Coaching Psychology Research Articles

Fragetypen zur Lösungsentwicklung im Business Coaching – Eine gesprächsanalytisch motivierte Untersuchung ihrer sprachlichen, frage- und interaktionstypspezifischen Charakteristika

Abstract According to coaching literature, coaches’ questions serve as a central intervention to support clients’ learning and development, i. e., solution-generation and change. To date, there is very little empirical research regarding coaching-specific questions and how they function as agents of change in this professional helping format. The few available psychological coaching outcome studies address ‘solution-focused questions’ due to its (theoretical) endemic orientation towards identifying solutions. Linguistic research, drawing on (methods of) Conversation Analysis, has only recently started to address coaching as a field of scientific inquiry. This paper builds on the scant available research and focusses on questions that support solution generation as the ‘target actions’ of question sequences. These question types are sequence-initiating actions that are intended to generate ideal solution projections and to help identify client’s resources or hindrances; they also focus on solution strategies and measures to find solutions as well as the interim results within the client’s change process. The goal of this contribution is to document and analyze the formal, functional, thematic, and semantic features of questions that generate solutions in business coaching and – on this basis of this analysis – to describe their interaction- and question-type specificities, something which has hitherto not been done. The data analysed here are 12 audio-/video-recorded and transcribed sessions from three authentic coaching processes that form part of a larger corpus of systemic solution-oriented business coaching in German.

Psychological Coaching for Performing Artists: Perceptions of and Reflections on Finding Ways to Manage Performance Anxiety

Performance anxiety is a major issue for performing artists. This qualitative paper extends our recent mixed-methods collective case study showing the beneficial effects of psychological interventions for managing performance anxiety, tailored in individual coaching settings. Here, we report on participants’ experiences of being coached, their understanding of how and why the interventions were effective, and the researcher-coach's experiences. Ten performing artists received five individual coaching sessions and were interviewed about their experiences pre- and post-intervention. A qualitative synthesis of transcripts of sessions and interviews, and of the coach's field notes and journal entries, was conducted. Findings suggest that change mechanisms have to be understood in the context of participants’ enhanced self-awareness during coaching, and the process of co-creating solutions and building a coaching relationship through mutual understanding and appreciation. While disentangling mechanisms and effects may not always be possible, we discuss useful strategies in coaching performing artists to manage performance anxiety.

Can the Reboot coaching programme support critical care nurses in coping with stressful clinical events? A mixed-methods evaluation assessing resilience, burnout, depression and turnover intentions

BackgroundCritical care nurses (CCNs) are routinely exposed to highly stressful situations, and at high-risk of suffering from work-related stress and developing burnout. Thus, supporting CCN wellbeing is crucial. One approach for delivering this support is by preparing CCNs for situations they may encounter, drawing on evidence-based techniques to strengthen psychological coping strategies. The current study tailored a Resilience-boosting psychological coaching programme [Reboot] to CCNs. Other healthcare staff receiving Reboot have reported improvements in confidence in coping with stressful clinical events and increased psychological resilience. The current study tailored Reboot for online, remote delivery to CCNs (as it had not previously been delivered to nurses, or in remote format), to (1) assess the feasibility of delivering Reboot remotely, and to (2) provide a preliminary assessment of whether Reboot could increase resilience, confidence in coping with adverse events and burnout.MethodsA single-arm mixed-methods (questionnaires, interviews) before-after feasibility study design was used. Feasibility was measured via demand, recruitment, and retention (recruitment goal: 80 CCNs, retention goal: 70% of recruited CCNs). Potential efficacy was measured via questionnaires at five timepoints; measures included confidence in coping with adverse events (Confidence scale), Resilience (Brief Resilience Scale), depression (PHQ-9) and burnout (Oldenburg-Burnout-Inventory). Intention to leave (current role, nursing more generally) was measured post-intervention. Interviews were analysed using Reflexive Thematic Analysis.ResultsResults suggest that delivering Reboot remotely is feasible and acceptable. Seventy-seven nurses were recruited, 81% of whom completed the 8-week intervention. Thus, the retention rate was over 10% higher than the target. Regarding preliminary efficacy, follow-up measures showed significant increases in resilience, confidence in coping with adverse events and reductions in depression, burnout, and intention to leave. Qualitative analysis suggested that CCNs found the psychological techniques helpful and particularly valued practical exercises that could be translated into everyday practice.ConclusionThis study demonstrates the feasibility of remote delivery of Reboot and potential efficacy for CCNs. Results are limited due to the single-arm feasibility design; thus, a larger trial with a control group is needed.

