Solution-focused Coaching Research Articles

MEANWELL: Meaningful work as a source of well-being : Research and development project description

MEANWELL project was implemented by the Department of Psychology at the University of Jyväskylä and funded by the Finnish Work Environment Fund (project number 210129). The project developed an operating model to support meaningful work and well-being for organizations and work life and career counseling professionals with their clients. The operating model was also applied to trade unions and educational programs. The operating model was based on 1) a model of sustainable careers, 2) an integrative multilevel framework of factors fostering meaningful work, 3) a four-dimensional conceptualization of meaningful work, and 4) a vocational meaning and fulfillment fit perspective. The MEANWELL operating model was built on two foundations - the work well-being survey and facilitative working methods. The work well-being survey provided up-to-date and target group-specific information, guiding the development work. The Vocational Meaning and Fulfillment Survey method, a central component of the survey, offered respondents a profile of how well their work expectations were met in their current jobs across seven dimensions. The facilitative working methods, incorporating principles of solution-focused coaching, dialogical counseling, as well as mindfulness, acceptance, and value-based methods, were designed to be practical and functional in real-world settings. The MEANWELL operating model was implemented in three modes. The first mode, organizational development, included two development days for the entire personnel and, in between these, a supervisor coaching series (3 x 2 h), a team coaching series (6 x 1.5 h) for the supervisors and employees, and a development/goal discussion between the supervisor-employee pairs. The second mode, work life and career counseling, included VMFS method training for professionals (4 h), after which the method was used as a part of their client work with individuals or groups. Clients responded to the work well-being survey before counseling with their professional and received their VMF profile. The third mode, trade unions and educational programs, included answering the work well-being survey, getting a personal VMF profile, and participating in a workshop or webinar (1-4 h). Intervention fidelity and adherence were followed in all the modes with predetermined criteria. Research data was collected with cross-sectional and longitudinal surveys, as well as focus group and individual interviews. There were 515 participants in organizational development, 1066 in work life and career counseling, 2463 in trade union collaboration, and 673 in educational workshops.

Can a Solution-Focused Coaching Approach Go Beyond the Ocean and Campus? Comparing Solution and Problem-Focused Approaches for Japanese Students and Business People

Previous studies comparing solution- and problem-focused coaching approaches have revealed that solution-focused approaches are consistently superior to problem-focused approaches. However, these studies were conducted in Australia and Europe, and all the participants have been students. Little is known about whether a solution-focused approach is more effective than a problem-focused approach even in other areas, particularly Asia. Moreover, investigating whether a solution-focused approach is more effective than a problem-focused approach even for other groups, especially businesspersons, is necessary. This study compares the relative impact of solution-focused questions with problem-focused questions on Japanese university students and businesspersons. In Study 1, 118 Japanese university students participated, and 36 Japanese company employees participated in Study 2. Before and after answering the questions, they completed a set of measures to assess self-efficacy, understanding of the problem, and positive and negative affect. In Study 1, the solution-focused approach was more effective in increasing self-efficacy and lessening negative affect. The problem-focused approach reduced the positive affect. In Study 2, the solution-focused approach was superior in terms of promoting self-efficacy and decreasing negative affect. This study provides empirical support for the effectiveness of a solution-focused approach for Japanese students and employees.

A solution-focused coaching approach to promote adolescent mental well-being in a school setting

Abstract Solution-focused brief coaching departs from the idea that a focus on the clients’ strengths and hopes for the future, rather than on past or present problems, will lead them to do more of what works well and move them toward a desired future. Compared to a problem-oriented approach, the solution-focused is systemic and interactive; the client is viewed as a resourceful individual in a context and as an expert on his or her own life. From this foundation, the Solution-focused Intervention for mental health (SIM) was developed for students in upper secondary school. SIM builds upon four fundamental assumptions. First, an understanding of the cause of a personal problem does not necessarily bring the student closer to a solution of it, or to a desired future. Second, what we focus our attention on and the language we use to describe and discuss our health will grow on us. Third, all students “want to and can do something” that can lead them towards their desired future. Fourth, all students are resourceful and can act in a self-desired direction. During the coaching process in SIM, what the students “hope will start to happen and resources and abilities that can make this possible” are explored and reinforced with a solution-focused dialogue. With support from a group coach and their classmates, students are encouraged to explore what could help towards a desired future and what efforts need to be taken to move in this direction. This is followed up in future sessions by focusing on what works well and efforts made towards what is wanted. The solutions-focused coaching approach, and its associated techniques, aim to engage the students in a process that enhances the awareness and motivation to explore their own strengths and resources so as to engender self-efficacy and self-confidence and strengthen their desire to further develop their abilities and skills. The objective of the process is to establish a mental health promotion that is positively self-reinforcing.

