Coaching Interventions Research Articles

Individual and organizational interventions to reduce burnout in resident physicians: a systematic review and meta-analysis

BackgroundBurnout among resident physicians during training has been prevalent, prompting training centers to introduce interventions at the individual or organizational level. However, empirical evidence is crucial before implementing such programs in practice.MethodsA systematic review and meta-analysis was carried out to evaluate the effectiveness of individual and organizational interventions in reducing burnout among resident physicians. Searching was done across five databases—PubMed, Scopus, ScienceDirect, Embase, and Cochrane Library from 1 December 2023 to 26 August 2024. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was used for our reporting of study selection process. Eligibility criteria were randomized or non-randomized designs, with prospective intervention, with a comparator group focused on individual or organizational interventions reducing burnout, in any language and publication date. The Maslach Burnout Inventory scores for emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were the three outcome measures. Two investigators independently extracted the data. The risk of bias was evaluated using Cochrane risk-of-bias tool for randomized trials (RoB2) and non-randomized studies of interventions (ROBINS-I). Cohen’s d and heterogeneity was estimated using a random-effects DerSimonian-Laird model and visualized by forest plots. Sensitivity analyses were carried out by leave-one-out meta-analysis.ResultsWe identified 33 eligible studies (n = 2536), comprising 25 (75.8%) individual intervention studies and 8 (24.2%) organizational intervention studies. Cohen’s d for individual intervention versus control were as follows: EE -0.25 (95% CI -0.40 to -0.11, p < 0.01, I2 = 49.3%), and DP -0.17 (95% CI -0.32 to -0.03, p = 0.02, I2 = 50.0%). The organizational intervention showed no significant association with any domain. Sensitivity analyses were robust in all outcomes, with differences in intervention description and design identified as potential contributors to heterogeneity.ConclusionsVarious interventions, including individual coaching, meditation, and organization interventions, have been implemented to improve resident burnout. The effectiveness of intervention demonstrated none to small practical significance in improving burnout. Data inconsistency and high risk of bias across studies limited the validity of the pooled results. Further studies should focus on a combined approach.RegistrationThe study was registered on PROSPERO, under PROSPERO registration number CRD42022349698.

Health coaching: the node of health literacy &amp; health promotion

Abstract Introduction To achieve sustainable health behaviors and outcomes to move from a precarious health situation to good health, people need to be supported in health literacy in behavior change that ensure interventions’ success. As a non-clinical approach, health coaching aims to increase a person’s levels of self-efficacy, confidence and resilience, by promoting the sense of coherence. This communication aims to identify the benefits that health coaching as a salutogenic approach can trigger. Methods The work is structured in a narrative review of literature and the lived experience of the authors in health coaching. Results The published research on health coaching and the systematic professional experience of the authors highlight: (1) the anchoring of health coaching in the salutogenic model and in the person-centered approach focused on individual characteristics and needs in driving healthy behaviors; (2) health coaching as a collaborative relationship with chronically ill people and people at risk of developing illness; (3) the role of health coaching as a sense of coherence (SOC) promoter; (4) health coaching as a new profession in the healthcare ecosystem (e.g. NHS, UK), cooperating with multidisciplinary teams. Discussion From A.Antonovsky’s model approach to health, the SOC stands out and constitutes one of the basic theories in health coaching interventions, by strengthening the person’s capabilities of comprehensibility, manageability, and meaningfulness. As an emerging profession, with ethical and a growing research foundation, it is facilitated by trained professionals in managing and monitoring health behavior change. Conclusions Health coaching aims to bring relevance, meaning and strategy to a person’s behavioral change. Health coaching demonstrates positive effects on several health parameters by supporting the implementation of health literacy development and empowering people to trigger sustainable changes that lead to healthier lifestyles.

Physical activity for the elderly: systematic review and synthesis of digital health interventions