Coaching Program to Address Burnout, Well-being, and Professional Development in Pediatric Surgery Trainees: A Randomized Controlled Trial.

To assess impact of participation in a positive psychology coaching program on trainee burnout and well-being. Coaching using principles of positive psychology can improve well-being and reduce physician burnout. We hypothesized that participation in a coaching program would improve pediatric surgery trainee well-being. With IRB approval, a coaching program was implemented during the COVID-19 pandemic (September 2020 to July 2021) in the American Pediatric Surgical Association. Volunteer pediatric surgery trainees (n=43) were randomized to receive either one-on-one quarterly virtual coaching (n=22) from a pediatric surgeon trained in coaching skills or wellness reading materials (n=21). Participants completed prestudy and poststudy surveys containing validated measures, including positive emotion, engagement, relationships, meaning, accomplishment, professional fulfillment, burnout, self-valuation, gratitude, coping skills, and workplace experiences. Results were analyzed using the Wilcoxon rank sum test, Kruskal-Wallis test, or χ 2 test. Forty trainees (93%) completed both the baseline and year-end surveys and were included in the analysis. Twenty-five (64%) were female, mean age 35.7 (SD 2.3), and 65% were first-year fellows. Coached trainees showed an improved change in positive emotion, engagement, relationships, meaning, accomplishment ( P =0.034), burnout ( P =0.024), and gratitude ( P =0.03) scores from precoaching to postcoaching compared with noncoached trainees. Coping skills also improved. More coaching sessions were associated with higher self-valuation scores ( P =0.042), and more opportunities to reflect were associated with improved burnout and self-valuation. Despite the stress and challenges of medicine during COVID-19, a virtual positive psychology coaching program provided benefits in well-being and burnout to pediatric surgery trainees. Coaching should be integrated into existing wellness programs to support the acquisition of coping skills that help trainees cope with the stressors they will face during their careers.

The effectiveness of positive psychological coaching at work: a systematic review

ABSTRACT The purpose of this study is to provide a thorough review of empirical research on the antecedents, outcomes, and underlying mechanisms that contribute to the effectiveness of positive psychological coaching at work. A systematic review of the literature utilising specific keywords, gathered from four bibliographic databases, yielded 505 records. All the records went through a screening process that included examining the titles, abstracts, and specific inclusion and exclusion criteria. A total of fifteen publications on positive psychological coaching were incorporated into the study. These consisted of fourteen peer-reviewed journal papers and one doctoral dissertation. Our findings confirm that positive psychological coaching benefits both individuals and organisations by boosting well-being and work-related outcomes. Success factors and underlying mechanisms that determine intervention success were also highlighted. While this evaluation did identify some encouraging outcomes, it also revealed a dearth of rigorous methodology in addressing the aforementioned study variables, and a need for further research. We conclude by outlining strengths, limitations, and a future direction to expand this field's theoretical and empirical knowledge. Practitioners can benefit from this research to improve their performance in the coaching process by considering the key success factors in the delivery of a high-quality service to their clients.

ОСОБЕННОСТИ АГРЕССИИ ОБУЧАЮЩИХСЯ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА ИЗ СЕМЕЙ РАЗНОГО ТИПА

The article shows the importance of psychological and pedagogical activities for suppression of aggression in elementary school children based on the obtained diagnostic data and taking into account family features. The purpose of the article is a comparative analysis of aggression manifestation in elementary school children from one- and two-parent families. The results of the summative assessment are described. The assessment made it possible to identify the types (verbal, physical, instrumental, altruistic, selfaggression) and levels (high, medium, low) of aggression intrinsic to the children. It has been proven that aggression is more common in children from one-parent families. Boys from one-parent families are more aggressive than boys from two-parent families. There are minor differences in aggression of girls from oneand two-parent families. The need of psychological coaching for children and their families through the implementation of special education programs and arrangement of family clubs has been demonstrated.