Brief computerised self-help interventions, the “Miracle Question,” and the moderating effects of openness-to-experience

Brief, self-help positive psychology interventions (PPIs) have certain advantages over longer, guided interventions (e.g. higher completion rates). The “Miracle Question(s)” – the most famous intervention in solution-focused therapy and coaching – appears to be a promising brief, self-help PPI. However, very little experimental research on the “Miracle Question” has been conducted. The present study investigated the effects of a brief self-help MQ intervention on several aspects of wellbeing, including hope, expectancy, goal clarity and affect. The MQ intervention was compared against both a problem-focused and neutral coaching approach. Three online experiments were conducted with participants aged 18-76 across the world. Two experiments focused on “life problems” whilst the third focused on problems in interpersonal relationships. Results suggested that all three interventions raise expectancy in the context of life (but not relationship) problems. However, as hypothesised, the relative effects of such interventions may depend on openness-to-experience. At high[low] levels of openness-to-experience, the MQ technique was more[less] effective than the problem-focused or neutral coaching interventions, at least for some aspects of wellbeing. The study sheds much-needed light on the MQ technique and on brief self-help interventions. Widely recommended as a means of enhancing wellbeing, the MQ technique may not be universally effective (in a self-help format) and requires further investigation. On the other hand, the study suggests that brief self-help computerized PPIs may indeed be enthusiastically adopted, especially when compared with longer interventions.

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.

Using the capability, opportunity, and motivation model of behaviour to assess provider perception of implementing solution-focused goal-setting in paediatric rehabilitation.

Adoption of family and child goal-setting in paediatric rehabilitation is important to positive long-term outcomes. Solution-focused coaching (SFC) has been identified as a promising approach to ensuring this type of goal-setting occurs, while the actual implementation of SFC by health care providers (HCPs) is low. This study utilized the capacity, opportunity, and motivation model of behaviour change (COM-B) to identify which strengths and difficulties health care providers (HCPs) perceived with respect to SFC goal-setting in paediatric rehabilitation. A self-report survey was developed and administered to HCPs at a paediatric rehabilitation hospital. Each survey question was based upon a COM-B sub-component. Demographic information was collected from HCPs, and descriptive statistics were used to rank perceived COM-B components from strongest to weakest. Results indicate HCPs view the provision of SFC goal-setting as an important practice, while they also perceive difficulties to actual delivery due to: lack of adequate individual skill, lack of experience with this type of goal-setting, and insufficient preparation for clients to engage in sharing their goals. HCPs also perceived lack of organizational processes to support the practice within their teams. Recommendations for intervention are provided.

Using Solution-Focused Coaching in Social Work Practice with the Long-Term Unemployed to Promote Their Well-Being

Long-term unemployment, one of the challenges social workers face, produces a variety of non-monetary and social consequences. The helping professionals understand that interventions towards unemployed clients do not cover just the pure fact of their unemployment but that a holistic approach to the clients' living situations is needed. This paper aims to promote well-being while implementing solution-focused coaching in working with unemployed clients in social work practice. The Reteaming coaching model is supported by two detailed case studies describing three key areas covered in the Reteaming process. Working with clients in both cases contributed to various elements of the client's psychological well-being: positive emotions, engagement, relationships, meaning, and achievement. The Reteaming coaching model can be used effectively as a suitable structured approach, mainly used in strength-based social work.

A Pilot Study of a Cohort-Based Solution-Focused Wellness Group for Graduate Students Using Solution-Focused Coaching

Graduate students experience heightened levels of stress, compromising their well-being and predisposing them to mental health disorders. Graduate students are over six times more likely to experience depression and anxiety than the general population. Despite the presence of counseling services on college and university campuses, graduate students are less likely to access these services and more prone to utilize alternative institutional supports (i.e., faculty advisors or peer counselors). This pilot study assessed the effectiveness of a six-week solution focused wellness (SFW) group intervention with a graduate program cohort using a pre-post, mixed-methods design. A total of twenty-seven (N = 27) participants were included in the study. Results demonstrated significant differences in well-being, mental health, and perceived wellness between baseline and six-weeks for both the cohort group (n = 9) and the general wellness group (n = 18). ANCOVA revealed significant between-group differences for well-being and perceived wellness indicating that the cohort group improved more across wellness-specific variables. Three primary themes emerged from the qualitative data including: awareness of wellness needs, peer support, and multidimensional wellness. The aggregated results support the effectiveness of a cohort approach to graduate student wellness group implementation.

