bluuebunny/crossref_metadata_2025_split huggingface dataset:
Spot-Coaching: A new approach to coaching for organisations operating in the VUCA environment
Authors: Wilson Wendy , Lawton-Smith Carmelina 
Published: January 2023

Objectives:This study evaluated the outcomes of a new delivery format for coaching in a volatile, uncertain, complex and ambiguous (VUCA) environment. It reviewed the impact on individuals of making external executive coaches available for individual coaching conversations to all employees at the TalkTalk Telecom Group. The research objective was to identify the potential contribution of this Spot-Coaching approach to individual development in a complex rapidly changing business environment.Design:A case study methodology was used to gather data from multiple stakeholders over a three-month period by independent researchers.Methods:The mixed method data collection included an online questionnaire, one-to-one interviews and a focus group.Results:Findings reported by participants included increases in confidence and communication skills, the development of personal responsibility and enhanced resilience. Results indicate that the Spot-Coaching model can be a valuable development tool for a wide group beyond the executive level. It also suggests that the delivery format common to executive coaching based on fixed and regular sessions with a consistent coach, may not be necessary or appropriate for all contexts in order to show positive results.Conclusions:Adapting coaching delivery to a more flexible and inclusive format that is in greater alignment with the culture operating in such VUCA contexts can deliver enhanced skills to organisations. In this study it appeared to encourage individuals to take greater personal responsibility for their own contribution and learning thus becoming more agile workers who can thrive in a constantly changing environment.
One-to-one coaching as a catalyst for personal development: An Interpretative Phenomenological Analysis of coaching undergraduates at a UK university
Authors: Lancer Natalie , Eatough Virginia 
Published: January 2023

ObjectivesThis paper examines the experience of nine undergraduates who had six coaching sessions over an academic year. It is part of a wider study which explores how young people experience and understand personal growth in the context of university life.DesignA qualitative, longitudinal design was employed and semi-structured interviews were used. The transcribed interviews were analysed using Interpretative Phenomenological Analysis (IPA), an experiential approach which focuses on how individuals make sense of a particular experience in a specific context.MethodsA volunteer sample of nine students, across various Arts and Social Science subjects, was recruited in a Russell Group university and each student received six one-to-one professional coaching sessions in person and/or by Skype.FindingsThe students felt that the coaching sessions sped up the growth that would have happened eventually, and thus they could put into practice what they had learned much earlier than they could otherwise have done. Coaching benefitted the students in four broad ways: it gave them an increased sense of control over their work and other areas; it helped them achieve greater balance and focus; it increased their confidence; and enabled them to take new perspectives on various issues.ConclusionsCoaching helped the undergraduates address common concerns such as time management, stress, social relationships and confidence. Universities could enhance the student experience if they helped students address these concerns, perhaps by training personal tutors to take a coaching approach or by giving students access to professional coaches as a widening or pre-emptive component of their psychological services provision.
A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis
Authors: Mattar Maya , van Nieuwerburgh Christian , Barr Margaret , Jacob Yannick 
Published: January 2023

ObjectivesThis study aimed to explore how eight female leaders from four Arab countries experienced their leadership journey, and to consider a potential role for coaching in that developmental journey.Design and MethodA qualitative design was applied to explore the participants’ experiences. Data collection was through semi-structured interviews, and interpretative phenomenological analysis (IPA) was used to analyse the data.ResultsFour themes emerged: (i) a continuous, exhausting struggle; (ii) fulfilment and pride in achievements; (iii) adoption of coping strategies; (iv) engagement in personal and professional development.ConclusionThe findings suggest that coaching may be an appropriate intervention to increase the individual leadership potential of females in the Arab world.
Can an online coaching programme facilitate behavioural change in women working in STEM fields?
Authors: Jackson Sharon , Joanna Bourne Dorota 
Published: January 2023

