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AbstractThe coachee's self is central to coaching. Yet the roles that different self‐related concepts play in coaching have been insufficiently studied. Specifically, self‐control and self‐regulation have been conflated or treated as identical concepts. Using the theory of personality systems interactions, we investigated how the development of self‐management competencies (SMCs) within coaching facilitates coaching success in two studies with professional samples. Additionally, we examined how coaches support coachees' development of these competencies. Study 1 employed a longitudinal design. Caregivers working as managers engaged in a 5‐month coaching programme. Goal attainment increased, need frustration decreased and the SMCs self‐regulation and self‐access increased, with self‐regulation predicting coachees' goal attainment. In Study 2, we conceptually replicated the finding that self‐regulation is positively related to coaching success. With a cross‐sectional design, we matched self‐reported data of 298 coachees with self‐reported data of their 75 respective coaches. In a structural equation model, we found that a strong coaching relationship reported by the coaches positively related to the SMCs reported by the coachees. Self‐regulation again showed the strongest effect on coaching success. These findings provide theoretical insights into the different effects of self‐regulation and self‐control on coaching effectiveness and suggest areas of focus for coaches.

The significance of this article lies in examining how sports coaches construct and negotiate their professional sense making; what Goffman described as the practices engaged in to manage 'ugly' interpretations. Using the work of Garfinkel and Goffman, the article pays attention to coaches' 'ethno-methods'; that is, the background knowledge and practical competency employed in forming and maintaining social order. In doing so, the explanatory accounts of Christian, a coach and author who supported the co-construction of this work, were collected via recorded interviews over the course of a 3-month period during a competitive season. The analysis explores the procedures used to 'achieve coherence' in what he did. The analysis employed Garfinkel's description of 'artful practices' and related concepts of 'self repair' to demonstrate the fundamental interactional 'work' done by Christian, not only to understand why he did what he did, but also how he would 'get things done' in future. Such analysis highlights the mundane routines of coaching in particular, and work settings in general, to reveal the backstage manufacturing individuals 'do' to maintain a sense of 'practical objectivity' to their continual inferences, judgements, and justifications of practice.

Career coaching for job seekers has become increasingly prevalent when guiding the management of the self in practices such as writing Curriculum Vitae (CV). This article explores career coaching by a Swedish white-collar union targeted at students. Through a framework of 'governmentality in action' (Brownlie, 2004), the article focuses on the interaction between career coaches and students and how this discursive practice is negotiated in talk. The concept of discursive positioning is used to analyse talk in interaction and the way people are positioned in discourse by their own and others' utterances (Davies and Harré, 1990). The findings point to obstacles and ambiguities in the construction of a 'sellable' self. They also show that subjects actively participate in their own self-construction. Further, the category of a marketing self indicates obstacles emanating from gender and national identity in this context.

This paper examines the role and effect of executive coaching and mentoring on the empowerment of Muslim women and enhancing their levels of contribution. It further substantiates the manner in which executive coaching can accommodate both the nature and needs of Muslim women while further unleashing her respective talents, creativity and skills. The study further highlights the role and significance of coaching in spheres relevant to family, as well as social and career development. This study highlights the use of the strategic technique for personal and leadership development set to explore talents, leaders and implicit abilities. Moreover, it exhibits the flexibility of self-coaching and its appropriateness for Muslim women, especially concerning self-development, which in turn influences social and institutional development. This inquiry highlights a number of practical results which emphasizes the viability and efficacy of executive coaching on personal and institutional levels as far as the making of better world for Muslim women is concerned.

Contemporary processes of individualization push people to construct single‐handedly their own identities. This urge runs counter to a fundament of sociology, which proposes that identities are social products that must be validated through social relations. Based on participant observation and in‐depth interviews with life coaches and their clients, I investigate life coaching as a social institution that aims to resolve the paradoxical nature of the desire for self‐creation. Locating life coaching in the larger identity‐fashioning market, this article illustrates how the artificial nature of outsourced social relations reconciles two apparently contradictory desires: the "need for help" and "wanting to find it on my own." Three mechanisms are involved: creating an independent social space where identities can be crafted away from significant others; deliberately deemphasizing the coach and intentionally underwriting personal authorship; and encouraging clients to root identities in the social world while promoting an instrumental view of sociality. The article discusses the blurring of boundaries between intimate social relations and utilitarian market logic, and the implications of the ongoing outsourcing of identity support that reinforces the privileged ideal of self‐made identities.