“Savoring” the Joy: Reducing Principal Burnout and Improving Well-Being through Positive Psychology Interventions

Principals are pivotal for creating schools that meet the needs of all students. However, the exodus of principals has been on the rise especially in the last two years as the pandemic accelerated turnover rates. Principals are experiencing greater levels of workload, stress, and burnout often without the tools for maintaining mental health. While many strategies for self-care are widely discussed—consistent exercise routine, eating healthy, and adequate sleep—many are not easily adaptable for principals who often experience time constraints and inconsistent schedules. The field of positive psychology has shown that interventions focused on human strengths and enhancing positive emotions can significantly boost well-being. The most promising aspect of positive psychology interventions (PPIs) is the ease with which these strategies can be integrated into the busy demands of the principalship. This article provides evidence for PPIs as potential strategies to emotionally and mentally support principals from individual and organizational approaches. Specifically, this article describes several PPI recommendations for principals to practice and begin building upon positive experiences in their daily lives such as savoring and cultivating sacred moments. The article also provides recommendations for school districts to consider such as cognitive-behavioral, solution-focused coaching; positive principal supervisor interventions; and systematic spaces to address principals’ complaints. While these recommendations are not comprehensive, we believe they serve as a starting point for principals to move beyond surviving and toward thriving in their careers.

Solution-Focused Coaching for Agile Teams: A Guide to Collaborative Leadership by Veronika Jungwirth and Ralph Miarka

Solution-Focused Coaching for Agile Teams: A Guide to Collaborative Leadership by Veronika Jungwirth and Ralph Miarka

Boundary-Spanning in Disaster Risk Reduction and Recovery through Solution-Focused Coaching Approach

Universities must forge new links, form coalitions and facilitate engagement with local stakeholders to reduce future natural disaster impacts. This paper introduces a conceptual framework and key features of an integrated model of boundary-spanning strategies and solution-focused coaching (SFC) approach in disaster risk reduction and recovery (DRRR). The model is based on stakeholders’ strengths, relationship-building. It is a goal setting approach in DRRR that uses boundary spanning strategies to empower multi-stakeholders in envisioning a more resilient community in the face of future disaster. Through stakeholders-community boundary spanners collaborations, DRRR shared goals and plans are co-produced. Keywords: Boundary-spanning, solution-focused coaching, disaster risk reduction and recovery eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i19.3208

El coaching como un rol en la actividad profesional del psicólogo

The present work proposes that one of the roles of the professional psychologist is the work of Coaching, understanding this as the support to the client (coachee) so that he achieves his significant goals. The existence of a new subspecialty in Psychology, Coaching Psychology, which would allow psychologists to carry out Coaching activities with a scientific basis, stands out. In addition, organizational psy xpertise in the application of Solution-Focused Coaching.

On the Effectiveness of the Solution-Focused Approach and Coaching in the Work of Social Services

The article is a comparative analysis of two methods of working with a social assistance client: coaching and solution-focused approach. It describes the stages of the methodological procedure, and shows the approach to the motivation to change in both approaches. Showing the differences between internal and external motivation in the case of social assistance clients is particularly important, as they are often people characterized by learning helplessness and with low social competence. Therefore, working on change is extremely difficult, and social and legal expectations generate many paradoxes of professional action. The solution, however, is not to control and monitor the customers’ progress, but to change the approach of defining goals for change for customers. In coaching and PSR, key goals are the client’s goals and this article explains the rationale behind this position. Then, it describes the assumptions of both approaches and presents similar techniques used in working with the client. These techniques are easy to adapt to the methodical work of social workers and assistants when they share the assumption that the client is the expert of their life, and thus of change and the path to change. It describes the structure of the change process in both approaches. The article is intended to encourage such an approach to working with clients, as it is effective, as well as releasing social workers from responsibility for clients’ failures, protecting against burnout, and easy to apply. In addition, many institutions of social assistance are leaning towards working with these methods, towards formulating goals in line with harm reduction, rather than radical changes.