With the communication and many aspects of social life moving into the online domain, social interaction and communication between individuals in corporate environments are often being transferred to the virtual realms in search of solutions to save time and money. This paper explores the way in which online coaching can provide a fruitful platform to introduce online communication and staff development in constructive ways where social and relational aspects of the group are accommodated.The two key areas of research presented in this paper are: (i) online coaching: exploring different modes of online coaching and the impact of combining individual and group coaching, and (ii) behavioural change: exploring different methods and approaches to develop self-confidence in young women.The sample chosen for this study is a group of young women. The reason this sample was chosen is that the author’s coaching practice has been delivering a three-month in-person coaching programme, focused on developing young women from different organisations, aged between mid-20s to mid 30s, for the last six years. With organisations cutting costs and individuals being short of time, the author wanted to investigate if an online coaching programme could offer an alternative solution to in-person coaching. Our research, backed up by the author’s own experience, also responds to the call for evidence and confirms previous claims (Followell, 2014) that if coaching is made available to women in the early stages of a career, this can help develop their self-confidence, self-belief and leadership skills.The research presented here is an exploratory, longitudinal study, using a sample size of 12 women, from two organisations, as well as one individual participant. The online coaching programme took place over six weeks, with quantitative and qualitative data gathered on two separate occasions, using questionnaires and semi-structured interviews. The data collected from the first questionnaire and semi-structured interview informed the design of the online coaching programme. The data collected from the second questionnaire and semi-structured interview measured the participant’s expectation against experience of online coaching. Thematic analysis was used to analyse the data.Drawing together current thinking, research objectives and findings, demonstrates how online coaching, using synchronous and asynchronous coaching, combined with individual and group coaching, creates a powerful range of methods to facilitate behavioural change. The study demonstrates that coaching young women, individually, as well as a group, helps to develop self-confidence. The programme also encouraged risk taking which led to new learning and behavioural change.
An exploration of playfulness in coaching
Authors: Wheeler Stephanie 
Published: January 2023

ObjectiveIn light of sparse direct empirical research on adult playfulness in coaching, the objective of this study was to explore playfulness and raise awareness of its presence, requirements, effects, barriers and risks in coaching.DesignThis exploratory, inductive qualitative study using thematic analysis (Braun & Clarke, 2013) was based on primary data collection seeking sensitising concepts for exploring and understanding playfulness in coaching.MethodsSemi-structured interviews with 14 coaches working predominantly with corporate clients to explore their reflections and experiences of playfulness in their work.ResultsA new working definition is proposed; strong themes were identified in the data of the key factors required for playfulness (relationship, authenticity and presence) and what it may bring to coaching (deepening of relationship, space and lightness). Barriers, risks and areas for future investigations were identified.ConclusionsThe data clearly indicates the emergence of playfulness in coaching; however, the study highlights a lack of specific reflection on playfulness. The study of playfulness in coaching has the potential to contribute to increasing our understanding of coaching effectiveness, therefore further investigation is merited.
Exploring educational psychologists’ views and experiences of coaching: A mixed methods study
Authors: Fanshawe Sophie 
Published: January 2023

Coaching psychology is an emerging sub-discipline of coaching and represents a unique approach to practice in educational psychology. This research sought to explore educational psychologists’ (EPs) views and experiences of coaching in practice.Phase 1 of the research obtained EPs’ views of coaching whilst Phase 2 explored the experiences of EPs who use it in practice. Both quantitative and qualitative data was collected, through the use of online questionnaires in Phase 1 (N=119) and semi-structured individual interviews in Phase 2 (N=10). Quantitative data was analysed using descriptive and frequency statistics, Chi-square analysis, independent t-tests and Tukey HSD tests, whilst the qualitative data was subject to a mixture of content and thematic analyses.The findings of this research suggest that there is ambiguity in both the understanding and practice of coaching. However, 81 per cent of participants believe that it fits with the practice of educational psychology, whilst 93 per cent believe that it will have a future in educational psychology. A number of barriers to practice were identified, including a lack of professional confidence and the type of service in which EPs work. Consideration is given to the implications of this research for the future practice of EPs, and suggestions for future, evidence-based research are presented.
The impact of mindfulness meditation training and practice on post-graduate coaching students
Authors: Van Den Assem Ben , Dulewicz Victor , Passmore Jonathan 
Published: January 2023

