Peer Coaching Research Articles

A pilot randomized controlled trial of online written exposure therapy delivered by peer coaches to veterans with posttraumatic stress disorder.

This pilot randomized clinical trial (RCT) sought to examine the preliminary efficacy of an internet-based version of written exposure therapy delivered to veterans through an online program supported by peer coaches. Veterans (N = 124) with clinically significant posttraumatic stress disorder (PTSD) symptoms were randomly assigned to imaginal exposure either via writing (written exposure) or verbal recounting (verbal exposure). The online treatment involved four to eight sessions of imaginal exposure preceded and followed by an online chat with a peer coach. Participants completed assessments at baseline, posttreatment, and 3-month follow-up. Half of the participants never started treatment; among those who started treatment, the mean number of sessions completed was 4.92. At posttreatment, participants in both conditions reported clinically meaningful improvements in PTSD symptoms, d = 1.35; depressive symptoms, d = 1.10; and functioning, d = 0.39. Although participants in both treatment conditions demonstrated significant improvements in PTSD symptom severity, equivalence results were inconclusive, as the 95% confidence interval of the change score difference exceeded the specified margin and overlapped with 0. Estimated mean change scores demonstrated that both conditions showed significant reductions at posttreatment and follow-up. Although engagement with the online program was a significant challenge, the findings suggest that written exposure therapy is effective for improving PTSD symptoms, depressive symptoms, and functioning when adapted for internet-based delivery and facilitated by peer coaches. Using technology to deliver exposure therapy and task-shifting the role of the therapist to peer coaches are promising strategies to increase access to effective PTSD care.

Meslektaş koçluğunun dijital öykülemeye dayalı öğretim uygulamalarına yansımaları

The research aims to explore the influence of peer coaching on the lesson planning and implementation processes based on the digital storytelling method. The case-study research involved 12 week peer coaching initiative focused on lesson planning and implementation based on the digital storytelling method with two teachers. In the research, data were collected through interviews, meeting reflection forms, lesson-planning rubrics and lesson observation forms; content analysis was used in the analysis of the data. The overall conclusion drawn from this research suggests that the implementation of peer coaching positively influences the lesson planning and implementation process. Furthermore, the peer coaching process can serve as an effective strategy for facilitating professional development and providing the emotional support that is essential for teachers. Given the research outcomes, it is suggested that more extended periods of peer coaching cycles, reiterated more than once, should be implemented, and the impact of these practices on student learning should be further explored.

Exploring Private School Teachers’ Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

Successful scaling of action learning principles through self-facilitated peer coaching groups

ABSTRACT This account of practice describes an online program started in 2022, which helps leaders at BNP Paribas to be more effective problem solvers and inclusive leaders by developing stronger questioning and listening skills. The goals of this program were aligned with action learning and could have been achieved with standard, coach-led action learning groups, however there was a desire at the bank to scale this program to support up to 80 participants at a time at a reasonable budget. Therefore, at Be Leadership we set out to design a program that met our learning outcomes in a scalable, cost-effective way. This account concludes that with the right set up and ongoing support, self-facilitated peer coaching groups can consistently reach the same rich learnings and positive outcomes as those using standard coach-led action learning. Across three cohorts and 47 peer coaching groups, 96 percent of participants said they were satisfied with the program and 92 percent said insights from this program would be useful in their career development. When asked if they would recommend this course to their peers, the experience received a Net Promoter Score (NPS) of 8.53 on a scale of 1–10.

Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis

Indigenous communities have a rich cultural heritage encompassing diverse ways of knowing, learning, and understanding the world around them. This mixed methods study utilized the explanatory sequential design to determine the level and relationship of the IP mathematics teachers' beliefs and teaching practices and gain a deeper insight into these beliefs and attitudes. There are 115 respondents for the quantitative phase, while 10 participants in the qualitative phase. Data were collected through survey and key informant interviews and were analyzed through mean, standard deviation, Pearson product moment correlation, and thematic analysis. Results showed that the IP mathematics teachers possess high levels for both beliefs and teaching practices, and a significant moderate positive relationship exists between the two variables. Qualitative data analysis revealed that teachers' beliefs include the ideal qualities of an effective mathematics teacher, respect for students' culture and background, and a constructivist approach to teaching. Teaching practices include discussing student performance and intervention during meetings, implementing culturally relevant approaches, technology, varied activities, and peer mentoring and coaching. Further, it is concluded that teachers’ belief, which influences teaching practices, is shaped by different environmental factors. It is recommended that IP mathematics teachers continue to participate in personal and professional development activities and strengthen collaboration and reflection.