Crafting a professional teacher learner through models of learning and positive psychological coaching tools

The important question of pedagogy and positive psychology in the 21st-century is how to facilitate educators in becoming professionals with successful self-concepts, capable of supporting and inspiring their students, coping with stress and burnout, and facing the challenges of their careers with autonomous, resilient strategies. Therefore, the main topic of the questionnaire conducted by Károli Gáspár University of the Reformed Church in Hungary is teacher motivation and coaching. This paper discusses a specific aspect of the theoretical and methodological background provided by the literature sources for compiling the questionnaire. Our current analysis encompasses McClelland’s “Theory of Human Motives”, Bateson’s Logical Levels of Learning, and Dilts’ NeuroLogical Levels of Change. Central to our exploration is the significance of reflection in teacher learning, leading to an analysis of Korthagen’s frameworks, such as ALACT, the Onion Model, and the Core Reflection model. Simons and Ruijters’ Model of Professional Learner Identity illuminates the relationship between learning and professionalism in teaching, accentuating the importance of lifelong learning. Ultimately, our endeavour is to comprehend the intricacies of motivating teacher learning by synthesizing insights from various theories, models, and coaching tools to nurture proficient and inspired professional teacher learners.

Designing and Validation of an Integrative Coaching Psychology Intervention Program

Designing and Validation of an Integrative Coaching Psychology Intervention Program

The effect of positive psychology on business

This paper explores and establishes a link between positive psychology coaching and business outcomes by investigating the benefits to employees, their well-being, job satisfaction, and organizational performance. The mixed-methods research design involved a quantitative survey involving 200 employees from various industries and qualitative input through semi-structured interviews with 20 managers. The study sought to establish empirical evidence (through statistical data and measurement scales) to support the benefits of positive psychology coaching in business through meeting key criteria and to illustrate the impact of positive psychology coaching on business outcomes both quantitatively and qualitatively. Generally, the findings indicate that there is a strong and positive benefit to implementing positive psychology coaching in the workplace environment, evidently enhancing employee well-being (mean score of 4.2), job satisfaction (mean score of 4.0), and organizational performance (mean score of 4.1). The qualitative analysis provided deeper insights into the process and types of positive psychology coaching interventions that stood out and were more effective. This strategy of thematic analysis on interview transcripts revealed that strengths-based development and goal-setting seemed to be key positive psychological interventions. The findings support existing literature and key theoretical models, such as the PERMA model and the Broaden-and-Build Theory.

Introducing the reliable change index – An invitation to case-study research in coaching psychology

Coaching Psychology is a relatively new discipline and remains under-researched; much of our quantitative research base is generalised from work in related disciplines, while much of our coaching-specific research is qualitative and/or descriptive. This paper presents an approach to data analysis for single cases – the Reliable Change Index (RCI) – which allows for the identification of statistically significant change over time; an example from practice is also provided. This form of data analysis has potential to be of tremendous value in building the research base of our discipline, whilst also having utility in clinical practice.

Positive Psychology Coaching in the Workplace

Positive Psychology Coaching in the Workplace

Paradoxical career strengths and successes of ADHD adults: an evolving narrative

PurposeAttention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study seeks to reframe such assumptions through a qualitative positive-focused exploration of career stories of ADHD adults, elicited through a strength-focused technique with wide applicability for coaching and other career-based development activities.Design/methodology/approachSituated in a strength-focused coaching psychology paradigm, the authors undertook semi-structured interviews with 17 participants, using an adapted feedforward interview technique (FFI) rooted in positive psychology (PP), to investigate individuals' strengths and successful career experiences.FindingsNarrative thematic analysis of the transcripts identified two core themes: “the paradoxical nature of strengths” and “career success as an evolving narrative”. The participants described how they have achieved career success both “in spite of” and “because of” ADHD. The use of the FFI demonstrated a helpful and easily taught method for eliciting personal narratives of success and strengths, an essential foundation to any coaching process.Originality/valueThis research provides a nuanced overview, and an associated conceptual model, of how adults with ADHD perceive their career-based strengths and experiences of success. Further, the research shows the value of using a positive psychological coaching approach when working with neurominority individuals, using a successful adaptation of the FFI. The authors hope that the documentation of this technique and the resulting insights will offer important guidance for managers as coaches and internal and external career coaches, as well as providing positive and relatable narrative resources for ADHD adults.

Out of the shadows: The coaching space in education

The coaching space, too often undervalued in education, is an effective space for allowing students to enhance cognitive capacity; an opportunity to pause, to think and to perceive clearly. This brief article, drawn from the author’s solution-focused coaching practice in an A Level Further Education context, attests to the efficacy of applying Coaching Psychology in conversations with older teenagers on their educational journey. Insights from the Covid 19 Lockdown are applied to illuminate the potential value of Coaching Psychology interventions for students in the post-pandemic context.

