Neuropsychology and Coaching Running head: NEUROPSYCHOLOGY AND COACHING

The Scientific Ground of Coaching: Understanding the Connections between the Subjective Experience of the Mind and the Objective Functioning of the Brain, Using These Insights towards Improving the Fields of Coaching and Neuropsychology.

Name: Moses Silbiger Course # IPP 5032 / Neuropsychology Instructor: Mark Forman John F. Kennedy June 13, 2007

Neuropsychology and Coaching Introduction The emergence of two fields in the dawn of the 21st century Very few professions have been born in a change-dominated world. Most professionals function with a set of basic skills and concepts that they use repeatedly throughout their careers.

Coaching [italics added], however, emerged as a field that, as its central function, facilitates change and development (Hudson, 1999, p.3). The mind emerges from the activity of the brain, whose structure and function are directly shaped by interpersonal experience [italics added] recent findings from the study of human development and neurobiology can bring us to a new understanding of the developing mind (Siegel, 1999, p.1). Throughout the history of human culture and society, new fields and professions spontaneously emerged in order to cover the growing gaps left by existent areas of knowledge and expertise. As time goes by, some of these areas turn out to be not as appropriate and efficient as they were before to fulfill the demands and pressures of novel times and their unfolding transformations. Due to gradual changes in culture and society that are sometimes quite unpredictable, some of these existent areas end up developing and expanding their scope in order to cover the new demands; few of them end up shrinking or disappearing; some of them end up splitting and fragmenting into more specialized fields; and others end up blending into new and more encompassing areas that become much complex and specialized than the sum of their parts. In my view, the rise of the coaching field could be related to the first example in the paragraph above, as an instance of a field that emerged to cover a gradual gap left by different but related areas related to human growth and development. I consider the coaching profession to fill an ever increasing demand for true integration between our subjective experience and development

Neuropsychology and Coaching aspects already covered by the fields of psychology and psychotherapy, as well as the deeper interior areas of human knowledge related to religion and spirituality - and the objective aspects of

our mind, which are mostly concerned with understanding and improving our external development and functionality in the world aspects partially covered by the fields of psychology (especially behaviorism) and psychiatry; as well as the externally and more pragmatically oriented areas of consulting, management, human resources, leadership, mentoring, teaching and learning; among others. On the other hand, the emergent field of neuropsychology could be considered to be a blend or cross-disciplinary intersection between the fields of neuroscience, biology, psychology, psychiatry and even psychotherapy (when putting into practice its concepts), a rich scientific mix of which the result is a field holistically bigger than the sum of its constituent parts. Although still holding many open inquiries and controversial questions in regards to the nature and functioning of the brain and its connections to our subjective nature and dynamics, neuropsychology has already today a great body of empirical knowledge supporting and proving many of its claims. This is especially true in regards to the role of different regions of the brain (and body) and their relation to certain motor, cognitive and mental skills, as well as some basic emotions. As far as complex subjective skills and states of being, the road is still wide open for the advent of new discoveries and insights. Connecting the two emerging fields In this paper, Ill briefly explore how the present body of knowledge and continual discoveries coming from the new field of neuropsychology can support coaches in referencing, learning and grounding their knowledge and experience in a more objective, scientific and biologically-related way. It is not my intention here to bring neuroscientific technical terms and dig into the anatomical details of these findings, but instead make an overall reference of its core insights. Due to the fact

Neuropsychology and Coaching that both fields have certainly big areas of intersection, I believe it is important to trace these connections because each of them may have a lot to contribute to each other, especially today. On one hand, I consider that one of the potential contributions offered by the field of coaching to the discipline of neuropsychology is related to the potential and efficacy that skillful and strategic interpersonal dynamics used by coaches can facilitate in a large degree the methodical study of the process of change and development of the mind and the brain. Coaching can also support neuropsychological researchers to systematically track the constructive behaviors and actions that clients start to manifest in their lives and the world as a result from that. From the other hand, by anchoring some of coachings insights, interpersonal dynamics,

processes and methodologies into the most physical and objective dimensions of the clients life, the field of neuropsychology can bring to our scientifically-oriented culture and society a clearer, broader and deeper understanding of the possible advantages, gains and palpable results brought by the coaching process. This can be done through means of neuropsychological insights, diagnosis and tracking by brain tests and biofeedback. In my view, this cross-disciplinary integration can facilitate an unfolding and expansion of the sense of credibility, importance, efficacy and scientific ground of the coaching field in relation to the general population; both in the personal and the institutional worlds. The structure of this paper In the next section, Ill provide a brief introductory summary on how the neuropsychology field objectively views our subjective and inter-subjective experience in relation to a couple of interesting topics: (1) the mind-brain-body connection, (2) consciousness and unconsciousness, (3) the role of emotions and the significance of healthy and proactive interpersonal dynamics. These topics were chosen among a variety of other interesting subjects explored in several neuropsychological and