Abstract Background Physical activity (PA) is key for the well-being of the elderly. Despite its proven efficacy, many older adults remain sedentary. Digital health interventions offer promising results. The study aimed to appraise scientific literature evidence regarding digital interventions to improve physical activity levels among community-dwelling adults aged 60 years or older. Methods A systematic review and semiquantitative analysis were performed. Digital interventions were included if using eHealth/mHealth tools, app-based technologies and text messaging. An intervention control was required. Main outcomes consisted in physical activity levels and related measures. A semiquantitative approach was chosen for evidence synthesis, using a harvest plot to visually facilitate the weighing of results with sample size and quality assessment. Results A total of 10 studies (13 publications) were included, from which five main intervention types were identified (2 studies per each intervention type). A semiquantitative evidence synthesis via a harvest plot was performed, to base the studies evaluation on the simultaneous consideration of sample size, study quality by type and effectiveness of intervention. Interventions adopting dynamically-adjusted exercise plans via wearables and app-based digital peer-support resulted the most successful, whereas PA digital coaching interventions resulted the least recommendable for adoption. Motivating interventions through digital platforms and digital diaries showed inconclusive results. Conclusions Personalized interventions using dynamically-adjusted wearable-based technology and app-based digital peer-support ones resulted as the most promising. Their ability to provide real-time, personalized feedback and foster social support is key for health promotion. It is crucial to leverage these promising tools for enhancing population health, integrating them into comprehensive, equitable, sustainable and engaging public health interventions. Key messages • Interventions using personalized and dynamically-adjusted plans result as the most effective to increase physical activity amond the elderly. • It is key to integrate effective digital health tools into comprehensive, equitable, sustainable and engaging public health interventions to enhance population health.

Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review

ABSTRACT Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches.

Coaching to develop leadership of healthcare managers: a mixed-methods systematic review

IntroductionCoaching is commonly used to facilitate leadership development among healthcare managers. However, there is limited knowledge of the components of coaching interventions and their impacts on healthcare managers’ leadership development. This mixed-methods systematic review aimed to synthesize evidence of coaching to develop leadership among healthcare managers.MethodsThe authors conducted a mixed-methods systematic review using a convergent synthesis design where quantitative and qualitative evidence was collected and analyzed concurrently using a matrix synthesis method. They reviewed studies published in English or Chinese by searching databases including MEDLINE (Ovid), CINAHL, Embase, Cochrane Library, Nursing & Allied Health Premium, Scopus, Wanfang, CNKI, SinoMed, and VIP databases from their inception to August 10, 2023, and updated the search again on July 9, 2024. Articles were screened and assessed for eligibility. First, from eligible studies, the qualitative data were extracted to describe intervention components, the perceived impact of coaching, and participants’ perceptions of being involved in coaching intervention. Second, quantitative data analysis was conducted to describe the impact of coaching interventions and the frequency of each theme evolved in the data. Third, qualitative and quantitative data were synthesized using the matrix synthesis method.ResultsA total of 13 studies were included in the analysis. Three qualitative studies were assessed as having ‘no or few limitations’, three case series studies were scored between five and eight out of 10 points, two quasi-experimental studies showed ‘moderate’ overall bias, and the five mixed-methods studies scored from 40 to 60% (out of 100%). For Objective 1, which covers the component of coaching (aims, ingredients, mechanism, and delivery), the typical aim of coaching interventions was to develop the leadership skills of middle management managers. The ingredients of coaching encompassed three distinct coaching categories and seven specific procedures. The mechanisms of most coaching interventions were based on theory and empirical evidence. The average delivery time was approximately four months. Overall, coaching positively impacts outcomes for managers, organizations, and staff (Objective 2). Perceptions of the participants toward coaching interventions were divided into six categories: barriers, facilitators, effective components, attitudes, satisfactory aspects, and suggestions for designing high-quality coaching interventions to improve leadership (Objective 3).ConclusionsThe components of coaching interventions varied across different studies. The impact of coaching on leadership development was positive across three levels (manager, organization, and staff). Therefore, we recommend coaching as an intervention for healthcare managers aiming to enhance their leadership level. Future coaching interventions may achieve greater effectiveness if they are specifically aligned with the participants’ perceptions identified in our study.

Enhancing Teacher Performance in Madrasahs through Strategic Coaching Interventions

This study investigates the effectiveness of a coaching strategy in enhancing teacher performance at Madrasah Aliyah in Parepare. This type of research is quantitative descriptive research. The participants were all English teachers at Madrasah Aliyah in Parepare. The instrument in this study is a questionnaire, namely guide question coaching for teachers. The statistical procedures used include descriptive statistics for various items in the questionnaire calculated using SPSS (Statistical Product Services and Solutions). The research results found that analysis revealed that the predominant challenges faced by teachers included social competency issues (38%), professional competencies (28%), pedagogical challenges, and personal traits affecting student engagement (8%). The research found that the use of coaching strategy empowering the teacher’s performance at Madrasah by several indicator: 1) The question of coaching guide really explores the teachers’ competencies in knowing their self-strength (teachers); 2) The coaching guide question explore the teachers thinking competencies to realize and recognizing the teacher’s problem and redesigning step by step real action plan to move to the realization act; and 3) The coaching strategy bring the teachers into braveness to confidence to measure their progression in to the real number in percentage.

Initial Perspectives From Rural-Residing Adults on a Digital Cognitive Health Coaching Intervention: Exploratory Qualitative Analysis.