Thriving at university: Designing a coaching psychology programme to promote wellbeing and resilience among undergraduate students

Wellbeing concerns increased during the Covid-19 pandemic, with university students being a population deserving special attention. Considering this, and the positive impact that coaching psychology can make in promoting wellbeing and resilience, we designed Time to Thrive (version 2022), a coaching psychology programme for undergraduate students based on an integrative model of cognitive-behavioural solution-focused coaching, positive psychology coaching and principles of neuroscience. This paper presents 1) the coaching psychology model used as a framework to structure the content of the programme. The model, called EMERALD, is based on the following domains for wellbeing and resilience: Emotions, Meaning and Engagement, Relationships, Achievements, Living better and Driving change; and 2) the co-creation approach that we used to design the programme and its upcoming evaluation, and a thematic analysis of semi-structured interviews with students after a pilot run. Voluntary response sampling was used to recruit first-year undergraduate students across the different faculties of the university. Preliminary results (N=6) indicate that the acceptability of Time to Thrive is high among undergraduate students. Participants commented on perceived outcomes from engaging with the programme, topic content, the virtual learning environment resources and materials, interaction with other students, structure and timeline, and recruitment strategies for increasing the visibility of Time to Thrive and reaching students more broadly. By presenting EMERALD and the initial results of this student-centred project, we hope to contribute to the work of other colleagues aiming to develop similar coaching psychology strategies to promote student wellbeing and resilience at universities and other educational settings.

Coach for positive (Coach4+): using the intersection of positive psychology, positive organisational psychology and executive leadership coaching to facilitate positive leadership outcomes

ABSTRACT There is a growing need for positive leaders to develop and sustain healthy organisations. This need is growing stronger as the world is experiencing a global pandemic, social and political unrest worldwide, the need for diverse, equitable and inclusive work cultures, and a growing call for environmental focus. Leaders are not only expected to drive bottom-line results, but also need to lead mental and physical well-being for their employees. Evidence-based coaching (EBC) and positive psychology coaching (PPC) at the executive and leadership level can be the keys to help leaders. This study strives to help answer the question of whether EBC and PPC directed at executives and leaders can result in positive leadership outcomes. Using nine building blocks (PERMA+4: the original five factors of PERMA; positive emotions, engagement, relationships, meaning, accomplishment, plus four additional factors of physical health, mindset, environment and economic security) this study explores using an EBC and PPC framework the authors title, ‘coaching for positive, or, Coach4+’. This study provides a unique perspective to consider and aims to contribute to the growing base of work in positive psychology coaching. This paper highlights an original case study showing results of the new approach to drive positive leadership outcomes.

One-to-one LEGO® SERIOUS PLAY® positive psychology coaching for emerging adults: a single-participant case study

PurposeThis study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.Design/methodology/approachThis is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.Findings1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.Research limitations/implicationsThis study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.Practical implicationsThis study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.Originality/valueBecause most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.

Implementing an Acute Text-Based Wellness Alert System for Pediatric Residents: A Pilot Study.

Residency training presents a unique combination of factors affecting well-being. Studies suggest that mental/emotional distress is pervasive among residents, caused by contextual factors affecting emotional resilience (eg, sleep deprivation) and abrupt, stressful triggers (eg, patient deaths). 1 Moore KA O'Brien BC Thomas LR. “I wish they had asked”: a qualitative study of emotional distress and peer support during internship. J Gen Intern Med. 2020; 35: 3443-3448https://doi.org/10.1007/s11606-020-05803-4 Crossref PubMed Scopus (12) Google Scholar Interventions including positive psychology coaching, peer support, mindfulness curricula, and web-based cognitive behavioral therapy have demonstrated modest but inconsistent improvements in well-being; however, they may be considered burdensome. 2 Guille C Zhao Z Krystal J et al. Web-based cognitive behavioral therapy intervention for the prevention of suicidal ideation in medical interns: a randomized clinical trial. JAMA Psychiatr. 2015; 72: 1192-1198https://doi.org/10.1001/jamapsychiatry.2015.1880 Crossref PubMed Scopus (91) Google Scholar , 3 Ireland MJ Clough B Gill K et al. A randomized controlled trial of mindfulness to reduce stress and burnout among intern medical practitioners. Med Teach. 2017; 39: 409-414https://doi.org/10.1080/0142159X.2017.1294749 Crossref PubMed Scopus (72) Google Scholar , 4 Bommarito S Hughes M. Intern mental health interventions. Curr Psychiatry Rep. 2019; 21: 55https://doi.org/10.1007/s11920-019-1035-y Crossref PubMed Scopus (3) Google Scholar , 5 Meeks LM Ramsey J Lyons M et al. Wellness and work: mixed messages in residency training. J Gen Intern Med. 2019; 34: 1352-1355https://doi.org/10.1007/s11606-019-04952-5 Crossref PubMed Scopus (19) Google Scholar By contrast, mobile phone-based interventions are less onerous and have been well-accepted. 6 Scielzo SA Weigle DC Kazi SD. Resident fuel levels: reframing, assessing, and addressing well-being. J Grad Med Educ. 2018; 10: 198-202https://doi.org/10.4300/JGME-D-17-00536.1 Crossref PubMed Scopus (3) Google Scholar , 7 Weis HB Clark AT Scielzo SA et al. The fuel gauge: a simple tool for assessing general surgery resident well-being. J Surg Educ. 2020; 77: 27-33https://doi.org/10.1016/j.jsurg.2019.07.011 Crossref PubMed Scopus (7) Google Scholar , 8 Nathan J McCray L Feldman N. The text effect: stress management and resiliency training pilot for resident physicians. Fam Med. 2021; 53: 139-144https://doi.org/10.22454/FamMed.2021.847102 Crossref PubMed Scopus (2) Google Scholar No interventions, however, address abrupt or acute distressing events.