This study aims to examine the insights and development of post-graduate trainee-coaches engaged in mindfulness meditation training and how mindfulness meditation contributed to their development and performance.Methods:Data were gathered from 67 trainee-coaches who undertook a 10-week program. The Five Facet Mindfulness Questionnaire (FFMQ) measured pre-and post-training results. Opinions of the training and a daily diary log system to track the time each spent in mindfulness meditation practice were used to capture the impact of the training and each trainee’s contribution to the development of their own mindfulness. Ten hypotheses were proposed.Results:An increase in mindfulness in trainee-coaches was found for the majority (85 per cent) after the practice sessions. A large majority (78 per cent) were positive about the training and practice and had found it beneficial. Those with higher levels of mindfulness, and those whose mindfulness had improved, tended to have more favourable opinions of mindfulness, showing positive effects of practice in contrast to those with lower mindfulness. These and a positive relationship between increases in mindfulness during training and the days available spent practising mindfulness are the important findings. Three hypotheses were supported. These indicated higher FFMQ scores in the students’ mindfulness meditation after the training; relationships between trainees’ FFMQ pre- and post-test scores and available days spent practicing; and opinion of their mindfulness meditation practice and the days available spent practicing. Two other hypotheses were partially supported: Relationships between FFMQ pre- and post-scores and trainees’ opinions about their mindfulness meditation practice; and between FFMQ post- and pre-scores and trainee academic achievement on the academic module in which mindfulness meditation was taught and practised. Academic performance was less directly related to mindfulness meditation training and practice and there were no significant differences between males and females on measures relating to the training and practice.Discussion:Findings on increases in mindfulness, opinions of mindfulness practice and academic performance are explained or generally supported by the literature. Practical applications, limitations and further research are also covered. The importance of training is presented in terms of the development of insights and the mindfulness skills of attention, presence, empathy, self-regulation and non-judgement, the impact of which are fundamental in mindfulness coaching.Conclusion:Mindfulness meditation training of trainee-coaches complements and aids the development of professional and personal skills. The training offers opportunities for greater interpersonal insights, and the use of mindfulness meditation in coaching practice.
An interview with Tony Husband
Authors: Kemp Steven 
Published: January 2023

Tony Husband is a cartoonist whose work has featured in many newspapers, books and magazines as well as on TV and in theatre. His comic strip Yobs, which he draws for Private Eye, is one of the best-known in Britain. He has recently published two graphic novels documenting his experiences of his father’s dementia and his son’s struggles with addiction.I was fortunate to bump into Tony and his wife at a favourite Lake District hotel in 2017, and we quickly struck up an interesting conversation in the hotel bar. Tony told me about his work and his recent books. I was taken by the sincerity of the stories they told about Tony’s father and his son, and how poignant and alive the stories were. I quickly realised that Tony was a famous cartoonist and his cartoon illustrations made these books accessible to a wide audience. Tony was kind enough to give a very well-received talk at an annual meeting I arrange (the Northern Neuropsychology Research Group). Whilst the books resonate with current patient and public involvement in health care, they are deeply personal and moving. These are stories of loss, hope and acceptance told with disarming and acceptable honesty. Professionals, patients and families will find meaning and solace in Tony’s books.I am delighted to interview Tony and learn more about how a world renowned cartoonist utilised his professional skills and personal experience to produce material that will help others.
The support process for high school students’ employment: Act-cognition interaction model
Authors: Takeshita Hiroshi , Ohtani Tetsuhiro 
Published: January 2023

PurposeIn Japan, high school students who seek employment can apply to only one company at a time at the school’s recommendation, and cannot decline a job offer. This shortens the time available for helping students’ career selection process, resulting in problems related to effective support and students’ consent. Nonetheless, the actual support process and students’ cognitive processes have not been examined. The purpose of this study is to elucidate these processes.DesignIn this study, we adopted semi-structured interview data collection and the modified grounded theory approach (M-GTA) for qualitative analysis.MethodParticipants were 31 Japanese high school students who had decided where to work.ProcedureThe constant comparative method and determining theoretical saturation.ResultThe analysis generated three core categories, nine categories, five subcategories, and 32 concepts. ‘High school students’ place-of-employment, decision-making process, and others’ support process’ had a structure in which three processes coexisted: (i) changes in internal orientation of students; (ii) decision-making with help from parents; and (iii) job-readiness progress with help from teachers. The second and third processes had different effects on the first process.ConclusionThis study presents a theory that predicts and explains a ‘career selection process integrated with others’ which involves multiple people and is not performed by a single person. Further, this study presents guidelines for practice which differ from conventional career education. It is not realistic to ask high school students for objectives such as self-understanding, life planning, and self-concept formation, or motivations such as interest-oriented, self-realization, and contribution to others. Teachers are required to do their best within the scope of what they and their students can do. The result diagram generated in this study is useful for this purpose.
What is it to be human? Finding meaning in a cultural context.
Authors: Gilbert Jane 
Published: January 2023