A growing body of research has examined lifestyle-based interventions for dementia prevention. Specifically, health coaching interventions have been linked to decreased risk of Alzheimer disease (AD) comorbidities, such as diabetes. Despite the association, there is a lack of research examining the efficacy and perception of digital health coaching on reducing AD risk. Understanding the perceived benefits of participating in a digital health coach program is critical to ensure long-term use, including participant adherence and engagement. The purpose of this study is to examine the initial attitudes toward a digital health coaching intervention aimed at preventing cognitive decline among at-risk, rural participants. This exploratory qualitative study is part of the ongoing Digital Cognitive Multidomain Alzheimer Risk Velocity Study (DC-MARVel; ClinicalTrials.gov NCT04559789), a 2-year randomized control trial examining the effects of a digital health coaching intervention on dementia risk, cognitive decline, and general health outcomes. Participants were recruited from the northwest region of Arkansas via word of mouth, email, local radio, and social media. At the time of the analysis, 103 participants randomly assigned to the health coaching group completed an average of 4 coaching sessions over a 4-month period. The intervention included asynchronous messages 1-2 times per week from their health coach that contained health education articles based on the participant's goals (eg, increase physical activity), unlimited access to their coach for questions and recommendations, and monthly meetings with their coach via videoconference or phone to discuss their goals. Participants were asked 2 open-ended questions, "What were your top 1 or 2 takeaways from your recent Health Coaching session?" and "Is there anything you would change about our Health Coaching sessions?" A thematic analysis was conducted using feedback responses from 80 participants (mean age, SD 7.6 years). The following four themes emerged from participants' feedback: (1) healthy lifestyle and behavioral changes, (2) a sense of self-awareness through introspection, (3) value in coach support, and (4) a desire for a change in program format (eg, frequency). In total, 93% (n=74) of participants expressed that the intervention needed no changes. Initial participation in the digital cognitive health coaching intervention was well received, as evidenced by participants reporting value in goal setting and strategies for healthy lifestyle and behavioral changes as well as self-reflection on their personal lifestyle choices. Feedback about their assigned coach also offers insight into the importance of the coach-participant relationship and may serve as a significant factor in overall participant success. Given the exploratory nature of this study, more robust research is needed to elicit more information from participants about their experiences to fully understand the acceptability of the digital health coaching intervention. ClinicalTrials.gov NCT04559789; https://clinicaltrials.gov/show/NCT04559789. RR2-10.2196/31841.

Empowering neuro-diversity: A neuroaffirmative approach to workplace coaching

This study examines the significance of neuro-affirmative coaching strategies in empowering neurodiverse individuals within workplace environments. Through a review of existing literature, the study aims to identify both the challenges and opportunities inherent in implementing neuro-affirmative coaching interventions. Acknowledging the diverse range of neurodiverse traits, including autism, ADHD, and dyslexia, the study seeks to bridge gaps in understanding and support. The methodological approach involves a narrative review, recognizing its limitations in methodological rigor and generalizability while valuing its capacity to offer valuable insights. The major findings emphases the importance of personalised coaching strategies tailored to the unique strengths and challenges of neurodiverse individuals, promoting self-awareness, self-advocacy, and a sense of belonging in the workplace. Effective approaches such as accommodating communication preferences, providing mentorship, and fostering inclusive environments emerge from the review. However, the study also highlights challenges such as shifting organizational perspectives towards neurodiversity, addressing stigma, and reconciling medical and social models of disability. The main contributes of the study is to the knowledge discipline by emphasizing the importance of embracing neurodiversity and fostering inclusive workplaces, paving the way for future research to explore the effectiveness of specific coaching interventions and their long-term impact on individual and organizational outcomes.

Successful Aging Through Financial Empowerment (SAFE): Financial Coaching with Older Adult Victims of Financial Exploitation

ABSTRACT Financial exploitation (FE) of older adults is a growing public health problem. Current estimates of financial exploitation show between 5% and 11% of older adults are victimized each year. This study examined an empowerment-centered financial coaching intervention. Program records and participant baseline and follow-up assessment data were used to detail program dynamics and investigate participant outcomes. Most SAFE participants were very satisfied or satisfied (91%) with the services they received. Participants also reported significantly less stress at the six-month follow-up. These findings demonstrate that empowerment-centered financial coaching interventions can successfully address FE in older adult populations.