Neuropsychology and Coaching neuroscience studies, such as memory, dreams, fantasies, language, gender, genetic and

environmental influences (Solms & Turnbull, 2002; Siegel, 1999); beliefs and spirituality (Newberg & Waldman, 2006); and representations, self-regulation, attachment and integration (Siegel, 1999), among others. In this neuropsychological introduction, the main aspects of emotions and interpersonal dynamics (item 3 above) will be briefly explored in relation to its connections to the processes and dynamics of coaching. Finally, Ill comment on how to use these insights towards improving the coaching field and practice as well as supporting neuropsychological studies and research. Throughout this exploration, Ill also make brief references to some concepts related to Wilbers AQAL1 model, in order to ground this presentation in a more integral framework. Insights into Neuropsychology The mind-brain-body connection In order to start covering the relationship or link between the subjective mind and the objective brain, Id like to introduce a fundamental and cutting-edge perspective shared by Mark Solms and Oliver Turnbull, two of the main pioneers in the process of emergence, research and integration of the neuropsychology field. This view is called the dual-aspect monism perspective, and basically integrates previous dualistic distinctions and insights about the nature of the connection between the mind and the brain, also known as the mind-body problem. It also integrates the two core distinctions made by opposing philosophical approaches: The materialist (UR) 2 view (everything is reducible to matter, or in this case mind is reducible the brain), and the idealist (UL) view (only mind exists, the apparent substantiality of matterare really [italics by author] nothing other than
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AQAL (pronounced aqual) is the essence of the work of Ken Wilber. AQAL stands for all (1) Quadrants (realms of existence and action), all (2) Levels (stages of development), all (3) Lines (developmental skills in various areas), all (4) States (states of consciousness or bodies) and all (5) Types (gender, personality, etc.). It is Wilber's theory that only an integral account or AQAL - would be as inclusive and balanced to be considered a fair account of the complexity of the world and the universe at large. 2 UR is an abbreviation that stands for Upper Right Quadrant (individual & objective), one of the 4 quadrants corresponding to the 5 main aspects of AQAL. Similarly, UL stands for Upper Left Quadrant (individual & subjective); LL for Lower Left Quadrant (collective & subjective); and LR for Lower Right Quadrant (collective and objective).

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products of our mental processes (p.50). From one side, the monist view argues that matter (brain) and mind are made of the same substance, but in different states; like water in solid (ice) and gaseous (vapor) states. On the other hand, the dualist approach, mostly associated with Descartes, argues that we are fundamentally divided in our essential nature in two kinds of substance: matter and mind, or body and soul. Hence, the dual-aspect monism perspective comes to integrate these seemingly contradictory views into a higher and more encompassing truth. In the words of Solms and Turnbull (2002): Dual-aspect monism accepts that we are made of only one type of stuff (that is why it is a monist position), but it also suggests that this stuff is perceived in two different ways (hence, dual-aspect monism) (p.56). By saying that, this approach states that our fundamental nature is neither made of a mental nor a material essence. In fact, it appears material when observed from the exterior (AQALs UR), and it appears mental when perceived from the interior (AQALs UL). Therefore, according to these scientists, the distinction between body and mind is [just] an artifact of perception (p.56); as I understand, a perception which is naturally limited by our human senses. As for the nature of this essence, this is one of the mysteries science has yet to solve. In my view, however, the answer for this question lies in spiritual and transcendental grounds. Although scientifically proved, this essence or one type of stuff may never be able to be observed directly, either subjectively or objectively. Instead, only its manifestations and effects can actually be perceived, as it is also the case for the force of gravity, magnetism and even the quarks of quantum physics. The impossibility of direct observation may be due to the fact that some essential aspects are transcendent in relation to our human nature and relatively limited (dualistic) instruments of perception, both from related to our natural senses and scientific instruments of