Purpose
The purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial self-efficacy can be applied to development relationships, through on-line coaching, examining changes in the four key elements of entrepreneurial self-efficacy enactive mastery, vicarious experiences, social persuasion and psychological arousal. The study examines the impact of coaching relationships on female entrepreneurial self-efficacy compared to a control group. The participant group was matched with coaches and undertook a structured six months' coaching programme.


Design/methodology/approach
This was a longitudinal study using a mixed methods approach. Questionnaires investigating entrepreneurial self-efficacy were collected at two time points for both the coaching and control group. After the first time point, the coaching group was supported through a six months coaching development programme. At the second time point, questionnaires were again completed by both groups and qualitative data gather via interviews with the coaching group.


Findings
The findings from this study showed that coaching relationships had a positive impact on coachees' entrepreneurial self-efficacy, compared to the control group in terms of enactive mastery, vicarious experience, social persuasion and psychological arousal. This suggests that coaching is a development intervention which can be used to enhance self-efficacy beliefs of female entrepreneurs, thereby increasing their chances of engaging in successful business creation and operation.


Research limitations/implications
The group size was a problem, with four of the coaching group and ten of the control group dropping out. The coaching participants left the intervention due to personal reasons but no reason could be established for the control group participants leaving the study. The problem of 'Type II' was considered and in an attempt to overcome this problem, data were shown at below 10% (p < 0.10). It would also have been useful to collect more qualitative data from the control group.


Practical implications
An online coaching programme provided by women for women, which is tailored to the individual, can support female entrepreneurs through the difficult stages of start-up and development phases of business development. Creating more successful women owned businesses will not only provide financial benefits, but should help provide additional entrepreneurial networks for women, as well as more positive female role models. Exposure to positive role models has been found to have a direct effect on entrepreneurial self-efficacy. This circular affect should in theory keep on increasing, if female entrepreneurs have access to the tailored support provided by coaching programmes such as the one used here.


Social implications
Considering the current global economic climate, it is increasingly important for women to be supported in small business ownership (Denis, 2012). Countries which actively promote women entering into business ownership will ultimately share the gains in terms of wider issues, i.e. improving education and health, and economic growth (Harding, 2007). If female entrepreneurship is to be encouraged and supported, provision needs to be designed and developed based on female entrepreneurs' needs and requirements, rather than simply conforming to traditional business support models.


Originality/value
This study contributes to learning and theoretical debates by providing an understanding of female entrepreneurs' needs with regard to business support and how this can be related to and supported by coaching. It also adds to the literature on entrepreneurial self-efficacy, coaching and learning by providing empirical evidence to illustrate how coaching interventions, including the use of online methods, can have a positive impact on female entrepreneurial self-efficacy.

AbstractEmotion-Focused Training for Emotion Coaching (EFT-EC) is based on Emotion-focused Therapy findings and was developed to help participants deepen their emotional skills. The goal was to examine the efficacy of a 12-week EFT-EC group program the level of emotion intelligence, self-compassion and self-criticism in a student population. A quasi-experiment with no control group was conducted with pre- and post-measurements using The Self-compassion scale (SCS), the Forms of Self-Criticising/Attacking & Self-Reassuring Scale (FSCRS), and the Trait Emotional Intelligence Questionnaire – short form (TEIQue-SF). The EFT-EC participants were128 students. The EFT-EC intervention had a significant effect on self-criticism and self-control latent scores as reported at post-measurement. The structural equation model with latent variables was not an adequate fit for the rest of the subscales. These results are promising and suggest that interventions intended to enhance emotion skills can also reduce self-criticism even when not directly addressing it.