYC4731 Psychology of Peak Performance |
6 | Semester 2 Summer Main |
|
Executive and Workplace Coaching Stream |
|||
Core Units |
|||
| PSYC4721 Theories & Techniques of Coaching Psych |
6 | Semester 1 Semester 2 |
|
| PSYC4722 Fundamentals of Coaching Practice |
6 | Semester 1 Semester 2 |
|
| PSYC4724 Coaching Practice |
6 | P PSYC4721 and PSYC4722 |
Semester 1 Semester 2 |
| PSYC4727 Positive Organisational Coaching |
6 | P PSYC4721, PSYC4722 |
Int July |
| PSYC4729 Groups, Teams and Systems |
6 | P PSYC (4721 and 4722 and either 4724 or 4728) |
Semester 2 |
| PSYC4730 Applied Positive Psychology |
6 | Semester 1 |
|
Elective Units |
|||
| Masters students must complete 12 credit points from the following. | |||
| PHIL7840 may only be taken with special permission. | |||
| PSYC4723 Socio-cognitive Issues in Coaching Psych |
6 | Semester 1 |
|
| PSYC4725 Assessment and Selection |
6 | Summer Late |
|
| PSYC4731 Psychology of Peak Performance |
6 | Semester 2 Summer Main |
|
| PHIL7840 Philosophy and the Science of Happiness |
6 | Semester 2 |
|
Health Coaching Stream |
|||
Core Units |
|||
| PSYC4721 Theories & Techniques of Coaching Psych |
6 | Semester 1 Semester 2 |
|
| PSYC4722 Fundamentals of Coaching Practice |
6 | Semester 1 Semester 2 |
|
| PSYC4724 Coaching Practice |
6 | P PSYC4721 and PSYC4722 |
Semester 1 Semester 2 |
| PSYC5010 Applying Psychology to Health |
6 | Semester 1 |
|
| PSYC5011 Applying Models of Health Behaviour |
6 | Semester 2 |
|
| PSYC5012 Health and Risk Communication |
6 | Semester 2 |
|
Elective Units |
|||
| Masters students must complete 12 credit points from the following. | |||
| PSYC4723 Socio-cognitive Issues in Coaching Psych |
6 | Semester 1 |
|
| PSYC4729 Groups, Teams and Systems |
6 | P PSYC (4721 and 4722 and either 4724 or 4728) |
Semester 2 |
| PSYC4730 Applied Positive Psychology |
6 | Semester 1 |
|
| PSYC5014 Developments in Health Psychology |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
Research Project |
|||
| Students in any stream wishing to do a research project may substitute 12 credit points of elective units for the following. | |||
| Special permission is required. | |||
| PSYC5016 Research Project in Applied Psychology A |
6 | P Distinction average in 24 credit points from (PSYC5010, PSYC5011, PUBH5018, BACH5341 and 12 credit points of electives). C PSYC5017 |
Semester 1 Semester 2 |
| PSYC5017 Research Project in Applied Psychology B |
6 | P Distinction average in 24 credit points from (PSYC5010, PSYC5011, PUBH5018, BACH5341 and 12 credit points of electives) C PSYC5016 |
Semester 1 Semester 2 |
Unit of study descriptions 2013
PSYC4721 Theories & Techniques of Coaching Psych
Credit points: 6 Session: Semester 1,Semester 2 Classes: One 3 hour lecture per week. Assessment: In-semester assessment(s) (80%), Exam (20%)
This unit details the core theories and techniques of coaching psychology and evidence-based coaching, and the use of coaching as an applied positive psychology. Theories and techniques will be evaluated by reference to empirical research and conceptual analysis. An integrated goal-focused approach to coaching draws on a broad base of established Behavioural Science. Within this framework, primary attention will be paid to cognitive-behavioural and solution-focused theories and techniques of behaviour change and self-regulation, and their application to coaching clients. Each weekly seminar has a lecture component and an experiential learning component. The experiential learning component requires students to evaluate each week's topic in relation to their own personal life experience and to participate in group discussion and coaching practice.