Solution-Focused Coaching to Support Clinicians’ Professional Development: An Analysis of Relational Strategies and Co-constructed Outcomes

ABSTRACT Purpose To explore solution-focused coaching (SFC) as a means to enhance pediatric rehabilitation practitioners’ development of listening skills. Methods Six clinicians each participated in two SFC sessions with an experienced coach who used a practice model developed for pediatric rehabilitation (SFC-peds). The transcribed interviews were analyzed by inductive content analysis to identify the coach’s use of relational strategies and the nature of what was being co-constructed in the sessions. Results The coach used six relational strategies (e.g., supporting reflective and critical thinking). Through dialogue and reflection, the coach and clinician co-constructed four important outcomes, including shared meaning, awareness and discovery of strengths and values, discovery of strategies and opportunities, and forward movement Conclusions The study informs our understanding of the relational processes and benefits of SFC conversations. These conversations appear to provide an optimal learning space to enhance professional development, by facilitating the co-creation of meaning, awareness, and intentionality.

Designing a system for performance appraisal: balancing physicians\u2019 accountability and professional development

BackgroundIn many healthcare systems, physicians are accustomed to periodically participate in individual performance appraisals to guide their professional development. For the purpose of revalidation, or maintenance of certification, they need to demonstrate that they have engaged with the outcomes of these appraisals. The combination of taking ownership in professional development and meeting accountability requirements may cause undesirable interference of purposes. To support physicians in their professional development, new Dutch legislation requires that they discuss their performance data with a non-hierarchical (peer)coach and draft a personal development plan. In this study, we report on the design of this system for performance appraisal in a Dutch academic medical center.MethodsUsing a design-based research approach, a hospital-based research group had the lead in drafting and implementing a performance appraisal protocol, selecting a multisource feedback tool, co-developing and piloting a coaching approach, implementing a planning tool, recruiting peer coaches and facilitating their training and peer group debriefings.ResultsThe system consisted of a two-hour peer-to-peer conversation based on the principles of appreciative inquiry and solution-focused coaching. Sessions were rated as highly motivating, development-oriented, concrete and valuable. Peer coaches were considered suitable, although occasionally physicians preferred a professional coach because of their expertise. The system honored both accountability and professional development purposes. By integrating the performance appraisal system with an already existing internal performance system, physicians were enabled to openly and safely discuss their professional development with a peer, while also being supported by their superior in their self-defined developmental goals. Although the peer-to-peer conversation was mandatory and participation in the process was documented, it was up to the physician whether or not to share its results with others, including their superior.ConclusionsIn the context of mandatory revalidation, professional development can be supported when the appraisal process involves three characteristics: the appraisal process is appreciative and explores developmental opportunities; coaches are trustworthy and skilled; and the physician has control over the disclosure of the appraisal output. Although the peer-to-peer conversations were positively evaluated, the effects on physicians’ professional development have yet to be investigated in longitudinal research designs.

Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach

PurposeThe purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified outcomes. The SFBC approach emanated from the London-based organization BRIEF: The Centre for Solution Focused Practice (BRIEF, n.d.).Design/methodology/approachThis qualitative study engaged ten participants in two SFBC sessions. In the first coaching session, participants identified a “preferred future” and described what would be happening when it came to fruition. Coaches employed SFBC elements such as the “miracle question,” scaling questions, descriptions of strengths and recognition of resources already in place (Iveson et al., 2012). In the second session, following coaching, participants shared their perceptions and experiences of the SFBC process.FindingsAll participants reported movement toward desired outcomes, and their perceptions of the SFBC process revealed five themes: an increase in positive emotion, enhanced self-efficacy, value in the co-construction of their preferred future, the coaching process as a catalyst for actualizing their preferred future and adoption of a solution-focused lens in other contexts.Originality/valueThis study answers the call for additional research in three areas: it provides data from completed SFBC sessions, examines participant follow-up on progress toward their preferred futures and provides insight regarding the coaching relationship dynamic. In addition, it provides qualitative findings for the SFBC approach, which have traditionally been dominated by quantitative results.

Solution-Focused Coaching for Friendship in Pediatric Rehabilitation: A Case Study of Goal Attainment, Client Engagement, and Coach Stances

Aims To examine goal attainment, engagement, and the stances used by coaches providing a solution-focused coaching intervention (SFC-peds) for young people with cerebral palsy pursuing friendship goals. Methods The case study involved two clients with cerebral palsy (a young child and his mother, and a youth) and their service providers. An interpretive descriptive approach was used to analyze quantitative and qualitative data. Friendship goal attainment was assessed by the Canadian Occupational Performance Measure and goal attainment scaling, and client engagement was assessed using the Pediatric Rehabilitation Intervention Measure of Engagement-Service Provider version. Information from post-intervention client interviews was used to identify coach stances and relationships with client engagement. Results Participants met their friendship goals and were considered to be highly engaged by their coaches. Four coach stances were identified: Respectful Inquiry, a Strengths Presupposition, Implementation Curiosity, and Inspiring Commitment. These stances, and aligned tactics, engaged clients on affective, cognitive, and behavioral levels, and impacted the client’s stance toward their goal. Conclusions SFC-peds appears to be an effective and engaging approach for young people with disabilities working on friendship goals. The findings illustrate how the coach’s stances and tactics engage clients, thus impacting the client’s own stances toward change.

