In: European journal of work and organizational psychology: the official journal of The European Association of Work and Organizational Psychology, Band 31, Heft 6, S. 908-921
Family forms the first and most important social institution in every society. Although traumatised families may be the root of much personal and social turmoil, a healthy community and family is the most vital way to deal with social change and challenges. In the light of increasing violence and trauma in South Africa, youths adverse exposures to violence and trauma have been identified as a distressing health care problem globally and for our communities and families at large. This study sought to explore and describe community and family perspectives of youth's trauma in order to propose a holistic support approach. A qualitative approach was followed and participants (health care professionals and parents) were purposefully selected. Data were gathered through interviews, a focus group and field notes. Data were analysed thematically. Health care professionals and parents shared similar experiences and concerns relating to their perceptions of youths' experiences of trauma. Parents however had a more negative regard of the youth and their capabilities to deal with trauma. The trauma experience was seldom contained to the individual but had a traumatising ripple effect on the parents, and community. This often left the entire system feeling helpless and depleted of resources to cope.
Abstract Our effort focuses on the development of a process of cross-cultural peer coaching through which we have sought to grow as reflective practitioners and strengthen authentic conversations between two individuals, from Poland and the United States. By building a theoretical framework around peer coaching, intercultural interaction, and auto-ethnography we have worked to make explicit our development as educators working to enrich the process of the organizational learning and to make education more open, democratic and human. As Kottler [1997] claims, it is possible to find stages that a tourist goes through during the process of recognizing and knowing another culture that was used to mirror the sensation of the professional growth. The findings shed light on how peer coaching might be strengthened, as well as the development of an observation protocol to structure such reflective and, ultimately, life changing work.
Coaching with Careers and AI in Mind presents an integrated overview of life and career options for individuals caught in the transition to a new world of work - impacted by the fourth digital revolution - and the tension this creates. The book synthesises extensive career coaching experience, relevant models, scientific thinking, practical tips and research-based information about the future of work in a digital world. This is followed by a positive message and call to action, to build a strong personal core as a point of reference that enables change and flexible adaptation, to meet the future with hope and a better chance for success.
»Da muss ich noch an mir arbeiten!« Doch an was genau wollen wir eigentlich arbeiten, wenn wir solche Vorsätze postulieren? Eva Georg liefert hierzu eine Analyse der Konstitution des (neo-)liberalen Subjekts im Kontext einer »Therapeutisierung der Gesellschaft«. Unter Bezugnahme auf Michel Foucault, die Quantenphysikerin Karen Barad und die buddhistische Philosophie nimmt sie eine Neuverhandlung der Frage nach der »Arbeit am Selbst« vor. Dabei adressiert sie ethische und feministische Debatten um die Relationalität von Subjektivität ebenso wie eine postkoloniale Perspektivierung westlicher Buddhismus-Rezeptionen - und liefert einen innovativen Beitrag für das noch junge Feld der Beratungswissenschaften, den Neuen Kritischen Materialismus sowie die Praxis von Psychotherapie, Beratung und Coaching.
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We live and work in a world of change. Helping individuals and teams prepare for, respond to, and learn from change are critical for thriving. Managers and leaders at all levels play a vital role in developing talent, increasing performance, and supporting transitions and transformations. This book is about effectively coaching others in your role as a manager-coach. A manager-coach is a person who uses coaching-related knowledge, approaches, and skills to coach team members in the organization who report to them or who have sought their coaching. In 16 chapters, leaders at all levels, human resource professionals, and graduate students will find research-based, practical approaches to developing talent, improving performance, and supporting transformation. Topics include the change coaching process, theoretical foundations of coaching, use of self in managerial coaching, six coaching skills, how to coach across differences, specialty coaching (peer, team, and executive), ethical considerations for coaching, and continuous development for manager-coaches. Provides models, frameworks and tools that can be used to coach team members
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Coaching serves as a catalyst for supporting clients in their self-exploration and personal growth. In many instances, that growth has the potential to be transformational. Working Deeply is a guide for executive coaches and leadership development professionals to help them foster their clients' efforts in deep transformational learning. To facilitate this process, the authors introduce theories, concepts, and applied techniques for undertaking transformational coaching, and provide coaching cases and examples illustrating the use of these tools. They also introduce readers to a variety of research studies on such topics as mindfulness, mindsets, future selves, and narrative analysis, and discuss the application of this research to the area of transformational coaching. Finally, they explore how coaches can shape their perspectives and approaches to enable positive transformation. What readers will take from Working Deeply something of value that will help them develop their ability to support their coaching clients, and strengthen their practice as coaching professionals.
The article seeks to defamiliarize coaching practices based on the premises of positive psy- chology that were the focus of the author's inquiry during ethnographic research among the Polish community of professional coaches and their clients: managers, entrepreneurs and university teachers. The author argues that coaching practices equip individuals with tools to cope with the social and personal risks associated with living conditions of late-capitalism. These practices are also a space within which we fase the circulation of affects and the power of desires that support capitalist regimes of productivity and, consequently, produce a neoliberal psyche (neoliberal type of subjectivity). In this paper, the author aims to answer the following questions: how do people participating in a coaching process govern themselves (construct, negotiate or contest their own self) by means of affective movements? What is the persuasive dimension of the affective work on self undertaken by coachees that results in subjectification and/or objectification along the lines of neoliberal rationality? And finally: how is the affective-rhetorical process of embodying the neoliberal type of governance manifested in coaching? The answers to these questions have been developed based on the findings of affect theory and rhetoric culture theory.