PSYC4722 Fundamentals of Coaching Practice
Credit points: 6 Session: Semester 1,Semester 2 Classes: Five day-long seminars (Block Teaching). Assessment: In-semester assessment(s) (80%), Exam (20%)
This unit teaches the fundamentals of coaching, and lays the foundations for sound contemporary practice. It outlines the emergence of contemporary coaching from its roots in the Human Potential Movement, sports coaching, management consulting, clinical and counseling psychology, through to the establishment of the positive psychology movement. Drawing on established approaches students will be trained in the core micro skills of coaching. Core issues relating to mental illness and mental health and ethical professional coaching practice are addressed. Each seminar has a lecture component and an experiential learning component. The experiential learning component requires students to evaluate each topic in relation to their own personal life/work experience and to participate in group discussion. Practical experience of self-coaching and co-coaching are central aspects of this unit. This unit will be taught in block intensive mode over five days.
PSYC4723 Socio-cognitive Issues in Coaching Psych
Credit points: 6 Session: Semester 1 Classes: Four day-long seminars with some evening tutorials (Block Teaching). Assessment: In-semester assessment(s) (80%), Exam (20%)
The aim of this unit is to give students an understanding of key socio-cognitive issues related to coaching and behaviour change The focus of the unit is on critical appraisal of theory and the relation of theory to practice and research. Topics covered in this unit include models of self-regulated behaviour, personality type, the relationships between emotion, cognition and behaviour, and the roles of learnt resourcefulness, learned optimism, psychological mindedness, self-reflection and insight in behaviour change. The unit also critically evaluates contemporary understandings and assessments of emotional intelligence. Current topics and research methods in coaching psychology are also examined. Each weekly seminar has a lecture component and an experiential learning component. The experiential learning component requires students to evaluate each topic in relation to their own personal life/work experience and to participate in group discussion. This unit is run in a block teaching format.
PSYC4724 Coaching Practice
Credit points: 6 Session: Semester 1,Semester 2 Classes: One 3 hour lecture per week. Prerequisites: PSYC4721 and PSYC4722 Assessment: In-semester assessment(s) (80%), Exam (20%)
Students will consolidate the theory and skills acquired in PSYC4721 and PSYC4722 through a semester-long coaching practicum. Using real-life issues in a supportive and confidential environment, students will coach each other in a structured solution-focused personal coaching program based on the material taught in previous units of study. This unit gives students experience in being both a coach and a client. A key component of this course will be feedback from the lecturer on students' coaching styles, skills and other relevant issues. As such this unit provides students with the opportunity to embed and develop their coaching skills. Case studies and case presentations will form part of the unit.
PSYC4725 Assessment and Selection
Credit points: 6 Session: Summer Late Classes: One 2 hour lecture per week. Assessment: Take home exam, Selection Case Study and Design of assessment program.
This unit will introduce students to some of the major assessment instruments used in coaching psychology. This unit does not accredit students to administer any of the instruments examined in this unit of study. Rather the unit focuses both on critical evaluation of assessment instruments and on fostering an understanding of where each may be best utilised. Assessment instruments include: NEO 4; 16PF5; Myers Briggs Type Inventory; the DISK; Human Synergistics; BarOn EQI; WAIS; MMPI; Self-directed Search; Strong Interest Inventory; Multi-factor Leadership Questionnaire.
PSYC4727 Positive Organisational Coaching
Credit points: 6 Session: Int July Classes: Five day-long seminars (Block Teaching). Prerequisites: PSYC4721, PSYC4722 Assessment: In-semester assessment(s) 80%, Exam 20%
How can psychology help create 'healthy' workplaces? Executive and management coaching have emerged as important factors in the enhancement of performance, engagement and well-being in the workplace, This unit examines key issues in contemporary executive and workplace coaching and equips students with the knowledge and skills to provide world-class executive and management coaching, The emphasis is on critical evaluation of theory and application to practice, Although primarily focused on positive psychology, solution-focused and cognitive- behavioural approaches to coaching in organisations, the application of psychodynamic (eg Kilburg) and systems (eg O'Neil) approaches to the enhancement of performance and well-being are also considered. The unit covers issues in senior executive coaching, coaching middle management, establishing manager-as-coach programs, and the use of positive psychology in the workplace.