Neuropsychology and Coaching observation. In this way, this essence would be situated in a higher holarchical3 (Wilber, 2000)

plane or level (hence spiritual) in relation to its manifestations, therefore transcending and including both dualistic forms of mind or matter (brain) that can be perceived our human apparatus. From my perspective, the importance of understanding this dual-aspect monist perspective and the concept of a spiritual nature or essence brings a fundamental significance to the current exploration towards understanding the connections between the subjective experience of the mind and the objective functioning of the brain. In fact, based on this view - which I also personally agree - there are actually no such thing as a connection between mind and brain to start, because both mind and brain are part of the same essential manifestation (spirit), which is perceived either from the interior or the exterior aspects of our human perception. In this way, one could say that we are actually spiritual beings manifested in physical and mental bodies (AQALs State/Body holarchical levels). Extending this idea to the concept and role of interpersonal relationships especially to skilful ones such as the present subject of coaching one could also say that what essentially happens during a coaching process is not only the result of mental or physiological dynamics. Instead, coaching could be considered above (and below) all, to be part of an underlining transformative spiritual process, but this would be a rich subject for another paper. Coming back to some basic neuropsychological insights, the other fundamental aspect to be considered in addition to the above is related to a reconciliatory view integrating the localizationist and equipotentionalist perspectives, concerning the physical location of various mental functions and qualities in relation to the brain (and body). In other words (based on the previous concept), concerning where the manifestation of that essential stuff (spirit) is observed in the brain (body)
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Holarchy is a developmental/evolutionary concept described by Wilber where a higher stage or level of development is compared to a holon (a whole that is simultaneously part of other wholes). A holon transcends and include its predecessor(s) in an interconnected system that tends to bring more complexity (depth) and less span (quantity) in proportion to its higher (or deeper) altitude in a developmental/evolutionary scale. In this case, this essence or spiritual nature would be a holon situated in a higher (deeper) level in relation to the sub-holons of mind and body.

Neuropsychology and Coaching as it shows up in form of mental faculties and qualities and related actions and behaviors. This pivotal integrative perspective was already explored by Freud in early observations and was later

reformulated and improved by a famous Russian neurologist named Luria author of a pivotal book called Higher Cortical Functions in Man (1966). Luria was also the first scientist to divide the brain in 3 main regions, a view accepted until this day. In his concept of functional systems, Luria integrates the localizationist view (which stated that the mind as a whole was a result of a network of interconnected centers in the brain assembled like a mosaic pattern, where each center was associated with a specific function of the mind), and the equipotentialist view (which stated that mental functions were a result of the whole brain working together in unison, with the impossibility to relate mental functions to specific parts of the brain. As Lurias functional systems view states, many bodily functions are the products, not of one particular tissue, but, rather, an interaction between a number of different tissues (Solms and Turnbull, 2002, p.63). Extending this concept to the mind-brain subject, this means that the main mental functions are not only a result from the work of specific and unique parts of the brain, but from the systemic resonance and integration of many of its different parts (but not necessarily all). In addition to that, as the most recent neurological explorations and discoveries are starting to show, this integrated functional system includes not only different parts of the brain, but actually the whole body and its various interconnected systems (emotional, visceral, respiratory, etc.). This view is particularly explored by the pioneering and ground-breaking studies of a contemporary neurologist named Antonio Damasio (2000). Consciousness and Unconsciousness This systemic body integration explored by Damasio (2000) is a very hot area of scientific exploration nowadays, and worthy of a new paper in itself. But the main aspect it highlights for our

Neuropsychology and Coaching present area of concern is the connection between various bodily phenomena - such as feelings, emotions and other physical sensations, like visceral gut feelings - to different functions and qualities of the brain (and mind), including the psychological aspects of consciousness and