This evaluative case study will outline how Transformative Action Learning, Coaching and Military Values and behaviours can be combined and applied to Leadership Development within a UK National Health Service (NHS) Trust in the form of a three-day workshop. Transformative Learning is a deep structural shift in basic premises of thoughts, feelings and actions. Mezirow (2000) states that this involves a re-examination of our presuppositions and beliefs, this workshop utilised Military values and beliefs as a basis for critical self-reflection of leadership behaviours through what Dirkx (1997) describes as the soul work. This case study will demonstrate the positive learning and impact of the three-day workshop incorporating these concepts when delivered to a range of Leaders from an NHS Trust in England, and the impact it has had on their professional learning.
What is coaching? -- The manager as coach -- The nature of change -- The nature of coaching -- Effective questions -- The sequence of questioning -- Goal setting -- What is reality? -- What options do you have? -- What will you do? -- What is performance? -- Learning and enjoyment -- Motivation and self-belief -- Coaching for meaning and purpose -- Feedback and assessment -- The development of a team -- Coaching teams -- Overcoming barriers to coaching -- The multiple benefits of coaching -- The challenge to leaders -- The foundation of leadership -- The qualities of leadership -- Emotional intelligence -- Tools of transpersonal psychology -- The future focus of coaching
In: Cinar , A 2016 , ' Person-centered Health Coaching in a Scottish Prison Population : Findings at Training Completion ' International Journal of Person Centered Medicine , vol 6 , no. 2 , pp. 98-107 . DOI:10.5750/ijpcm.v6i2.579
Introduction: People in Scottish prisons (PSP) have poorer health than the general population. The promotion of health and wellbeing in prisons is a central aim of Scottish Government policy. Objective: This study was aimed at designing, implementing and evaluating person-centered health coaching (HC) training to improve PSP´s health and related psycho-social skills. Methods: PSP were trained as health coaches, as part of National Health Service (NHS) Scotland's oral health prison intervention, termed Mouth Matters (MMs). A unit of MM involving HC is named PEPSCOT. Here PSP were trained by a qualified coach over a three-month period to become health coaches; 8, 4 and 4 whole day training took place respectively during the first, second, third month of training. Self-assessment questionnaires and diaries were used before, during and after the HC training to test the extent to which HC works to improve PSP´s health and related psycho-social variables. The outcome measures analyzed in the present study were self-assessed health and behaviors, self-efficacy, self-esteem, depressed mood, and usefulness of the program. Follow-up data will be collected in September 2016 for further assessment of the impact of HC. Results: The baseline data showed that the majority of the participants were from low socio-economic status, and reported a moderate level of health. Data showed later that when compared with baseline levels two of the outcome variables (self-esteem and self-efficacy) improved significantly (p<0.001) at the mid-training point, and that all four outcome variables (also including self-assessed health and depressed mood) improved significantly (at least p<0.05) at the completion of training. Participants' positive evaluation of the training was significantly correlated with improved health and psychological measures (p<0.05). Conclusions: Health Coaching training represents a new person-centered approach that appears to enhance self-assessed health, depressed mood, self-esteem and self-efficacy among prisoners in Scotland, and also to enable transitions from negative to positive concerning beliefs, values, and self-evaluations. There is however a need for further studies at a larger scale.
Education is a field that evolves constantly in relation to the changes in the society and the needs of its beneficiaries, taking over and adapting functional models from other fields. The quality of education of today's generations has a direct impact on the future, as tomorrow's adults need to have strong key competences, but also transversal competences needed in a dynamic and competitive labour market. Thus, the knowledge society implies opening up the education system to other social sectors, exploiting the paradigm of student-centred education, harnessing technology and virtual environments to create authentic learning and training contexts. Within this framework, educational coaching can be a means through which the individual potential of the learner can be discovered and optimised, with multiple benefits in personal, academic and professional terms. In order to achieve academic success, students need to know themselves, set short-, medium- and long-term goals and objectives, develop skills and competences in autonomous learning, communication, self-motivation, creative and critical thinking, emotion management etc. Through coaching activities, students can benefit from academic support and help in the process of self-discovery and personal development, optimising personal potential, collaborating and creating educational communities that share common goals and values. Placing the teacher in the position of a coach, this can contribute to the development of a multifaceted perspective related to the role of the teacher in the contemporary school, as a student's partner in the process of his or her education. The present paper aims to explore students' perceptions concerning the need for coaching activities in their academic life and to identify the students' main needs and directions for optimizing actions and interventions.
AbstractThe aim of the study was to acquire an insight into the experiences of 84 children from two schools in the United Kingdom who were asked to describe their interpretation of 'excellent sports coaching'. Using visual and narrative research methods it was found that the influence of social class was significant. Children from higher socioeconomic groups described excellent sports coaching as a structured and adult‐led process, whereas children from lower socioeconomic classes described it as being more play‐like and self‐determined. Reasons for this difference are explained through the contrasting attitudes to sport and physical activity present amongst different social classes.
Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest reliability were found to be good, and scores on the GCSQ distinguished between professional and nonprofessional coaches. Scores on the GCSQ were also related to measures of emotional intelligence and personal insight. Behavioral observations following a coaching session indicated a significant correlation between coachees' ratings of the coaches' skills and the self-reported skill ratings of the coaches themselves. Limitations of the study are discussed and future research suggestions presented.