Emotion-Management Coaching Model Based on Internal Family Systems (IFS) Theory

권수영; 성기정

doi:10.51457/kjcp.2017.12.1.2.23

Log In/Sign Up
KOREAN
P-ISSN2586-0755
E-ISSN2799-8444
KCI

Home

Browse Articles

Article Detail

Home > Article Detail

P-ISSN 2586-0755
E-ISSN 2799-8444

e-Submission

Vol.1, No.2

Citation Share

Emotion-Management Coaching Model Based on Internal Family Systems (IFS) Theory

KOREAN JOURNAL OF COACHING PSYCHOLOGY / KOREAN JOURNAL OF COACHING PSYCHOLOGY, (P)2586-0755; (E)2799-8444

2017, v.1 no.2, pp.23-43

https://doi.org/10.51457/kjcp.2017.12.1.2.23

& (2017). Emotion-Management Coaching Model Based on Internal Family Systems (IFS) Theory. KOREAN JOURNAL OF COACHING PSYCHOLOGY, 1(2), 23-43, https://doi.org/10.51457/kjcp.2017.12.1.2.23

copy

Downloaded
Viewed

PDF Download

Abstract

This study proposes an emotion-management coaching model based on the internal family systems (IFS) theory developed by R. C. Schwartz. The internal family system based emotion-management coaching model is a systemic approach rather than a linear approach for various emotional functions. This considers a view point from neurobiology and theory of evolution in how human emotions or affects work. Anxiety, anger, and sadness, which are generally regarded as ‘bad’ or ‘negative’ feelings, are essential for an individual's emotional survival. The emotion-management coaching model based on the internal family system focuses on how these emotional signals can be understood and processed with self-compassion aiming for a balanced internal system. In addition, by approaching from a ‘family’ system perspective, it helps to understand the relationships between parts of an individual's internal system as mutual dynamics between family members. This also is based on the paradigm of diversity of mind and systemic thinking. The overall discussion of this study consists of (1) an understanding of the internal family system theory, (2) an already-developed, strength based coaching model, which uses the internal family systems theory, and (3) an alternative proposal of an IFS based emotion-management coaching model, which reflects the above understandings.

keywords: Internal Family Systems (IFS), emotion-management coaching, systemic apind

Reference

Bowkett, S., & Percival, S. (2010). Coaching emotional intelligence in the classroom: A practical guide for 7-14. London: Routledge.

Chamorro-Premuzic, T. (2013). Can you really improve your emotional intelligence. Harvard Business Review.

Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025-1034.

Fosha, D., Siegel, D., & Solomon, M. F. (2017). 감정의 치유력. 노경선, 김건종 역. 서울:NUN.

Gazzaniga, M. S. (2004). The cognitive neurosciences. MIT press.

Gilbert, P. (2010). An introduction to compassion focused therapy in cognitive behavior therapy. International Journal of Cognitive Therapy, 3(2), 97-112.

Gilbert, P. (2014). 자비중심치료. 조현주, 박성현 역. 서울: 학지사.

Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam Books.

Gottman, J. (2011). Raising an emotionally intelligent child. Simon and Schuster.

Haddock, S. A., Weiler, L. M., Trump, L. J., & Henry, K. L. (2017). The efficacy of internal family systems therapy in the treatment of depression among female college students: A pilot study. Journal of Marital and Family Therapy, 43(1), 131-144.

Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.

Keltner, D. (2011). 선의 탄생. 하윤숙 역. 서울:옥당.

Moore, M. (2013). Coaching the multiplicity of mind: A strengths-based model. Global Advances in Health and Medicine, 2(4), 78-84.

Moral, M., & Angel, P. (2014). 코칭. 이승신, 한민수 역. 서울: NUN.

Neale, S., Spencer-Arnell, L., & Wilson, L. (2011). Emotional intelligence coaching: Improving performance for leaders, coaches and the individual. London: Kogan Page Publishers.

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85-102.

Reeve, J. (2011). 동기와 정서의 이해. 정봉교외 역. 서울: 박학사.

Rosenberg, M. B. (2011). 비폭력 대화. 캐서린한 역. 서울: 한국NVC센터.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Schore, A. N. (2009). Right-brain affect regulation. In D. Fosha, D. J. Siegel, & M. Solomon (Eds.). The healing power of emotion: Affective neuroscience, development & clinical practice. New York: W. W. Norton & Company.

Schwartz, R. (1995). The internal family systems therapy. New York: Guilford Press.

Sweezy, M. (2011). The teenager's confession:Regulating shame in internal family systems therapy. American Journal of Psychotherapy, 65(2), 179-188.

Sweezy, M. & Ziskind, E. L. (2013). Internal family systems therapy: New dimensions. New York:Routledge.

Wall, B. (2006). Coaching for emotional intelligence:The secret to developing the star potential in your employees. AMACOM: A Division of American Management Association.

권수영 (2016). 나쁜 감정은 나쁘지 않다. 서울:그리고 책.

권수영 (2015). 트라우마와 기억의 재구성. 신학논단, 79, 11-41.

김유미 (2009). 명상 기반 인지행동 프로그램이 아동의 정서안정도에 미치는 효과. 아동교육, 18(2), 105-115.

김혜순 (2012). 유아의 정서조절과 스트레스대처능력이 리더십에 미치는 영향. 아동교육, 21(1), 21-36.

선혜영, 김수연, 이미애, 탁진국 (2017). 강점코칭프로그램이 직장인의 강점자기효능감, 긍정정서, 자기효능감, 직무열의와 조직몰입에 미치는 영향. 한국심리학회지: 산업 및 조직, 30(2), 221-246.

신현균 (2012). 학교 장면의 인지행동 프로그램이 초등학생의 우울취약성 감소와 주관적 안녕감 향상에 미치는 효과. 한국심리학회지: 일반, 31(3), 687-711.

오지현 (2016). 어머니의 아동기 수용 경험, 사회적 지지와 감정코칭 반응이 아동의 정서조절 방식에 미치는 영향: 매개된 조절효과 검증. 아동학회지, 37(4), 101-115.

이시연 (2017). 청소년의 정서조절능력과 삶의 만족도와의 관계에서 대인관계역량의 매개효과. 디지털융복합연구, 15(8), 445-454.

이은비, 김정규 (2013). 게슈탈트 관계성 향상프로그램 (GRIP) 이 학교부적응 청소년의 정서조절곤란과 문제행동에 미치는 효과. 한국게슈탈트상담연구, 3, 1-19.

이지영, 권석만 (2010). 체험적 정서조절방략의 효과. 한국심리학회지: 상담 및 심리치료, 22(1), 95-116.

이지영, 권석만 (2006). 정서조절과 정신병리의 관계. 한국심리학회지: 상담 및 심리치료, 18(3), 461-493.

이희경 (2013) 정서역량개발을 위한 임원코칭;MSCEIT 활용사례. 한국심리학회 학술대회 자료집, 2013(1), 103-103.