unconsciousness. In a way, Damasio (2000) confirms in a deeper and broader way what both Freud and Luria were previously exploring in their studies. One of the fundamental contributions of Freud to the field of psychology (and recently to neuropsychology) was the discovery and distinction between the conscious and the unconscious aspects of the mind. According to him, the functions of the mind extended way beyond being only conscious of something: The argument that mind and consciousness are identical is precisely the viewpoint that Freud opposed so strongly a hundred years ago, when he first introduced the idea of an unconscious mindclinical observations show that consciousness is merely a (variable and superficial) property of the mind. (Solms and Turnbull, 2002) Adding to that, Damasio (2000) came with a ground breaking discovery. According to him, the content of our consciousness - images, thoughts, memories, representations, symbols, language, etc. - is attached to a specific region (or system) of the brain responsible to monitor the external world; a fact already discovered by earlier neurological observations. On the other hand, the state (AQALs States) of our consciousness - quality, feeling, mood, clarity, depth, etc. - is resultant from the activities of another specific region (or system) of the brain, responsible for monitoring the internal milieu of our body, seen as a systemic whole. By saying this, he means that the part of the brain involved in the modulation and regulation of the most physical and basic visceral states (hence unconscious in terms of mental activities) such as temperature, metabolism, blood sugar, etc., has a fundamental role in shaping the different qualitative states of our consciousness, and therefore of our minds. This also includes related changes in the functioning and activity of various

Neuropsychology and Coaching parts of the brain, working as a functional system. The Role of Emotions and the Significance of Healthy Interpersonal Dynamics This insight into the physical aspect of states of consciousness taps into very significant aspects connected to the present subject of coaching and its subjective and inter-subjective processes. For instance, these findings highlight the objective aspect of emotions and their fundamental role in the process of conscious thoughts, including the underlying dynamics of

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evaluation and motivation. Emotions are especially related to coaching in regards to how clients can consciously evaluate different options and situations (both internal and external) in their lives, by assessing how they are feeling about these various situations. In fact, As Solms and Turnbull say Consciousness is not only what you feel, it is what you feel about something (Solms & Turnbull, 2002, p.92). Damasio (2000) states that consciousness goes beyond the mere subjective awareness, being actually the integrative bridge between two worlds: external and internal (AQALs Left and Right Quadrants). He scientifically describes the conscious process as consisting of fluctuating couplings of the current state of the self with the current state of the objective world (Solms and Turnbull, 2002, p.92). This feeling sense, or Feeling of What Happens (Damasio, 2000) is hence connected to the whole underlying subjective and emotional processes of evaluation (good, bad and in between), meaning-making, decisions, plans, visualizations, choices, values and goals; some of the main aspects that coaches facilitate their clients to explore, set up, clarify, organize, and act upon in the world. Looking a little bit deeper into the neuropsychological (objective) aspect of emotions, research confirms (Siegel, 1999; Solms & Turnbull, 2002) the pivotal role that they have in developing and shaping both the mind, brain and interpersonal relationships. Connecting this idea to the coaching process and dynamics, Id like to further explore the concept of meaning-making, an aspect that

Neuropsychology and Coaching brings heart to the clients processes of evaluation and choices. In the words of Daniel Siegel

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(1999), one of the pioneer psychiatrists in the field of neuropsychology and an important authority in the areas of human development, learning and relationships: The way the mind establishes meaning the way it places value and significance on experience is closely linked to social interactions. This connection between meaning and interpersonal experience occurs because these two processes appear to be mediated via the same neuronal circuits responsible for initiating the emotional process. [Emotions thus have] a central role in creating our subjective and our interpersonal experiences. (p. 6) In this way, the skillfully guided interpersonal experience provided by the coach (as an example of skilful social interaction), can provide clients with the opportunity to not only re-organize the emotions and restructure meaning-making patterns (accomplishing subjective and behavioral changes and results), but to facilitate biological transformations at a neuronal and hence biological level. As Siegel (1999) says, emotions represent dynamic processes created within the socially influenced, value-appraising process of the brain [italics by author] (p. 123). By working with the client in terms of discovering, clarifying, organizing and reframing some of the values and meaning related to their emotional and subjective lives, coaches can help them to simultaneously re-organize and re-balance their emotional states and dynamics in healthier and more integrated ways. As they facilitate that, the whole functioning and patterning of the brain also changes, as well as other related bodily functions as described by Damasio (2000). Coaches can help their clients to selfregulate and take responsibility for and charge of their emotional states (and hence motivations, goals, evaluations, choices, decisions, etc.) by making use of skillful emotional communication and expression, through acts of empathy, sympathy, mirroring and attunement (Siegel, 1999,

Neuropsychology and Coaching p.148). After all, the organization of the self is dependent upon the manner in which emotion is regulated (p. 156). This is a fundamental aspect related to most (if not all) aspects regarding the success of certain coaching outcomes. This is especially true in regards to clients goals related to