Case Study of a Graduate Nurse’s NCLEX-RN®Failure Experience

Graduate nurses who fail the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) need multifaceted, trauma-reducing, complex strategies to support their future success. Nursing faculty and academic success coaches can facilitate recovery from the grief of not passing the RN licensing exam. Supportive interventions need to match each graduate nurse’s unique situation when pursuing NCLEX-RN success. This case study of a graduate nurse’s NCLEX-RN failure experience is framed by Watson’s theory of human caring applied to academic coaching interventions that may heal the grief experienced during the transition to sit again to take the NCLEX-RN.

Coaching to Leadership Trust Towards an Intrapreneurial Framework

Leadership trust is a crucial element in fostering effective leadership and building strong relationships between leaders and their teams. Coaching has gained recognition as a powerful intervention to enhance leadership capabilities and cultivate trust within the workplace. This study explores the impact of coaching on leadership trust, aiming to uncover the mechanisms through which coaching interventions influence trust perceptions among leaders and their team members. The study addresses the perceived gap in the existing literature by providing nuanced insights into the relationship between coaching and leadership trust. It examines how coaching facilitates the growth of key trust-building factors, such as effective communication, empathy, and transparency, and explores how these factors positively impact leader-follower relationships. The findings from this study contribute valuable implications for leadership development and organizational effectiveness. The research highlights the transformative potential of coaching in fostering authentic and trustworthy leadership, resulting in increased employee engagement, improved team dynamics, and higher levels of organizational commitment. Based on the findings, the following are recommended; 1) Implementing a Leadership Coaching Program: Organizations should design and implement comprehensive coaching programs that focus on developing leaders’ emotional intelligence, communication skills, and ethical decision-making. This approach fosters an authentic leadership style, engendering trust among team members. 2) Aligning Coaching Objectives with Organizational Values: Coaching interventions should be aligned with the organization’s core values and strategic objectives. This alignment ensures that coaching outcomes directly contribute to building a trust-driven organizational culture. 3) Promoting a Coaching Culture: Encourage a coaching culture within the organization, where coaching is seen as a valuable tool for leadership development and trust-building. Cultivate a mindset that embraces coaching as a continuous learning process rather than a remedial measure. 4) Integrating Coaching with Leadership Development Initiatives: Integrate the leadership coaching program with broader leadership development initiatives within the organization. A cohesive approach ensures that coaching complements other learning experiences, reinforcing leadership trust at multiple levels. By embracing these recommendations, organizations can harness the potential of a leadership coaching program to cultivate authentic leadership, engender trust, and foster a culture of continuous growth and innovation. As leadership trust continues to be a foundation of organizational success, this research offers valuable insights for organizations seeking to leverage coaching to build and sustain trust-driven leadership, leading to improved employee engagement and organizational performance. Keywords: coaching, leadership trust, intrapreneurship, leadership development, leadership coaching

Effects Of 1-Year Of Health Coaching and Health Education Interventions on Physical Function of Middle Aged and Older Adults

Effects Of 1-Year Of Health Coaching and Health Education Interventions on Physical Function of Middle Aged and Older Adults

Implementing coaching programmes for healthcare professionals-A review of the barriers and facilitators.

The European Union faces severe and worsening personnel shortages in healthcare. Coaching has emerged as a human-centred strategy to enhance sustainable employment and retention. While the number of efficacy studies on coaching continues to grow, knowledge about the barriers and facilitators to implementing coaching interventions among healthcare professionals (HCPs) remains scarce. This systematic review aimed to describe common barriers and facilitators to the implementation of coaching interventions for HCPs. In April 2023, five databases were searched for eligible articles. Barriers and facilitators were systematically identified and mapped onto the constructs of the Consolidated Framework for Implementation Research (CFIR). Directed content analysis yielded thematic areas and a reporting frequency. A total of thirty (n=30) studies were included in this review, representing twenty-five (n=25) distinct coaching programmes. Implementation determinants were clustered under two CFIR domains: the Inner Setting (8 facilitators, 5 barriers) and Implementation Process (6 facilitators, 1 barrier). Barriers included (i) limited organisational capacity, (ii) lack of psychological safety, (iii) competing work demands, and (iv) insufficient leadership buy-in, while facilitators were the (i) allocation of protected time for participants and coaches, (ii) promotion through opinion leaders, (iii) embeddedness in existing Continuous Professional Development programmes, and (iv) programme co-creation. The findings of this study provide practical insights to guide the future implementation of coaching interventions at an organisational level. In particular, the identified barriers and facilitators suggest, for optimal efficacy and sustainment, coaching interventions must be implemented within a safe, supportive organisational climate.