PSYC4729 Groups, Teams and Systems
Credit points: 6 Session: Semester 2 Classes: One 3 hour lecture per week. Prerequisites: PSYC (4721 and 4722 and either 4724 or 4728) Assessment: In-semester assessment(s) 80%, Exam 20%
Coaching always takes place within the context of human systems, be they family, social networks, or workplace organisations. This unit of study considers both the theory and practice of working in human systems. At the theoretical level, students undertaking this unit will consider the major theoretical advances which aid our understanding of groups and complex human systems. These will include systems theory and complexity theory as well as major research findings in group and team dynamics. Students will also consider the practical implications of these theoretical approaches to coaching within organisations. Issues surrounding self organisation, leadership and control, and the management of change in complex adaptive systems will also be discussed. Students will design and facilitate a small group coaching program.
PSYC4730 Applied Positive Psychology
Credit points: 6 Session: Semester 1 Classes: Five day-long seminars (Block Teaching). Assessment: In-semester assessment(s) 80%, Exam 20%
This unit of study teaches the application of positive psychology to coaching in work and personal life contexts. We consider the core principles of positive psychology and how these can be applied in coaching interventions. Topics covered in this unit include; coaching as an applied positive psychology; goals, meaning and well-being; subjective and psychological well-being: happiness; gratitude; the languishing vs. flourishing dichotomy; broaden and build theory; self-concordance; well-being in the workplace; career coaching through the life span; and the use of positive psychology in health coaching. There is emphasis on both theoretical understanding and personal practice. The experiential learning component requires students to evaluate each week's topic in relation to their own personal life experience and to participate in group discussion and coaching practice.
PSYC4731 Psychology of Peak Performance
Credit points: 6 Session: Semester 2,Summer Main Classes: Five day-long seminars (Block Teaching). Assessment: In-semester assessment(s) 80%, Exam 20%
The Psychology of Peak Performance draws on theories and models of sport, performance and positive psychology and applies these to use in executive, workplace and personal coaching practice. Topics covered include flow, mental toughness, mental readiness, concentration enhancement strategies and techniques, rehearsal and debrief strategies, thriving under pressure, self-coaching, overcoming setbacks, performance protocols, focusing, and surviving success. In addition the unit covers issues related to high performing teams and groups. Issues of work/life balance are also addressed, particularly in relation to the management of optimal energy levels (avoiding burnout). There is emphasis on both theoretical understanding and personal practice. The experiential learning component requires students to evaluate each week's topic in relation to their own personal life experience and to participate in group discussion and coaching practice.
Textbooks
No set text book: A reading pack can be obtained from the University Copy Centre
PSYC5011 Applying Models of Health Behaviour
Credit points: 6 Session: Semester 2 Classes: 1 one hour lecture and two hours of tutorials per week Assessment: Tutorial participation (10%), presentation of intervention (40%), write up of intervention (50%)
The student will be given the opportunity to develop an intervention based on social cognitions models. The process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in other units of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych) that students can demonstrate an understanding of the key models and theories in Health Psychology which are seen by many to be the foundations of the subject area. The aim of this unit of study is to allow students to identify an area of Health Psychology where an intervention would be appropriate, review existing literature on the topic, formulate the intervention, and evaluate the intervention on a pilot level.
PSYC5012 Health and Risk Communication
Credit points: 6 Session: Semester 2 Classes: lectures, videos, interactive exercises, case study discussions and small group-work. This unit will be taught in a block intensive mode over five days Assessment: Major or two minor essays (100%)
In this unit of study students will consider health communication in the context of the health professional-patient relationship and in the public sphere. This unit of study seeks to develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and society. The unit of study will investigate: theories of health communication, including patient centred care and shared decision making; evidence regarding the impact of good and poor communication on patient and health professional outcomes; research paradigms in this area including interaction analysis; cross-cultural communication issues in health care; risk communication in the context of informed consent to clinical trials, discussing prognosis and responding to public health risk events; and theories of risk perception and communication. The aim of this unit of study is to provide students with a comprehensive understanding of the key issues related to communication in health care and health policy settings.
