What is a Coaching Psychologist - and Why Does the Title Matter?

Mark Adams, CPsychol AFBPS AFISCP (Accred)
Educational & Coaching Psychologist
Director, Aspen Psychology Services Ltd

Clients sometimes ask me: "So what is a Coaching Psychologist?" While other applied psychologists sometimes ask me: "What is the benefit of using the title of Coaching Psychologist?" So I thought I'd write an article to explain.

First, a brief word about what coaching psychology is

Coaching psychology is a distinct branch of academic and applied psychology that focuses on the enhancement of performance, development, and wellbeing in both work and personal domains through the application of coaching models that are grounded in psychological theory, research and practice (Grant, 2006; Palmer & Whybrow, 2007).

Coaching psychology formally emerged as a discipline at the turn of the twenty-first century, with its roots in Australia - where Dr Anthony Grant established the world's first university-based Coaching Psychology Unit at the University of Sydney - and in the UK, where Professor Stephen Palmer was instrumental in establishing the British Psychological Society's Special Group in Coaching Psychology in 2004. (That group has since evolved into the now formally-established Division of Coaching Psychology (DoCP), reflecting the growing maturity and profile of the field).

What distinguishes coaching psychology from coaching more broadly is the application of established psychological frameworks to the coaching process. These include Person-Centred approaches (Rogers, 1951, 1961), Cognitive-Behavioural Coaching (Beck, 1967, 1976; Ellis, 1962), Solution-Focused approaches (de Shazer, 1985, 1988), Motivational Interviewing (Miller & Rollnick, 2002), Acceptance and Commitment Therapy (Harris, 2009), Positive Psychology (Seligman & Csikszentmihalyi, 2000), and Self-Determination Theory (Ryan & Deci, 2000), among others.

Coaching is a two-billion-dollar unregulated industry (ICF & PricewaterhouseCoopers, 2012): anyone can call themselves a coach, and can call upon a seemingly limitless array of principles, tools and approaches when carrying out their work. However, psychology is what gives coaching its backbone, lending over a hundred years of theory and research into human behaviour, change processes, and what makes helping relationships effective.

So what is a Coaching Psychologist?

A Coaching Psychologist is a psychologist who works with others to support enhancement of performance, development and wellbeing using psychology-informed coaching approaches (ISCP, 2015). In practice, coaching psychologists are often practitioners who have first qualified in another domain of applied psychology - Clinical, Educational, Occupational, Counselling, or others - and have then gone on to develop specialist expertise in coaching. Having said that, with the advent of the British Psychological Society’s Division of Coaching Psychology, it is now possible for a person with a psychology degree, enough suitable experience, and evidence that they meet the required standards, to become a Chartered Coaching Psychologist without first obtaining a preceding applied psychology qualification.

In my own case, I came to coaching psychology through my work as an Educational Psychologist. I encountered coaching psychology relatively early in my career (2004-2005) and found a domain of applied psychology that seemed to speak to me about exactly the kind of psychologist I wanted to become. With its emphasis on working alongside others through a helping relationship to support them to draw upon their strengths, learn from their successes, pursue their goals, overcome self-limiting ways of thinking/acting, plan new behaviours, and to ultimately flourish, coaching psychology sat naturally alongside - and in some ways extended and complemented - my existing EP practice, while also being consistent with my personal values. Coaching psychology became increasingly central to how I work with adults and young people, and eventually to my professional identity. In 2012, having worked for seven years as a (part-time) Specialist Educational Psychologist who provided coaching services to schools, I obtained formal Accreditation of my practice with the ISCP and began using the title ‘Coaching Psychologist’ in my work.

Why use the title ‘Coaching Psychologist’?

This exploration may be particularly helpful for applied psychologists who may be using coaching approaches in their practice without having explicitly considered whether to identify as a Coaching Psychologist. It may also be of interest to those who are newer to the applied psychology professions, and who might be interested in considering exploring coaching psychology as a possible CPD strand.

