ABSTRACT Coaching is increasingly used to support students in the study entry phase (1st–3rd semester), emphasizing the coach-client relationship as a key process factor. Based on the similarity attraction paradigm, which suggests that people are drawn to those with similar characteristics, this study examines how coach-client and group-level similarities influence relationship quality and coaching evaluation. Data from N = 37 coaching groups were analyzed. Results show that surface-level congruence, such as the subject area, positively affects the coach-client relationship, while deep-level incongruence, particularly in openness, proves beneficial. At the group level, similarity in conscientiousness among participants leads to a more positive coaching evaluation. These findings highlight that both similarity and dissimilarity shape relationship dynamics and outcomes differently. Matching characteristics strategically can enhance coaching effectiveness by fostering optimal relationship dynamics and learning conditions. This underscores the need to consider individual and group compositions when designing coaching interventions in educational settings. By aligning characteristics with desired outcomes, coaching programs can be optimized for greater success. Understanding these mechanisms offers valuable insights for developing targeted coaching approaches that enhance student support and improve academic experiences during the critical study entry phase .

ABSTRACT In the contemporary digital age, the need for parental mediation interventions are highlighted in the literature. However, little is known about how parents experience those interventions. Grounded in self-determination theory of motivation and wellbeing, this study explores the impact of strength-based coaching in regulating digital media use in children aged 8–11. Five UK-based parents participated individually in three online coaching sessions. Through Interpretative Phenomenological Analysis of the data coming from semi-structured interviews, four key themes emerged: increased self-awareness; a shift in perspective, emotional state and behaviour; stronger parent–child bonds; and improved coping strategies. The study indicates how strength-based coaching may inform an autonomy-supportive parenting style which contributes to effective child screen media regulation. Implications for practitioners Educators, parents, positive psychology practitioners, parenting coaches and school psychologists may benefit from the experience of the participants of this study. The primary contribution that this submission makes to coaching theory and practice is that it will deepen the understanding of the role of strength-based coaching for parents, particularly in this subject area. Education organisations may consider offering strength-based coaching as a development and problem-solving tool for parents and educators.

ABSTRACT Research on the factors contributing to effective coaching has gained significant attention in recent years. These factors, however, are rather abstract constructs that cannot readily be observed. To address this issue, we focus on coaching behaviours. Coaching behaviours describe what coaches actually do during the coaching process and represent the visible and observable part of the coaching factors. Using behavioural observation, we analysed 50 coaching sessions with an average duration of 73.02 minutes (SD = 16.26). Our analysis demonstrated that specific coaching behaviours and coaching phases can be observed with high inter-rater reliability. In addition, coaching behaviours vary across different coaching phases, suggesting that coaches implement coaching factors in specific phases. These findings deepen our understanding of how coaching factors manifest themselves on a behavioural level throughout the coaching process, informing both research and evidence-based practice. This knowledge can also serve as a foundation for developing training programmes that target coaching processes at a fine-grained level.

ABSTRACT While most business coaches have prior experience of a workplace, there is debate as to how this should, or does, contribute to their coaching. It is often considered that coaches should be an expert in the process of coaching, and not their client’s business. This study utilised an inductive design to explore the perception of the contribution of prior work experience through semi-structured interviews with 11 clients and 13 experienced coaches. The interviews were analysed using reflexive thematic analysis. The data showed that both clients and coaches valued the coach having experience of working at a similar level. This helped establish credentials at the point of hiring, as well as providing authority and confidence during the coaching relationship. Such experience was also seen to give reference points and wisdom. However, while some participants saw advantages in the coach having a similar work background to the client (providing a common language and shared experiences), others considered that, while it was important that the coach had ‘been around the block’, this could be in a different work domain to the client. Clients also valued the wider experiences of a coach (such as artistic or socio-political) that brought creative insights and wider experiences.

ABSTRACT This is the first exploratory study that centres on understanding what constitutes effective coaching relationships. Despite existing evidence highlighting the importance of the coaching relationship in achieving successful outcomes, there is limited knowledge on the specific components that make these relationships effective. The purpose of this study is to gain a deeper understanding of the cognitive structures and personal constructs that underpin effective (health) coaching relationships from the perspectives of health coaches, placement officers, and long-term unemployed clients with health restrictions. By employing Personal Construct Psychology and qualitative methods like Repertory Grid Technique, the study seeks to provide deeper insights into how these relationships are construed and what factors contribute to their effectiveness. The analysis identified 27 key themes that contribute to effective coaching relationships, highlighting the importance of relational constructs like trust, empathy, client readiness, and the individualised nature of perceptions, with different factors playing significant roles for different individuals. Repertory Grid Technique and Personal Construct Psychology proved effective in uncovering these cognitive structures. The study’s results offer practical implications for enhancing coaching practices, especially for vulnerable populations.

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

ABSTRACT While existing literature strongly supports the effectiveness of executive coaching, there is a scarcity of empirical studies that assess how coaching facilitates change over time and its potential conditions. This study, conducted in a corporate setting using an experimental design with two measurement points, explores the potential of executive coaching to enhance the perceived coaching client’s personal goal level over time and the possible moderators. Two hundred and two managers from 13 organisations were randomly assigned to a coaching or waiting list condition. Managers in the coaching condition received four weekly coaching sessions from 33 external coaches. The results indicate that managers who received coaching significantly improved their goal level compared with those who did not, suggesting that executive coaching is an effective learning intervention for improving goal measurement for individuals with different backgrounds. The general self-efficacy was not a condition for increased goal level for those who received coaching, highlighting that coaching is an effective tool regardless of the participant’s level of general self-efficacy. However, low general self-efficacy predicted the decision to withdraw from the study, emphasising the importance of the general self-efficacy trait in assessing the readiness of those involved in coaching.

ABSTRACT This review critically evaluates “Generative Coaching Volume 2: Enriching the Steps to Creative and Sustainable Change” by Robert Dilts and Stephen Gilligan, emphasising its transformative approach to coaching. The book integrates various disciplines, including psychology, neuro-linguistic programming, systems theory and Eastern philosophy, offering a holistic framework that underscores creativity and the fluidity of reality. The review appreciates the book’s theoretical depth and practical applications, highlighting its utility for coaches, therapists and organisational leaders. It also notes challenges for new practitioners due to the depth of content and the preference for anecdotal evidence. While comparing it with other coaching literature, the review positions “Generative Coaching” distinctively for its psychological and philosophical insights, recommending enhancements in empirical evidence to broaden its academic and professional appeal.

ABSTRACT The coaching literature offers some definitions of existential coaching yet there is limited empirical research that describes the process of this approach. The aim of this study is to contribute to the field by exploring existential coaches’ perspectives on the process and value of existential coaching. Qualitative data were gathered through semi-structured in-depth interviews with nine existential coaches and analysed thematically. We highlight three key themes. First, the coaches reported that this approach helps their clients deal with their existential questions by fostering skills such as self-reflection, and by transforming their mindset regarding freedom of choice, the human condition and finitude. Second, their main tool is their inner philosophy that is implicit in their work. Finally, the boundaries between existential coaching and existential therapy are significantly blurred. These findings serve as an initial ground for future guidelines and regulations to be established by the individual coaching practices and professional bodies.