PSYC5014 Developments in Health Psychology
Credit points: 6 Session: Semester 1,Semester 2 Classes: three hours of tutorials per week Assessment: one major assignment - 5000 word essay (100%)
Note: Department permission required for enrolment
The purpose of this unit of study is to allow the student to choose a topic of particular relevance to their areas of expertise. It will allow the student to examine new developments within Health Psychology which may impact on their clinical or work practice.
PSYC5016 Research Project in Applied Psychology A
Credit points: 6 Teacher/Coordinator: Dr Barbara Mullan Session: Semester 1,Semester 2 Classes: Contact will be mainly tutorials with students arranging the appropriate level of supervision needed. Some lectures will also be provided. Prerequisites: Distinction average in 24 credit points from (PSYC5010, PSYC5011, PUBH5018, BACH5341 and 12 credit points of electives). Corequisites: PSYC5017 Assessment: Combined with PSYC5017. Project assignment 7000 to 9000 words (100%). In this unit of study the student will use as many of the identified sessions as s/he wishes for collection of data, preparation of the project etc. under the supervision of his/her research supervisor. Lectures are voluntary and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the students' superviors. Students will prepare the ethics application (if applicable), the literature review, collect the data and write up the project with supervision.
In combination with PSYC5017 in this unit of study the student will be given the opportunity to carry out a substantial piece of research in the field of health psychology. The research process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in the other unit of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych research stream) that they present evidence of their capacity to conduct a substantial piece of independent research that builds clearly upon their prior learning and which draws upon appropriate methodologies. The aim of this unit of study is to allow students to identify a research issue, review existing literature on the topic, formulate novel research questions, and test these questions through the application of contemporary psychological methodologies and appropriate data-analytic procedures. Lectures are voluntary, and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the student's supervisor.
PSYC5017 Research Project in Applied Psychology B
Credit points: 6 Teacher/Coordinator: Dr Barbara Mullan Session: Semester 1,Semester 2 Classes: Contact will be mainly tutorials with students arranging the appropriate level of supervision needed. Some lectures will also be provided. Prerequisites: Distinction average in 24 credit points from (PSYC5010, PSYC5011, PUBH5018, BACH5341 and 12 credit points of electives) Corequisites: PSYC5016 Assessment: Combined with PSYC5016. Project assignment 7000 to 9000 words (100%). In this unit of study the student will use as many of the identified sessions as s/he wishes for collection of data, preparation of the project etc. under the supervision of his/her research supervisor. Lectures are voluntary and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the students' supervisors. Students will prepare the ethics application (if applicable), the literature review, collect the data and write up the project with supervision.
In combination with PSYC5016 in this unit of study the student will be given the opportunity to carry out a substantial piece of research in the field of health psychology. The research process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in the other unit of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych research stream) that they present evidence of their capacity to conduct a substantial piece of independent research that builds clearly upon their prior learning and which draws upon appropriate methodologies. The aim of this unit of study is to allow students to identify a research issue, review existing literature on the topic, formulate novel research questions, and test these questions through the application of contemporary psychological methodologies and appropriate data-analytic procedures. Lectures are voluntary, and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the student's supervisor.
PHIL7840 Philosophy and the Science of Happiness
Credit points: 6 Teacher/Coordinator: Dr Caroline West Session: Semester 2 Classes: 1x2-hr seminar/week Assessment: 1x1500wd short essay (25%) and 1x3500wd long essay (75%)
This unit deals with the philosophy and psychology of happiness and wellbeing. It covers classical and contemporary philosophical work on the nature of happiness. It discusses the kind of goal happiness or wellbeing is - is it something that we want only insofar as we desire it, or is there some rational requirement to make a richer conception of wellbeing the goal of life? The unit will also engage with aspects of positive psychology.