bluuebunny/crossref_metadata_2025_split huggingface dataset:
On the unity of behavioural and developmental perspectives in coaching
Authors: Laske Otto 
Published: January 2023

The Constructive Developmental Framework (CDF) is a psychometric tool for coaching research, coaching practice, and more broadly for managing human capital. CDF assesses clients’ present frame of reference (world view) from the double perspective of two strands of adult development: cognitive and social-emotional development. It scrutinizes, in addition, clients’ psychological balance at work from within a Freudian framework. By bringing together developmental and behavioural findings, the CDF user obtains empirical evidence needed for defining effective and realistic coaching plans.CDF is also a solid foundation for educating evidence-based coaches and establishing entire organizational coaching programs. The extension of CDF to corporate uses is straightforward. When aggregated over a larger number of individuals, CDF data can be used to define strategies for developing human resources, in particular recruitment, placement, leadership development coaching, executive development, succession planning, and other purposes.CDF is based on the constructivist paradigm followed by research in adult development over the life span since Piaget. The paradigm says that coaches and their clients alike construct reality according to their present developmental level. As a consequence, human behaviour appears as an epi-phenomenon of the presently held developmental level. Doing follows being.Historically considered, CDF synthesizes five different strands of developmental research since the 1950s: (1) research into social-emotional development (Kegan, 1982; 1994; Lahey, 1988; Laske, 1999a, 2006a; Loevinger, 1976), (2) the structure of dialectical thinking (Laske, 1966; Adorno, 1999; Bhaskar, 1993), (3) the development of dialectical thinking and reflective judgment over the lifespan (Basseches, 1984, 1989a-b; King and Kitchener, 1994; Laske 1999a), (4) psychodynamic foundations of work behaviour (Murray, 1938, 1948; Aderman, 1967, 1969), and (5) the cognitive-developmental structure of organizational roles (Jaques, 1994, 1998).This article details CDF as a system comprising three dimensions referred to as CD (cognitive development), ED (social-emotional development), and NP (Need/Press or psychological balance), respectively. The latter dimension is interpreted based on the two former ones, meaning that the same behaviour has different meanings at different developmental levels.The article comprises four sections, a summary, and references. Section I describes the theoretical model CDF is based on. Section II details the three dimensions of CDF: cognitive, social-emotional, and behavioural. Sections III discusses evidence-based mentoring, while Section IV focuses on the unity of behavioural and developmental perspectives in coaching research and practice.
Clients’ experiences of intentional personality change coaching
Authors: Martin Lesley S. , Oades Lindsay G. , Caputi Peter 
Published: January 2023

Purpose:The main objective of this study was to explore clients’ experiences of participating in a structured intentional personality change coaching programme designed to facilitate change on client chosen personality facets.Design:A qualitative design, using inductive thematic analysis was employed to explore participants’ experiences with as few pre-conceptions as possible.Method:The current study used semi-structured, face-to-face interviews to collect data from 32 participants at the conclusion of a 10-week structured intentional personality change coaching programme. Transcribed interview data was then coded and analysed for themes, using steps and processes outlined in Braun and Clarke (2006).Results:Thematic analysis revealed four key themes. First, personality coaching promoted reflection, leading to greater self-awareness. Second, it fostered an authentic self and values consistent way of living, without loss of valued aspects of identity. Third, it produced tangible and practical life benefits including enhanced confidence and competence, and strengthened ability to relate to others. Finally, most clients viewed the structured personality change coaching programme as enjoyable, positive and beneficial.Conclusion:This study suggests personality change coaching is perceived by clients as providing opportunities for developing greater self-awareness, authenticity, and a values consistent way of living. Whereas personality change is the goal of such coaching, this translates into practical benefits, and is perceived by clients as a positive experience. Professional implications of expanding coaching into this relatively new area are identified.
The perceptual changes in life experience of at-risk adolescent girls following an integrated coaching and positive psychology intervention group programme: An Interpretative Phenomenological Analysis
Authors: Pritchard Michelle , van Nieuwerburgh Christian 
Published: January 2023