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self-management, organization, inner balance and structural changes involving reframing of values, beliefs and worldviews - and their associated plans, behaviors and actions. Furthermore, coaching can help people to integrate different self (or emotional) states and stabilize new mental and brain (bodily) patterns. By doing that, coaches can support their clients to either translate themselves better in the stage (AQALs Stages) they currently are in, or to transform themselves towards higher stages of development and growth (Wilber, 2000); and not only help them to move into temporary states of consciousness or emotion (a common AQALs States vs. Stages distinction). As Siegel (1999) affirms, the minds creation of stable systemic coherence across different selfstates is one of the central goals of emotional development and self-regulation (p. 238). A whole stage of development starts to unfold when clients become more aware of how to deal with their own emotions, taking deeper responsibility for their emotional processes and even using them consciously according to their own needs instead of being constantly used by them - a concept often referred by the developmental psychologist and integral thinker Robert Kegan (1994). With this developmental unfolding which can be certainly facilitated by coaching, clients can take better, more integrated and emotionally meaningful evaluations and decisions about various situations in their lives, and focus more strategically towards their dreams, goals and achievements. Neuropsychological insights and coaching As I said in the introduction, the field of coaching is an emerging profession that lies in the intersection between different areas of human growth and development, filling an inter-disciplinary and social gap. In my view, coaching covers this gap by exploring and integrating the internal

Neuropsychology and Coaching realms of our subjective and inter-subjective experiences and development (AQALs Left

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Quadrants) to the external realms of behaviors and proactive actions in the world at large (AQALs Right Quadrants). Coaches support their clients to integrate these subjective evaluations in order to act in the most meaningful and efficient ways in the outer environment. By supporting and facilitating the subjective processes described above (evaluation, meaning making, decisions, choices, values, goals, etc.) coaches can assist their clients to not only explore and know more about themselves, but to go after the achievement and manifestation of their various needs, dreams, plans, and goals in life. By laying down the fundamental neuropsychological ground and insights briefly described in the previous section, it becomes much easier now to understand the intriguing and sometimes astonishing mind-body connections (which are actually just apparent, once they are part of the same stuff or essence) observed by the field of neuropsychology. Most importantly, we can anchors these scientific observations directly into the various insights, interpersonal dynamics, processes and methodologies used by the coaching field, helping us to understand in a clearer and more objective way what is really involved in a successful day-to-day coaching relationship. Moreover, we can understand more objectively how and why coaching works, this time from an objective and scientific/biological point of view - not only by means of assessing subjective (interior) feedback through narratives, interpersonal resonance or dialogues, as well as evaluation of (external) behaviors, actions and results. Furthermore, most of the current coaching approaches, processes and methodologies designed to measure and track objective results gather their observations from the extensive knowledge, background and traditions coming from the fields of behavioral, cognitive and developmental psychology, as well as neurolinguistic programming (NLP), consulting, learning and social studies,

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among others; corresponding to only one aspect or manifestation of the Upper Right Quadrant (UR) of Wilbers AQAL model. Therefore, it is one of my main points here to state that the findings of neuropsychology can provide a substantial contribution to the coaching field in regards to adding the physical (body and brain) aspect as a bona-fide instrument of measuring and tracking not only objective results in a new way, but as extra references and insights that could be used for the basic design, planning and strategies related to various coaching practices, planning and methodologies. It is also my understanding that, instead of only tracking and measuring the effects of the coaching practice by observable changes in the brain or the biological side of the clients mind (data provided by the field of neuropsychology), coaches can also start to understand in a more embodied way how the brain (and the whole integrated body system) generally works, as well as be aware of the actual physical state of their clients in a deeper and more encompassing way. This extra information could provide significant knowledge about their clients history, patterns, limitations, strengths, weaknesses and potentials (as well as show objective results as time goes by), this time from a biological point of view, not only subjective or behavioral. In this way, coaches could use this knowledge to customize even more their approaches to different clients, as well as achieve more efficiency and success in designing their practices and methodologies. Adding to that, they would reach a better understanding of what they are actually doing to their clients; or better saying, what they are actually letting the clients do with themselves in terms of changes, both subjectively, biologically and neurologically speaking. As an instance of how this joint collaboration of fields could work, a coach could ask a client for a neuropsychological diagnosis of the current state and functioning of his brain, and historical data on the same subject (if this is the case). That request may be more appropriate for clients with current or past mental pathology history, although it can be used in any case as extra data to support

