The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness

Abstract

Objectives:This pilot study aimed to investigate whether Cognitive Behavioural Coaching (CBC) can be used with A-level students in order to reduce procrastination and avoidance behaviours. Group coaching was used to promote more adaptive thinking patterns, leading to enhanced performance and well-being.Design:A qualitative approach was taken, using Interpretative Phenomenological Analysis (IPA) in order to explore the meaning making and personal experiences of CBC. A quantitative measure in the form of a 12-item procrastination questionnaire assessed pre- and post-coaching was also used.Methods:The study took place at a Further Education college in London with one Sixth-Form Psychology class consisting of seven students. Based upon levels of procrastination, students were selected for four one-hour long coaching sessions. Students receiving coaching were compared to students with similar levels of procrastination, not receiving coaching.Results:The study found four main themes emerging as based upon the experience of coaching. These were Feeling Supported, Raising Awareness, Increased Motivation, and Improved Performance. Quantitative measures showed a reduction in procrastination levels for students receiving CBC. This did not occur for procrastinators not receiving coaching.Conclusion:This study suggests that coaching can be a time and cost-effective tool to use with low performing A-level students, to increase performance and well-being. This is an important finding, as there is a strong demand to reduce procrastination in a situation where resources are limited. Consideration is given to future research, including larger samples, and to training teachers in how to deliver group-coaching with students.