The Impact of a Brief Interprofessional Intervention on Attitudes toward Wellness Promotion among College Students in Helping Professions

Research demonstrates that interprofessional education (IPE) is effective in changing attitudes and behaviors among college students and health professionals. This study utilized a longitudinal, mixed-methods design to assess impacts of a brief IPE intervention focusing on multidimensional wellness promotion. The intervention incorporated principles of the Theory of Planned Behavior (TPB), and integrated a multidimensional conceptualization of wellness with Solution-Focused Coaching (SFC), an evidence-based approach to behavior change. One hundred and seventy-six (N = 176) students from health science programs (e.g. social work, nursing) at a large Western university were recruited for the study. Quantitative results demonstrated significant (p <.01) differences between pre, postintervention, and six-week follow-up, as well as between intervention and control groups (p <.01). To augment quantitative data, brief, semi-structured interviews were completed with thirteen (n = 13) participants. Results of an Applied Thematic Analysis (ATA) included five emergent themes: increased multidimensional wellness understanding, holistic conceptualization of patients, more training needed related to wellness, encouraging small behavior changes, and the importance of self-care. Findings demonstrate the effectiveness of a brief, solution-focused wellness promotion intervention in changing attitudes, understanding, and intention related to utilizing a multidimensional model of wellness with college students in helping professions.

An online, comparative effectiveness trial of mental contrasting with implementation intentions (MCII) versus solution-focused coaching (SFC) questions

ABSTRACT Mental contrasting with implementation intentions (MCII) and solution-focused coaching (SFC) questions are self-coaching interventions that share similar theoretical constructs and stimulate constructive thinking in terms of idealised future outcomes and realistic appraisal of one’s current situation. However, no research has compared the efficacy of these two self-coaching methodologies. This experiment aimed to compare the effect of MCII and SFC questions on goal-directed outcomes. We conducted an online experiment where 113 undergraduates described an important personal problem, completed pre-intervention assessment, performed a brief computer-guided intervention of MCII or SFC questions, and then completed post-intervention assessment. We found that MCII and SFC questions increased perceived goal progression, self-efficacy, and positive affect, and decreased negative affect, to a similar extent. Levels of problem clarity and solution-focused thinking were comparable at post-intervention between MCII and SFC questions. We observed two main differences between the interventions: (a) self-insight was higher following MCII than SFC questions and (b) expectations of success increased from SFC questions but remained unchanged from MCII. Our results suggest that coaches seeking to integrate evidence-based self-coaching methodologies into their coaching practice have scope to recommend either MCII or SFC questions as take-home exercises to help their clients maximise goal attainment.

Perceived Impacts of Solution-Focused Coaching Training for Pediatric Rehabilitation Practitioners: A Qualitative Evaluation

Aims This qualitative evaluation study assessed perceived impacts of a solution-focused coaching (SFC) training rolled out in a Canadian pediatric rehabilitation hospital from the perspective of clinical service providers. Methods Thirteen clinical service providers were interviewed six months after receiving 2-day SFC training. Participants retrospectively described perceived impacts of the training and benefits and challenges pertinent to the implementation of the SFC approach. Interview transcripts were transcribed verbatim and analyzed thematically. Results SFC training was considered making a valuable addition to participants’ toolbox, increasing their confidence in developing positive therapeutic alliance with clients, and enhancing their strengths-based orientation. The training was also seen improving team cohesion and promoting collaborative solution-finding among team members. Structural barriers such as time constraints, lack of continuous organizational support and clear expectations around the use of the SFC approach were reported as factors impeding effective clinical adaptation. The need for tailoring the SFC approach to unique service contexts was also reported. Conclusions Future SFC training initiatives should integrate a team-based approach and a culturally sensitive lens to help providers better assist clients in identifying their unique strengths. Follow-up training and continuous organizational support mechanisms will be vital for facilitating sustainable implementation after the initial training.