Here are the reasons I've come to believe the title matters:

1. It signals a distinct professional identity and scope of practice

Using the title ‘Coaching Psychologist’ communicates something specific to clients and commissioners: That you are not only a psychologist who occasionally uses coaching techniques, but a practitioner who has developed a substantive and specialist expertise in this area. As I noted 2016, the title affords the user the opportunity to define the scope of their work "without the confounding effect of prior client role expectations" (Adams, 2016, p. 4) - such as, for example, traditional role expectations that automatically accompany the title ‘Educational Psychologist’ in educational contexts.

For EPs in particular, this is significant. The EP title carries important and legitimate associations for clients - most often, that we will provide consultation, assessment, training, contributions to statutory processes and the like - but these associations may limit our clients’ expectations of the broader scope of what we can offer, and may not align with what a coaching engagement actually involves. Using the title ‘Coaching Psychologist’ alongside the EP title in appropriate contexts can signal our specific expertise and help clients to engage with the work on its own terms while side-stepping some of the traditional role expectations we can encounter.

2. It demonstrates a commitment to evidence-informed practice in an unregulated field

As noted above, coaching is a largely unregulated industry. Anyone can offer coaching services, and many do. The ‘Coaching Psychologist’ title - particularly when supported by accreditation or Chartership - sends a clear message: This practitioner is accountable to professional standards, their work is grounded in an evidence base, and they are bound by ethical codes of conduct.

To obtain Accredited Coaching Psychologist status with the International Society for Coaching Psychology (ISCP), for example, a practitioner must hold a graduate degree in psychology, relevant post-graduate qualifications, and must have undertaken suitable continuing professional development and supervised practice (ISCP, 2015). To achieve Chartered Coaching Psychologist status with the BPS's Division of Coaching Psychology requires the practitioner to meet a range of defined core standards of practice. The BPS also maintains a Register of Coaching Psychologists, providing public recognition of those who meet these standards (BPS, 2026a).

These are meaningful thresholds. They are not guarantees, of course; but they are signals of professional seriousness that distinguish qualified coaching psychologists from the broader, unregulated coaching market.

3. It creates a broader and more diverse client base

This is a practical point, but an important one. Not everyone who might benefit from working with a psychologist would identify themselves as needing psychological support in the clinical sense. For many people - managers, leaders, educators, professionals navigating transitions - the language of coaching may be more accessible, less stigmatised, and more directly aligned with their self-perception and goals.

Using the Coaching Psychologist title opens the door to working with a client group who might never have sought out an EP or a Clinical Psychologist, but who are actively looking for a high-quality, psychology-informed helping relationship to support them in achieving their goals or enhanced wellbeing. It therefore extends the reach of applied psychology to a much larger population, and enables psychologists to operate using a set of principles and approaches that can transfer across professional domains (e.g. as a Coaching Psychologist, I have sometimes provided coaching to people outside of educational contexts).

4. It invites you to be explicit about - and honest with yourself about - your competence to practise

The BPS Code of Ethics places a general duty on all psychologists to practise within the boundaries of their competence and to "value the continuing development and maintenance of high standards of competence in their professional work and the importance of working within the recognised limits of their knowledge, skill, training, education and experience." (BPS, 2026b, p. 6). Adopting the title of Coaching Psychologist implicitly commits you to that standard specifically in the coaching domain.

In my experience, this is one of the most important and underrated benefits of using the title. It prompts you to ask yourself: Have I actually developed the depth of knowledge and skill that this title implies? Am I maintaining appropriate CPD and supervision in this area? These are exactly the questions that sustain quality practice and reflection.

5. It positions psychology - and psychologists - where they belong in the coaching conversation

Coaching psychology is a relatively young and still-developing discipline. EPs, in particular, have historically been under-represented in its development - a point I made in my 2016 paper, citing Law (2009) who described EP engagement in coaching as that of "an invisible minority." That picture has shifted somewhat since then, but there remains significant room for EPs to contribute to, and help shape, this field.

Using the title is, in a small way, a statement of belonging and professional investment. It says: I am part of this community of practice. I take this seriously. I want to contribute to its development. That matters - not just for individual practitioners, but for the discipline as a whole.

