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.

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.

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.

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.

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.

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.

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.

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.

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 applied 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. 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.

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 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. 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.