How we experience emotions and find meaning in our lives is determined by the cultural context in which we live. Aid organisations have been slow to acknowledge and act upon this and as a result, psychosocial work is often poorly integrated into humanitarian assistance and emergency response.However, this is slowly changing, and new IASC Guidelines on Mental Health and Social Support (MHPSS) are a major milestone that provide both a challenge to all international agencies and a new opportunity to make addressing our common humanity a reality. Jane Gilbert looks at why we need to ‘treat the whole”.
The hidden neglect and sexual abuse of infant Sigmund Freud
Authors: Partridge Simon 
Published: January 2023

The child abuse sensation (in Vienna) of 1899 forces upon us a painful might-have-been of intellectual history. For had Freud taken note of the Hummel and Kutchera cases, had he written about them, had he explored the problem of child abuse, then the issue could not have been so easily forgotten.(Wolff, 1988, p.217)
Diagnosis and recovery; twin impostors of mental health?
Authors: Goldstein Ralph 
Published: January 2023

Since the publication of the American Diagnostic and Statistical Manual of Mental Disorders version 5 in 2013, there has been a wave of critical protest, especially in Britain and especially amongst psychologists. My aim is not to rehearse the mostly sensible criticisms, but to ask what should we be doing about the situation. Should we not be able to find a useful classificatory procedure that helps both professionals and patients to understand both diagnosis and recovery in the same terms? Only when we can do this will the current system be superseded – improve it or live with it. After all, science proceeds by replacing older theories and systems with newer ones that seem to do a better job.The fact is that the current systems do work for some people some of the time; for example, in medico-legal settings and pharmaceutical research settings. Psychiatric medication is effective some of the time, but the way that we approach psychiatric diagnosis and recovery are different in the sense that only rarely are the same formal procedures used at diagnosis and discharge. Two developments will be suggested here. Firstly, that both diagnosis and recovery may be conceived – indeed must be – in the same pragmatic manner by adopting a functional approach both to diagnosis and to recovery. This functional approach has the great benefit of unifying how we might conceive of both common physical problems and mental problems. Secondly, since psychological and psychiatric judgements are inherently vague in a technical sense, we should find a means – namely, fuzzy logic – to work with vagueness in formal terms. We might then be able to adequately fix our classificatory systems along the lines discussed here.
Scaling the Ivory Tower Part II: student ratings of instruction in North America
Authors: d’Apollonia Sylvia , Abrami Philip C. 
Published: January 2023

Research on student ratings of instruction began in North America in the 1920s and exhibits several peaks of interest, corresponding to periods of major social and economic upheavals. While early researchers concentrated on establishing the psychometric properties of student ratings, later researchers explored the conditions which alter the validity of student ratings. Although most evaluation experts believe that student ratings are the best, and often the only, way of obtaining reliable data for summative evaluation of teaching performance, they also consider that the validity of summative evaluations are threatened by inappropriate data collection, analysis, reporting, and interpretation.Three areas of concern are: (a) the structure or dimensionality of instructional effectiveness as judged by student ratings; (b) whether the instructor’s personality biases student ratings of instruction; and (c) whether the instructor’s grading practices bias student ratings of instruction. We conclude that student rating forms measure one global factor – general instructional skill; instructor expressiveness has a practically meaningful association with student ratings of instructor; and that instructor grading practices influence student ratings, at most, +/- 0.5 on a five-point scale. Thus, grading practices are not a serious threat to the validity of student ratings. Because of the limitations of the research on these contextual factors, we recommend that student ratings are not “over-interpreted”, that is, that only crude judgements of instructional effectiveness (exceptional, adequate, and unacceptable) be made on the basis of student ratings.
Group discussion workshops in advanced undergraduate teaching: An evaluation
Authors: Clibbens John 
Published: January 2023

AbstractIt is often argued that students who take an ‘active’ approach to learning, and process information at a relatively ‘deep’ level, learn more effectively, and retain information for longer, than those who take a ‘passive’, ‘shallow’ approach. Some traditional approaches to lecturing, however, tend to encourage the latter approach, as does an emphasis on assessment and passing exams, coupled with a heavy workload. An approach to teaching at advanced undergraduate level using group discussion workshops is described, which both encourages students to take an active role in learning, and, at the same time, allays anxieties over assessment by providing them with well-organised revision material.