The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education

ABSTRACT Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students’ learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students’ learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students’ emotions, and learning in higher education.

BEHAVIORAL CHANGES OF NURSING STAFF AFTER A COACHING-BASED PSYCHOSOCIAL PROGRAM SUPPORTING SELF-DIRECTION IN PLWD

Abstract The psychosocial person-centred intervention “SOCAV-in-primary-care” (SOCAV-PC) offers training and reflective peer-coaching to nursing staff and training and person-centred care-planning to caregivers. SOCAV-PC aims to support persons with dementia (PwD) to maintain/improve their self-direction and daily functioning in meaningful activities with support of their caregivers. This study presents the experiences of the PwD, and changes in attitudes and behaviour of caregivers and nursing staff when following SOCAV. Spread over nine months, caregivers and nursing staff were trained and coached in the person-centred approach by a trained SOCAV-peer coach. Content analysis was performed using qualitative data derived from (1) intervention and coaching diaries from nursing staff, (2) coaching diaries of peer coaches, (3) focus groups among nursing staff, and (4) individual interviews with PwD and their caregivers. PwD felt heard and respected in making their own choices. Caregivers became more aware of the influence of their own behaviour on the mood of the PwD, and started trying to convert their controlling behaviour, meant to provide safety, into supporting wishes and needs of PwD. Among nursing staff, an ongoing process of positive changes in attitudes and behaviours towards person-centred care emerged: from acting on intuition and automatisms, towards learning to reflect on the behaviour of PwD and their own actions. Moreover, they gained a better understanding of the concept of self-direction, and discovered the power of conversation and observation through a more open attitude and behavioural change. Reflective coaching is an essential tool to enhance person-centred attitudes and behaviour among nursing staff.

Evaluating the Effects of Online Instruction and Virtual Peer Coaching on Rural Teachers’ Use of Behavior-Specific Praise

Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.

Assessing the reach, effectiveness, adoption, implementation, and maintenance of the ProACTIVE SCI physical activity counseling intervention among physiotherapists and SCI peer coaches during the transition from rehabilitation to community

Assessing the reach, effectiveness, adoption, implementation, and maintenance of the ProACTIVE SCI physical activity counseling intervention among physiotherapists and SCI peer coaches during the transition from rehabilitation to community

In Case You Haven't Heard…

Students interested in counseling have long provided informal peer support through clubs and organizations, including campus chapters of Active Minds or the National Alliance on Mental Illness, Inside Higher Ed reported Oct. 17. But now, some universities are backing such work in more formal ways, paying students to administer mental health education and programming and even peer counseling and coaching. At California State University, Fullerton, eight undergraduate students, called mental health peer educators, are responsible for delivering workshops to fellow students on several mental health–related topics. That responsibility used to fall to clinical staff in Counseling and Psychological Services, but in 2021 officials decided instead to hire and train students to lead the hourlong workshops, which cover common mental health issues, such as stress, sleep and mood. Leaders at other universities with similar models agreed that paid peer‐support roles can be a valuable supplement to traditional counseling center offerings. Paige Bartels, director of counseling and psychological services at the University of New Haven, said in an email to Inside Higher Ed that while the university employs undergraduates as “community wellness advocates,” the services they provide are not meant to replace therapy — a common refrain among universities experimenting with new ways to ease the burden of overstretched mental health professionals.

Staying on Task: Use of Self-Monitoring and Peer Coaching to Support Inclusive Postsecondary Education

ABSTRACT Although applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries.

Impact of a simulation-based education approach for health sciences: demo, debrief, and do

BackgroundSkill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to use in real world settings with assistance of peer coaching. The COVID-19 pandemic presented challenges to providing students with sufficient SBE. The purpose of this paper is to: a.) describe a SBE approach for health coaching referred to as “Demo, Debrief, and Do” (DDD), b.) discuss how this approach became important in COVID-19 classroom experiences, c.) describe the impact of DDD activity on students in a health sciences curriculum. DDD is a collaborative activity where graduate health coaching students demonstrate coaching skills, debrief their demonstration, and support undergraduate students to demonstrate (or do) their own coaching skills in a small virtual online setting.MethodsQualitative feedback from 121 undergraduate students enrolled in 3 sections of a behavior change strategies course and quantitative surveys to examine their confidence in applying the skills and overall satisfaction with DDD were gathered.ResultsThe overall average confidence level following the lab was 31.7 (0–35). The average satisfaction level following the lab was 23.3 (0–25 range). The most common highlight of this DDD experience described was observing the coaching demonstration (i.e., demo), followed by the feedback (i.e., debrief), and the practice (i.e., do).ConclusionThe (DDD) simulation approach fulfilled an educational need during the COVID 19 pandemic and filled a gap in offering SBE opportunities for both graduate and undergraduate students while learning effective client-communication skills health coaching delivery.

