The field of career development has been focused on one-to-one practice but recent years have seen a growth in the need for alternative approaches that are more effective at challenging inequality. ...Collective group-based models have been identified as addressing this need but little attention has been paid to developing group coaching in the literature. The collective career coaching approach, which is underpinned by a critical pedagogical theoretical base, is introduced in this article and it is proposed that this model is able to contribute toward steering the focus of career guidance practice toward the advancement of social justice.
•Children's high-intensity pleasure was negatively associated with effortful control, whereas low-intensity pleasure was positively related to effortful control.•Parents’ positive emotional ...expression during parent-child emotion talk about an upsetting event was positively associated with children's distraction and effortful control.•Parents’ positive emotional expression during parent-child emotion talk about an upsetting event moderated the relation of child low-intensity pleasure to distraction.•Parents’ positive emotion coaching during parent-child emotion talk about an upsetting event was negatively related to children's effortful control.•Parents’ positive emotion coaching during parent-child emotion talk about an upsetting event moderated the relation of children's low-intensity pleasure to distraction.
Guided by the broaden-and-build model, the role that both parent and child positivity play in supporting children's self-regulation was examined. Specifically, parental positive emotional expression and emotion coaching were predicted to moderate the association of children's positive emotions to their self-regulation. Parents rated preschool-aged children's (n = 156) high-intensity and low-intensity pleasure. Parents’ positive emotional expression and emotion coaching were coded in an emotion talk task where parents discussed an upsetting event with children. Children's regulation was measured through observed distraction in a frustration task and parental rating of effortful control. Children's high-intensity pleasure was negatively associated with effortful control, whereas low-intensity pleasure was positively related to effortful control. Parents’ positive emotional expression when discussing an upsetting event was positively associated with children's distraction and effortful control and moderated the relation of child low-intensity pleasure to distraction. Parents’ positive emotion coaching was negatively related to children's effortful control and moderated the relation of children's low-intensity pleasure to distraction. Findings support the idea that parents’ socialization of positive emotion is related to children's own low-intensity positive emotion and their self-regulation during early childhood, which is a foundational period for the development of children's self-regulation.
Little empirical attention has been directed towards learning as an aspect of the coaching process. Given its deeply reflective nature, it seems likely that learning is not always immediately secured ...psychologically by clients or successfully translated into behaviour. However, delayed effects have yet to be explicitly studied in coaching outcome research. To examine this, a pilot study was conducted to investigate the prevalence and progression of such effects following participation in a 10-week leadership coaching programme. Semi-structured interviews were conducted with 15 leaders to obtain personal narratives of their coaching experience and narrative enquiry applied to analyse the underlying phenomena. The data confirmed that coaching was immediately beneficial in a variety of ways (e.g. improved communication style), whilst also indicating that some client learning required a period of incubation, or a triggering event(s), before it became manifested in behaviour. Whilst delayed effects were not reported by all participants, initial evidence now exists to show that coachees can require time to clarify, consolidate and enact personal learning facilitated during coaching. In interpreting these results, theories of transformational learning are discussed, along with a modelling of factors that might influence the emergence of delayed effects. Recommendations for future research are also provided.
Objective:
Personal health coaching (PHC) programs have become increasingly utilized as a type 2 diabetes mellitus (T2DM) self-management intervention strategy. This article evaluates the impact of ...PHC programs on glycemic management and related psychological outcomes.
Data Sources:
Electronic databases (CINAHL, MEDLINE, PubMed, PsycINFO, and Web of Science).
Study Inclusion and Exclusion Criteria:
Randomized controlled trials (RCT) published between January 1990 and September 2017 and focused on the effectiveness of PHC interventions in adults with T2DM.
Data Extraction:
Using prespecified format guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework.
Data Synthesis:
Quantitative synthesis for primary (ie, hemoglobin A1c HbA1c) and qualitative synthesis for selected psychological outcomes.
Results:
Meta-analyses of 22 selected publications showed PHC interventions favorably impact HbA1c levels in studies with follow-ups at ≤3 months (−0.32% 95% confidence interval, CI = −0.55 to −0.09%), 4 to 6 months (−0.50% 95% CI = −0.65 to −0.35%, 7 to 9 months (−0.66% 95% CI = −1.04 to −0.28%), and 12 to 18 months (−0.24% 95% CI = −0.38 to −0.10%). Subsequent subgroup analyses led to no conclusive patterns, except for greater magnitude of effect size in studies with conventional (2-arm) RCT design.
Conclusions:
The PHC appears effective in improving glycemic control. Further research is required to assess the effectiveness of specific program components, training, and supervision approaches and to determine the cost-effectiveness of PHC interventions.
Accelerated growth in the use of technology has prompted a tremendous change in working environments over the last decade. As coaching gets implemented against the backdrop of continued technological ...advancement, an opportunity to understand how technology is being leveraged is presented. We suggest that technology has the potential to impact coaching in 5 specific ways: coach selection, business/process management for the coaching engagement, supplementing face-to-face coaching, replacing face-to-face coaching, and coach/coaching engagement evaluation. Advantages and pitfalls of using technology in coaching are discussed. Opportunities for future research exploring the interaction of coaching and technology are presented.
Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to ...learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom.
This exploratory case study of one side-by-side coaching session, in which a coach and teacher collaborate to support both student and teacher learning in the classroom, qualitatively examined the coach-teacher discourse to determine whether and how pedagogical sensemaking can occur in a practice-embedded teacher learning setting.
We find that generative pedagogical sensemaking is possible despite the contextual constraints. Findings indicate that teacher-coach interactions included and frequently moved between talk at three altitudes: within, across, and beyond moments of the lesson. The topics of these interactions were complex and connected across the lesson.
These findings point to particular affordances of practice-embedded settings for generative pedagogical sensemaking. While prior research has emphasized the need for sustained time for sensemaking to support teacher learning, this study expands this conception by finding that, when coupled with shared experiences of pedagogy, brief, cumulative interactions during teaching can also create opportunities for generativity.
Executive coaching is a popular leadership development intervention. Despite the popularity, our understanding of how executive coaching facilitates learning and development is under-researched. We ...addressed this research gap by exploring how business leaders interpreted their executive coaching experience using interpretative phenomenological analysis as the research methodology. After purposively selecting three coachees and two coaches, we conducted two semi-structured interviews with each participant. The data analysis revealed that executive coaching helped coachees to become independent learners and to coach themselves and others. These findings establish an enhanced understanding of how coaching may facilitate leadership learning and development.
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