A goal of this article is to present the author’s innovative concept of an application of the graphological analysis in the transformational coaching processes. The initial stage of the transformational coaching process has been proposed for the application of the graphological analysis. A role of the graphological analysis as an external portrait and a method to broaden the self-awareness of a coachée has been suggested by the author. The article presents a scientific approach to graphology and the handwriting analysis as a projective technique. A structure of the graphological analysis in the area of intellect, emotions, activity and adaptability has been specib ed in the article. Correlations between graphology and transformational coaching and contributions of graphology in coaching processes have been highlighted in the paper.

Transference and countertransference, resistance or fantasies usually associated with psychoanalytic terminology. The article describes how works these unconscious processes in the coach-coachee relationship. I present Michael Balint, with his idea of a support group for doctors, in which groups discussed processes transference-countertransference, to serve improve contact and understanding of the problems on the line patient-doctor. Currently with this idea use among therapists and educators. The article shows benefits, how may refer coach participating in the meeting. In addition, I introduce differences between Balint Groups, individual supervisoin and common discussion groups for coaches.

This paper explores the Mental Toughness model in a coaching process. Mental Toughness, a narrow personality trait, recently emerged as a significant factor in defining and measuring individual’s mind-set and attitude. Authors argue that one of the key elements contributing to building successful coaching rapport with a coachee as well as to set a coachee onto a coaching journey is to understand the mental toughness level of the client. This paper will also explain what Mental Toughness is and its applications to all walks of life.

The aim of the paper is to discuss methods of finding inner motivation that allows the coach, who has constant access to his/her resources, to support the coachee in the process of attaining the set goal. Authors have recourse to a metaphor: the coaching process is compared to a journey between the coachee’s current place and the place he/she wishes to reach, i.e. the goal of the coaching process. Further­more, the word “journey” refers to the etymology of the word motivation – mo­vere (to move).