The impressions of industrial psychologists of their proficiency as coaches

Orientation: Coaching’s expansion is driven by its impact on job performance and wellbeing through positive reinforcement and goal achievement. Working as coaches for individuals, teams, and organisations, industrial psychologists often report feeling inadequately prepared for their coaching roles.Research purpose: The objective of this study was to explore industrial psychologists functioning as coaches, and, their training and development needs related to coaching in the workplace.Motivation for the study: Coaching is driven by its benefits for job performance and wellbeing, highlighting a challenge where many industrial psychologists, frequently acting as coaches, feel unprepared.Research approach, design and method: A qualitative research approach with an interpretivism paradigm was employed in this study. The participants, industrial psychologists and interns (N = 17) were approached using snowball sampling. The data was captured with qualitative surveys and analysed using thematic analysis.Main findings: The results showed that some participants felt confident since they experienced certainty of coaching psychology theories and the role of self-awareness in shaping their coaching methods. Some participants experienced less confidence in their coaching abilities and highlighted the need for supervision from a mentor in sound coaching practices. The participants reported a need for further development in skills such as emotional competence, and theoretical and technological knowledge and practice management.Practical/managerial implications: Coaching interventions by industrial psychologists can enhance employee strengths, boosting organisational returns and promoting a triple-bottom-line.Contribution/value-add: An industrial psychologist committed to coaching development can significantly boost both personal and organisational growth.

Tying leaders' identity work and executive coaching research together: an overview of systematic reviews and agenda for research

PurposeDespite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.Design/methodology/approachTo do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.FindingsAmongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.Originality/valueThis study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BackgroundEmpathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.MethodsA prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.ResultsA total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).ConclusionsThis study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

A policy brief on improving the lifestyle of women with polycystic ovary syndrome.

Polycystic ovary syndrome (PCOS) in women is a significant public health issue. We searched the relevant databases using the sensitive keywords to receive the available evidence for successful lifestyle interventions among PCOS women. The systematic reviews related to PCOS were evaluated for an effective lifestyle intervention that was identified. The lifestyle interventions include three components: weight management, physical exercise, and behavioral coaching or combined interventions for developing exercise and modifying diet. Evidence shows that the impact of starting lifestyle intervention as the first-line management to improve obstetric and reproductive outcomes is high. There is evidence that proves health coaching can improve health behaviors and lifestyle. Thus, it is recommended to improve the lifestyle of women with PCOS.

A coaching approach to strengthen farm management teams to reduce antimicrobial use in Dutch high usage pig farms: a 2 year intervention study.

The use of antimicrobials in the pig sector in the Netherlands has been reduced by more than 70% over the last decade. However, there is still a considerable number of pig farms that have not been able to lower their antimicrobial usage (AMU) to a sufficiently low level, comparable to the majority of the other pig farms. Therefore, an intervention study was initiated to lower on-farm antimicrobial use in which 45 pig farms with high AMU were recruited. These farms were coached over a period of 2 years whereby different management interventions were introduced. During the 2-year study period a significant reduction of 13 and 17% in total AMU was seen in weaned piglets and fattening pigs respectively. The introduction of coaching as well as multiple management interventions were (univariably) associated with the decrease in AMU. After mutual adjustment of coaching and individual interventions, the association between coaching and AMU became substantially weaker, indicating that coaching and interventions were interrelated and specific interventions explained the reduction in AMU. In conclusion, a coaching effect was observed in this study, with an effect on AMU through specific interventions. More insights are needed regarding the role and effects of coaching on the influence on the management team comprising the farmer, veterinarian and (feed) advisor, and interventions implemented.

Team Coaching and Personal Construct Psychology Theoretical Elaboration and Practical Implications in a Case Study

Since its original formulation, Personal Construct Psychology (PCP) has been expanding its range of convenience beyond the clinical field to many other aspects of the human experience. Its permeability has allowed many practitioners to extend Kelly’s contributions to various field of application and intervention. The present paper explores organizational functioning and team coaching, starting from the idea that it is possible to consider groups and organizations as meaning-making systems. Several contributions of PCP literature are outlined and a superordinate formulation is suggested. Finally, a case study is presented in order to underline PCP’s practical implications for team coaching interventions.

Exploring Effects of Interventions on Aspiring Entrepreneurs’ Psychological Capital, Creative Self-Efficacy, and Well-Being

Abstract This paper examines the effectiveness of the pilot emotional intelligence programme with individual coaching interventions in enhancing the psychological capital, creative self-efficacy, well-being, and life satisfaction of entrepreneurship students. The study, involving 16 students from an entrepreneurship academy, shows that these interventions have a positive impact on these psychological aspects, both immediately after the sessions and in the long term. The results indicate a strong interconnection between psychological capital and its components and well-being, and to a lesser extent, with creative self-efficacy.