ABSTRACT
Within both counselling and coaching fields recurring themes of similarities and differences between approaches are frequently discussed. Discrete differences in theoretical boundaries and approaches have been proposed in literature (Bluckert, 2005; Grant, 2003). However, in practice, the theoretical boundaries are often disputed (Bachkirova, 2007) and concerns about applying boundaries in practice have been illustrated in recent research. Studies have indicated that, rather than observe theoretical boundaries, many coaches rely on personal experience and understanding to define boundaries idiosyncratically (Maxwell, 2009a). As a result explanations of where the boundaries lie are inconsistent and fuzzy (Jopling, 2007; Price, 2009).