Neuropsychology and Coaching assessments and changes. In many cases, coaches can work hand in hand with psychiatrists and psychologists to help clients envision goals, design plans and efficiently put in action the

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discoveries and insights they are having in the therapist coach. This procedure may also have some importance in the case of relatively healthy (but resistant) clients that are very objectively or materialistically oriented towards themselves and the world; and hence skeptic about their own subjective transformation and results brought by the inter-subjective dynamics in coaching. A neuropsychological assessment and tracking could facilitate their trust in the coaching process (and in themselves), by showing them actual subjective development and changes in a biological way. In order to interpret the neuropsychological diagnosis and tests, an inter-disciplinary collaboration may occur, with the coach possibly needing to have direct contact (and possibly gradual and periodic interchange) with the neuropsychologist or neurologist. By paying attention to specific bodily (brain) aspects related to certain areas being worked on in coaching - subjective development and growth, overcoming limitations and habits, improving various skills and capacities, facilitating interpersonal relationships, rapport and communication, etc. the coach could have access to a significant amount of biofeedback data to support the understanding of the clients past (if there is historical data), present, and future potentials. With this initial diagnosis in hand added to a possible periodic tracking, coaches can have a broader and deeper understanding of certain traits, habits and patterns of their clients (and their changes in time); as well as identifying and tracking changes and development in areas of strengths (potentials) and weaknesses (limitations). Likewise, neuropsychologists could work side by side with coaches to use the coaching processes and results to feed various research projects concerned with the study of subjective changes and development - resulting from the interpersonal dynamics developed by the coaching practice - and their relation to specific areas of the body and brain. In addition to that, and most

Neuropsychology and Coaching importantly, they can certainly work hand in hand with coaches to facilitate the process of healing and growth of their own clients, with coaching providing an extra support (or even a gradual substitution) to prescribed drugs and medications. I say that based on the holistic point of view already proved by neuroscience (Siegel, 1999; Solms & Turnbull, 2002; Newberg & Waldman,

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2006) that positive subjective changes can and do alter the metabolism, activities and dynamics of the physical body and brain (and vice versa), such as creating, re-organizing or dismantling neuronal connections and patterns, suppressing or producing hormonal and chemical substances, boosting or depriving the immune system, changing the bodys energy level, regulating the connection and activities of different bodily systems, etc. Conclusion In my view, the potential of grounding the coaching practice in a scientific background through the new insights and discoveries of neuropsychology are very promising and fundamentally important for solidifying the future of the coaching practice on many levels. From one side, this cross-disciplinary approach can be used as a powerful tool towards the improvement of the credentials, standards, practices and marketability of the coaching field in the culture and society at large. On the other side, coaches can provide significant data to the studies and research made by neuropsychologists, supporting them to track the processes and results originated from coachings subjective and interpersonal dynamics of change and development, through strategically codesigned experiments and practices. In addition to that - looking at this potential inter-dependent and cross-disciplinary process from a broader and more encompassing integral approach - both fields could proactively complement each other in all the aspects of AQAL that are currently partially covered in their respective areas of expertise and practice.

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References Damasio, A. (2000) The feeling of what happens: Body and emotion in the making of consciousness. Fort Washington, PA: Harvest Books. Hudson, F. (1999). The handbook of coaching: A comprehensive resource guide for managers, executives, consultants, and human resource professionals. San Francisco, CA: JosseyBass. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. Newberg, A. & Waldman, M.R. (2006). Why we believe what we believe: Uncovering our biological need for meaning, spirituality and truth. New York, NY: Free Press. Siegel, D. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York, NY: The Guilford Press. Solms, M. & Turbull, O. (2002). The brain and the inner world: An introduction to the neuroscience of subjective experience. New York, NY: Other press. Whitworth, L., Kimsey-House, H. & Sandahl, P. (1998). Co-active coaching: New skills for coaching people toward success in work and life. Mountain View, CA: Davies-Black Publishing. Wilber K. (1995). Sex, ecology, spirituality: The spirit of evolution. Boston: Shambala. Wilber K. (2000). Integral psychology: Consciousness, spirit, psychology, therapy. Boston: Shambala. Williams, P. & Davis, D. (2002). Therapist as life coach: Transforming your practice. New York, NY: W.W. Norton & Company.

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