Does Positive Psychology Coaching Improve Trainee Well-Being? Evidence from a Longitudinal Professional Development Coaching Program in a Cohort of Pediatric Trainees

Introduction: Trainee burnout is common and evidence supporting the effectiveness of well-being interventions for this population is limited. We studied the effect of a longitudinal coaching program grounded in positive psychology on measures of pediatric trainee well-being.

Transpersonal Coaching Psychology: An Introduction to the Theory and Practice

Transpersonal Coaching Psychology (TCP) can be described as the theory and practice of coaching that takes a holistic and integrative approach to support client growth and transformation. The unique qualities and strengths of this approach to coaching are outlined, including how open awareness skills are applied as a means to hold a safe, compassionate and healing space for clients. TCP is trauma-informed and practitioners are also trained to differentiate between psychosis, burnout and states of consciousness that can be associated with spiritual awakening

Pedagogical technology of constructing professional identity of pre-service foreign language teachers

Introduction. The authors of the article investigate the formation of pre-service foreign language teachers’ professional identity in the conditions of higher professional education. Its relevance is confirmed by the increased requirements of the society for the personality of a specialist, by the urge for elaborating the internal confidence in his/her professionalism, the ability to build effective professional interactions, and to realise the need for self-expression in his/her profession, all of which are an indicator of high-quality professional training. Aim. The current research aims to provide the scientific justification for the effectiveness of the developed pedagogical technology of constructing the professional identity of students – pre-service foreign language teachers.Methodology and research methods. This study was grounded on the provisions of competency-based, personality-oriented, system-activity, axiological, anthropological approaches; the principles of nature conformity, humanisation, integrity, professional reasonability, activity, and independence; conceptual theoretical provisions of personality and its development in the process of education and professional training, theoretical and practical framework of using modern educational technologies, recent research on professional and pedagogical training of pre-service foreign language teachers and on using innovation technologies in the pedagogical process of vocational training. The study was conducted through the use of the following methods: theoretical analysis of literary sources, generalisation of existing scientific provisions, derivation and systematisation of new knowledge, questionnaire method, observation, experiment, and statistical analysis of the obtained data.Results and scientific novelty. Empirically, the authors have determined and formulated the pedagogical conditions for constructing the professional identity of pre-service foreign language teachers. There has been developed and tested the pedagogical technology that proved its effectiveness in ensuring the formation of students’ professional identity till the status of achievement, the development of three components of professional identity (cognitive, emotional, and behavioural), and the correspondent professional and personal qualities and skills.Practical significance. The materials of the study may form the basis for further advances in scientific investigations and bring advantages in psychological coaching during professional evolution of students and experienced foreign language teachers, who need to resolve difficulties associated with professional identity. The developed course on constructing the professional identity of pre-service foreign language teachers can be put into university educational process as part of training methods courses, student teaching placement, tutorial sessions, extracurricular activities on pedagogical excellence, qualification upgrade courses for experienced teachers and educators, methodical seminars, workshops, round tables, as well as into the process of handling the crisis conditions and professional burnout. This course can be included into the university curriculum as a special discipline to prepare teachers both of foreign language and of other school subjects.