A word of caution

It is important to note that, unlike ‘Educational Psychologist’, the title ‘Coaching Psychologist’ is not a legally-protected title with the HCPC. This means that, in principle, anyone could call themselves a Coaching Psychologist without the credentials to back it up, and this is something for both clients and practitioners to be aware of. This is a genuine limitation of the current regulatory landscape, and it is something the field continues to grapple with. Pathways to Chartership and Accreditation are huge steps forward, but they are by no means mandatory.
The practical implication is that using the title well requires us to be explicit with our clients and commissioners about what it means and what credentials support it. Transparency here is not just good ethics; it is good practice.

A personal reflection

I have been using the title ‘Coaching Psychologist’ for almost fifteen years now, and I remain glad I made that decision. It has shaped how I think about my work, the clients I attract, the work I undertake, the CPD I pursue, the connections I have made, and the professional communities I belong to. Moreover, it has kept me connected to a vision of the kind of practitioner I aspire to be; an applied psychologist who supports others to make positive changes in their lives or situations through guided, facilitative helping relationships, with every engagement informed by psychological approaches and a strong commitment to ethical practice. This, in turn, informs our vision of what we want Aspen as a service to be.

If you are an applied psychologist who has developed, or would like to develop, a genuine expertise in coaching, and who is committed to doing this work well and to a high standard, I would like to encourage you to consider whether the title of ‘Coaching Psychologist’ may reflect who you already are – or who you might like to be in the future.

Reflection questions

1. If you’d like to find out more about coaching psychology, what would be a manageable next step for you? (Some options are signposted below).
2. If you use coaching approaches in your practice, how explicitly do you communicate that to clients and commissioners - and why?
3. What would using the title ‘Coaching Psychologist’ change about how you present yourself professionally? What might you gain or lose?
4. How do you currently maintain your competence and reflective practice in the coaching domain? Is that sufficient to justify use of the title?
5. Thinking about the clients you currently work with: Are there people who might benefit from a coaching psychology relationship who you aren't reaching? Might the use of the title ‘Coaching Psychologist’ help in this respect?
   
   

If you'd like to find out more

If this article has sparked your interest - whether you're an applied psychologist considering developing coaching psychology as a strand of your practice, or someone wanting to find a qualified coaching psychologist to work with - here are some practical next steps.

Professional bodies and accreditation routes

• The BPS Division of Coaching Psychology (formerly the Special Group in Coaching Psychology) is the home of coaching psychology within the British Psychological Society. Their website provides information about the field, membership, and the Level 8 standards that must be satisfied in order to achieve Chartered Coaching Psychologist status. Visit: https://www.bps.org.uk/member-networks/division-coaching-psychology
• The DoCP also publishes two peer-reviewed journals that provide a regular source of CPD in relation to coaching tools and research evidence: The Coaching Psychologist and International Coaching Psychology Review.
• The International Society for Coaching Psychology (ISCP) offers an alternative and complementary accreditation pathway for psychologists wishing to gain formal recognition of their competence to practise as a Coaching Psychologist. Visit: www.isfcp.ne
• If you are looking to find a qualified Coaching Psychologist to work with, the BPS Register of Coaching Psychologists is a useful starting point: https://www.bps.org.uk/register-coaching-psychologists
  
  

Aspen Psychology Services resources

• You can request a copy of our free Coaching Psychology resources from the Aspen Psychology Services website: https://www.aspenpsychologyservices.co.uk/resources.html
• We also have a YouTube video on the Aspen Psychology Services channel walking you through the two-year ISCP Pathway to Accreditation, which may be helpful if you are considering exploring this route: https://bit.ly/3P2ghHi
  
  

Podcast

• The Coaching Psychology Update (formerly the Coaching Psychology Pod) is the official podcast of the BPS Division of Coaching Psychology, hosted by Dr Natalie Lancer. Each episode features expert panel discussions on specialist coaching psychology topics, making it an accessible and thought-provoking way to keep up with developments in the field. Available on Spotify and other streaming platforms: https://open.spotify.com/show/78uT0ZirC29WY8ZIxBTTMi
  
