Coaching for Performance (with self-hypnosis)

This Thematic Coaching is for those who want to go beyond the objectives already achieved in the professional and academic fields leveraging their strengths and defining a personalized development plan. Non-clinical, self-hypnoses will be taught leveraging the coachee’s strengths toward more challenging performance.

Coachee’s objective

I want to improve my professional or academic accomplishments and I am open to be taught non-clinical self-hypnosis to boost my performances.

Characteristics of this coaching path

This thematic caching shares many of the characteristics of Coaching for Performance and adds non-clinical self-hypnosis among the skills learned.
Hypnosis is an entirely natural process (nothing magical or mysterious) that has been used for decades in sport (Baer, 1980; Pates et al., 2001; Schreiber, 1991; Unestahl 1973, 1975, 1983, 1986) and academic (De Vos and Louw, 2006; Laidlaw et al., 2003; Wark, 1996, 2008). It has only recently been applied to business contexts (Armatas, 2009; Guse, 2012). You will learn how to build on self-hypnosis to get “extra gear” in terms of performance.

The participant will be given all the information needed to understand the path to which he will participate.
Coaches taking part of this path are licensed psychologist and hypnologist in their respective boards.

Development plan

  • Setting and defining the to-be objectives.
  • Analysing the as-is reality.
  • Generating options and solutions.
  • Assessing strengths, weakness, opportunities, threatens.
  • Train to manage thoughts, emotions, behaviours.
  • Develop positive thinking and optimism.
  • Making plans and getting feedback.
  • Celebrating achievements.
  • Learning self-hypnosis for improving performance.


  • Path lengths: 8 sessions
  • Cost: 4.800 CHF + IVA
  • Setting: Face to face and videoconference

Bibliography on the use of hypnosis in a non-clinical context to improve performance

Armatas, A. (2009). Coaching Hypnosis: Integrating hypnotic strategies and principles in coaching. International Coaching Psychology Review, 4 (2), 174–183.

Baer, L. (1980). Effect of time slowing suggestion on performance accuracy on a perceptual motor task. Perceptual and Motor Skills, 51, 167-176.

British Psychological Society (2001). The nature of hypnosis: Report prepared by a working party at the request of the Professional Affairs Board. Leicester: Author.

De Vos, H. M. and Louw, D. A. (2006). The Effect of Hypnotic Training Programs on the Academic Performance of Students. American Journal of Clinical Hypnosis, 49 (2), 101–112.

Guse, T. (2012). Enhancing Lives: A Positive Psychology Agenda for Hypnotherapy. South African Journal of Psychology, 42 (2), 214–223.

Laidlaw, T.M, Naito, A, Dwivedi, P, Enzor, N.A., Brincar, C.E. & Gruzelier, J.H. (2003). Mood changes after self-hypnosis and Johre prior to exams. Contemporary Hypnosis, 20(1), 25-40.

Pates, J., Maynar, I., and Westbury, T. (2001). An Investigation into the Effects of Hypnosis on Basketball Performance. Journal of Applied Sport Psychology, 13 (1), 84–102.

Schreiber, E. H. (1991). Using hypnosis to improve performance of college basketball players. Perceptual and Motor Skills, 72, 536-538.

Unestahl, L. E. (1973). Hypnosis and post-hypnotic suggestions. Orebro, Sweden: Veje Publications.

Unestahl, L. E. (1975). Hypnosis in the seventies. Orebro, Sweden: Veje Publications.

Unestahl, L. E. (1983). Inner mental training. Orebro, Sweden: Veje Publications.

Unesthal, L. E. (1986). Integrated mental training. Stockhold Orebro: SisuNeje Int.

Wark, D.M. (1996). Teaching college students better learning skills using self-hypnosis. American Journal of Clinical Hypnosis, 38(4), 277-286.

Wark, D.M. (2008). What we can do with hypnosis: A brief note. American Journal of Clinical Hypnosis, 51(1), 29–36.