Development of Research Competency for Pre-service Teacher in Early Childhood Education Program using Peer Coaching Process

Purpose: This semi-experimental research aimed at achieving two objectives: 1) to develop the research competency of pre-service teachers in early childhood education through the use of a peer coaching process, and 2) to compare the research competency of pre-service teachers in early childhood education before and after implementing the peer coaching process. Methodology: The research sample consists of 30 second-year pre-service teachers in the early childhood education program who are enrolled in research classes in the 2021 academic year, selected through cluster random sampling. The research tools used include activities planned with a peer coaching process and a pre-service teacher research competency assessment form. The statistical analysis employed the mean and standard deviation. Findings: The findings revealed that: 1) pre-service teachers demonstrated good research competency when using the peer coaching process (mean = 3.97, SD = 0.52), and 2) the research competency of pre-service teachers in early childhood education after the implementation of the peer coaching process was at a higher level (good level) compared to their competency level before the trial of the peer coaching process (fair level). The statistical significance was set at .05. Conclusion: Upon closer examination, it was found that the participants exhibited good performance in all aspects, except for writing research reports and presenting research findings. Furthermore, the research competencies of the post-experimental early childhood education students were significantly higher than before the reciprocal coaching process. Practical Implications: This study can be implemented in the classes to improve the competency of student's research ability by applying these coaching methods.

Establishing a professional learning community for cultivating future design talents using a ‘peer coaching’ mechanism

The Professional Learning Community (PLC) has an interdisciplinary focus on the humanities, arts, and technology. In order to explore the impact of peer coaching on the learning outcomes of eight university faculty members involved in the PLC for ‘cultivating future design talents through inquiry-based learning’, to develop an innovative approach for the university faculty members professional growth. A qualitative case study approach through six professional development courses with a dynamic revision process, participant observation and in-depth interviews to determine the potential of peer coaching as a tool for PLC teachers. It shows that peer coaching facilitated collaborative learning and positively contributed to PLC teachers' co-construction of knowledge in relation to Inquiry-Based Learning teaching approaches. The study found four processes of course-driven professional development and shows that multiple roles of PLC teachers, the PLC group dynamics, and online peer interaction are important issues in the post-COVID-19 era.

TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT (CPD) IN ACEH PROVINCE, INDONESIA

Teachers play key roles in preparing excellent students to reach their goals. To produce the exceptional students, teachers should always improve their professionalism. This study aims at investigating the efforts to improve teachers’ Continuing Professional Development (CPD) in Aceh, Indonesia. This mixed study included 37 elementary schools and was carried out in ten Aceh Province districts or cities. Purposive sampling was used to select teachers, principals, and educational ministry officials to be the study's subjects. Information were gathered through meetings, perception and documentation. The steps of data reduction, data display, and verification were used to conduct qualitative data analysis; in the meantime quantitative information were made sense of through rates. Mentoring and/or peer observation and coaching, courses or workshops, reading professional literature, engaging in informal dialogue with peers, attending conferences or seminars, observing and visiting other schools, joining a qualification program, participating in a network of teachers, and individual or collaborative research are among the activities teachers in Aceh engage in to enhance their professional development and competence. Apathy, academic failure, lack of professional inspiration, lack of motivation, ignorance of their professional calling and responsibilities, lack of control, and lack of financial support were also identified as obstacles for teachers to overcome in their efforts to improve their professional competence. The planning and execution of CPD, as well as competency in the knowledge, skills, and attitudes discussed at CPD events, were all evaluated during the Aceh CPD evaluation process, focusing on learning outcomes, organizational support and change, using and sharing evaluation results, and sequentially evaluation.