  

Aspen Psychology Services: Training and Community

• If you are interested in developing coaching psychology as a strand of your EP practice, Aspen Psychology Services offers a Coaching Psychology CPD programme designed specifically to cover both the theory and practice of coaching psychology. Visit: https://www.aspenpsychologyservices.co.uk/coaching-workshops.html
• Aspen Psychology Services also hosts a free online Coaching Psychology Interest Group (CPIG) for EPs and others with an interest in coaching psychology - a community space for sharing ideas, resources, and developments in the field. Membership is free. No prior experience, training or credentials are required – you just need an interest in/enthusiasm for coaching psychology, and you will be welcomed to the group for as many or as few sessions as you wish. Visit: https://www.aspenpsychologyservices.co.uk/ep-coachingcoaching-psychology-interest-group.html
  
  

Further reading

1. Adams, M. (2016). Coaching psychology: An approach to practice for educational psychologists. Educational Psychology in Practice, 32 (3), 231-244.

http://dx.doi.org/10.1080/02667363.2016.1152460

This paper provides a fuller introduction to coaching psychology for EPs, including a worked case study. Please note that since this paper was written, the BPS Special Group in Coaching Psychology has evolved into the more formal Division of Coaching Psychology; references to the SGCP throughout should be read with that in mind.

2. Adams, M. (2015). Coaching Psychology in Schools: Enhancing Performance, Development and Wellbeing. Abingdon: Routledge.

A practical guide to the application of coaching psychology in educational settings, with detailed case studies and unpacking of the coaching methods used throughout. Aimed at EPs, school leaders, education practitioners, and others working with children and young people.

References

• Adams, M. (2015). Coaching Psychology in Schools: Enhancing Performance, Development and Wellbeing.  Abingdon: Routledge.
• Adams, M. (2016). Coaching psychology: An approach to practice for educational psychologists.  Educational Psychology in Practice, 32 (3), 231-244 http://dx.doi.org/10.1080/02667363.2016.1152460
• Beck, A. T. (1967). Depression: Clinical, Experimental and Theoretical Aspects.  Philadelphia, PA: University of Pennsylvania Press.
• Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. New York: International Universities Press.
• British Psychological Society. (2026a). Register of Coaching Psychologists. https://www.bps.org.uk/register-coaching-psychologists
• British Psychological Society. (2026b). Code of Ethics and Conduct. BPS.
• de Shazer, S. (1985). Keys to Solution in Brief Therapy. New York: W. W. Norton.
• de Shazer, S. (1988). Clues: Investigating Solutions in Brief Therapy. New York: W. W. Norton.
• Ellis, A. (1962). Reason and Emotion in Psychotherapy. New York: Lyle Stuart.
• Grant, A. M. (2006). A personal perspective on professional coaching and the development of coaching psychology. International Coaching Psychology Review, 1(1), 12–22.
• Harris, R.  (2009).  ACT Made Simple: A Quick-Start Guide to Basics and Beyond.  Oakland, CA: New Harbinger Publications, Inc.
• ICF & PricewaterhouseCoopers. (2012). ICF global coaching study – executive summary. http://www.coachfederation.org/coachingstudy2012
• International Society for Coaching Psychology. (2015). What is coaching psychology? http://www.isfcp.net
• Law, H. (2009). Coaching psychology in education - an introduction. DECP Debate, 132, 18–21.
• Miller, W., & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change. New York: The Guilford Press.
• Palmer, S., & Whybrow, A. (Eds.). (2007). Handbook of Coaching Psychology: A Guide for Practitioners. Hove: Routledge.
• Rogers, C.  (1951, 2003).  Client-Centred Therapy: Its Current Practice, Implications and Theory.  London: Constable & Robinson Ltd.
• Rogers, C.  (1961).  On Becoming a Person: A Therapist’s View of Psychotherapy.  London: Constable & Robinson Ltd.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.