Using starling murmuration as a model for creating a global health community of practice to advance equity in scholarship

Background Disparities in scholarship exist between authors in low- or middle-income countries (LMIC) and high-income countries. Recognizing these disparities in our global network providing pediatric, adolescent, and maternal healthcare to vulnerable populations in LMIC, we sought to improve access and provide resources to address educational needs and ultimately impact the broader scholarship disparity. Methods We created a virtual community of practice (CoP) program underpinned by principles from starling murmuration to promote interdisciplinary scholarship. We developed guiding principles- autonomy, mastery and purpose- to direct the Global Health Scholarship Community of Practice Program. Program components included a continuing professional development (CPD) program, an online platform and resource center, a symposium for scholarship showcase, and peer coaching. Results From February 2021 to October 2022, 277 individuals joined. Eighty-seven percent came from LMIC, with 69% from Africa, 6% from South America, and 13% from other LMIC regions. An average of 30 members attended each of the 21 CPD sessions. Thirty-nine authors submitted nine manuscripts for publication. The symposium increased participation of individuals from LMIC and enhanced scholarly skills and capacity. Early outcomes indicate that members learned, shared, and collaborated as scholars using the online platform. Conclusion Sharing of knowledge and collaboration globally are feasible through a virtual CoP and offer a benchmark for future sustainable solutions in healthcare capacity building. We recommend such model and virtual platform to promote healthcare education and mentoring across disciplines.

Exploring the Role of ChatGPT as a Peer Coach for Developing Research Proposals: Feedback Quality, Prompts, and Student Reflection

This paper describes the results of an archival desk-study that analyzed worksheets produced by four students using ChatGPT as a coach. ChatGPT is a Generative Pre-Trained Large Language model that can write comprehensively in various languages and styles. It was discovered that it could pass university level physics exams and perform at the level of a third-year medical student. Fourth-year students in Information Technology are required to produce a 3000-to-5000-word research report as part of the requirements for graduation, and their first meeting of the year consists of a workshop following the GROW (Goal, Reality, Opportunities, Will) coaching process. Logistical considerations in this predominantly e-learning based course prevented such teamwork. The two-month-old ChatGPT, however, presented an opportunity to determine the extent to which a chatbot could be used as a peer coach. This paper reports on the outcome of an exercise that was given to students as an introduction to their research methodology course. It was found that well-designed prompts were essential and that students should be encouraged to reflect on their interaction with artificial intelligence. Three clear issues emerged from the study: the quality of feedback given by the chatbot, the value of the prompt, and the importance of student reflection. The chatbot, ChatGPT, displays the traditional computer characteristic of garbage in, garbage out and gives the feedback it is programmed to give. The dialogue shows how a student can build up mutual rapport with the chatbot when they adapt their responses to the feedback provided. The critical reflection in shows that it is still the user who should oversee the process and evaluate the feedback. It is recommended that novice research students be given some training in reacting to feedback, developing useful prompts, and engaging in meaningful reflection. Future research would include developing a reflective coach.

Fostering ego development through group coaching in a postgraduate program

ObjectivesLiterature review evidences several studies on structured programs to promote ego development, but none use a group coaching approach although impact factors and effectiveness of group coaching appear well-suited to potentially foster ego development. This study aims to address the void by examining effects of a group coaching program (that also includes peer coaching) on ego development in a postgraduate program of a German University.DesignWe conducted an intervention study that is based on ego development theory, the (cognitive-) developmental approach to coaching, and a theory-based conceptual framework to ego development. We applied different coaching tools in the program that addressed ego stage-specific development issues, e.g. reflection and development of multiplicity of self-concepts, and underlying beliefs and meaning systems.MethodsThe program consisted of twenty-nine participants who self-selected and were drafted via lottery. The coaching program extended over ten weeks. Ego development was assessed using the Washington University Sentence Completion Test (WUSCT) eight weeks before the coaching program (pretest) and again ten weeks after it began (posttest). Pairwise t-tests were applied to test whether the mean values of ego stage are different at pretest and posttest.ResultsFindings suggest that the group coaching program fostered ego development. Compared to pretest ego level was significantly higher at posttest. The program was more effective for participants at the self-aware ego stage than for coachees at the conscientious ego stage at pretest.ConclusionsThe findings provide empirical support that group coaching can promote ego development in adults. In addition to the specific design and the impact factors of group and peer coaching on ego development we consider the relationship with the coachees and the creation of a trusting and shame-free space important impact factors. Considering the high demand for the program from the post-graduate students, group coaching for advancement of ego development should be considered as an important part of the curriculum. More research is needed and should include larger sample size, a control group, and should control for factors such as coaching setting or role of coach.

The Impact Of An 8-week Wellness Peer Coaching Program On Physical Activity Among College Students

The Impact Of An 8-week Wellness Peer Coaching Program On Physical Activity Among College Students

Development and Implementation of an Undergraduate STEM Peer Coaching Program

Development and Implementation of an Undergraduate STEM Peer Coaching Program