Objectives:The research sought to analyse the perceptual life changes and perceived quality of life (PQoL) subsequent to participating in an integrated coaching and PPI programme.Design:A qualitative approach was employed and Interpretative Phenomenological Analysis (IPA) was utilised to analyse the data.Method:Three girls from an inner-city London school were selected to participate. Semi-structured interviews were used.Results:Three key themes emerged: the ability to control emotions/reactions; increased experience of positive emotions/thoughts; and the identification of purpose and meaning to life.Conclusion:The participants reported that participating in the programme brought the benefit of an improved perception of quality of life.
The preventative impact of management coaching on psychological strain
Authors: Weinberg Ashley 
Published: January 2023

Objectives:The positive impact of coaching on a range of outcomes, including the well-being of those in receipt of it, has been highlighted by a number of published reviews (e.g. de Haan & Duckworth, 2013) and meta-analyses (e.g. Jones, Woods & Guillaume, 2015). The objective of this study was to assess the potential for coaching to act as a primary level intervention preventing deterioration in psychological health during organisational change.Design:A quasi-experimental longitudinal study was conducted using separate samples of managers (46 in the intervention groups and 30 in the control group) who either volunteered to receive coaching or were directed to do so by their employer.Methods:Psychological health (assessed using GHQ-12) and psycho-social aspects of the work environment were assessed pre- and post-intervention.Results:Symptoms of poor psychological health significantly increased in the control group, but not among managers in receipt of coaching. A significant negative relationship was noted between increased symptoms of strain and the number of coaching sessions attended.Conclusions:Consistent with the Conservation of Resources Model, the results indicate that coaching can have a protective effect on psychological health, however, its impact may be influenced by the number of coaching sessions and organisational factors.
Executive coaching in an era of complexity. Study 1. Does executive coaching work and if so how? A realist evaluation
Authors: Kovacs Louise C. , Corrie Sarah 
Published: January 2023

Objectives:Executive coaching is delivered within business environments that are highly complex and unpredictable. A current debate is whether novel approaches to coaching are needed to help leaders become skilled in navigating complexity. The objectives of this research were to: (i) develop a coaching framework for helping coaches work with complexity based on formulation; and (ii) support an emerging understanding of how executive coaching might exert its beneficial effects.Design:The study employed a realist evaluation methodology where a total of 37 participants were recruited through purposive sampling. Three separate cohorts (two of which received coaching based on the framework that was developed), contributed to an iterative process of data collection and analysis. The design followed a conventional research cycle of hypothesis testing and refinement, using a four-stage research cycle adapted from Blamey and Mackenzie (2007).Method:An in-depth review of the literature, interviews, focus group and a measure of leadership versatility (the Leadership Versatility Index; Kaiser & Overfield, 2010) were used to inform the development and refinement of a coaching framework for working with complexity.Results:In all cases the purpose of the coaching was realised, positive changes in navigating complexity were observed and a range of gains were demonstrated. Key mechanisms that determined the impact of the coaching were identified.Conclusions:A coaching framework that is based on formulation appears to offer a flexible, individualised approach to developing interventions that can be successfully used with leaders who are navigating complexity.
Crossing the line? A qualitative exploration of ICF master certified: Coaches’ perception of roles, borders and boundaries
Authors: Sime Carley , Jacob Yannick 
Published: January 2023

ObjectivesCoaches have an unclear role and the industry shares a complex border with therapeutic practices. This study explored the nature of the relationship between coaching and therapeutic practices, how coaching professionals experience, navigate and manage this boundary, and sought to identify what roles they adopt.DesignSeven International Coaching Federation Master Certified Coaches self-selected to participate. Sixty-minute semi-structured interviews were conducted using an initial interview schedule comprised of 15 questions.MethodA qualitative methodology was adopted to explore the social reality and operation of coaches within their professional context. A grounded theory method of data collection and analysis was utilised to explore gaps in the profession’s current understanding of roles and boundaries.ResultsA range of borders and boundaries were identified. The nature of the relationship between coaching and therapeutic practices appears to hinge on each coach’s self-selected boundaries. Such boundaries appear to be delineated most often by a coach’s feelings of competency and their client’s ability to process and move forward within coaching.ConclusionsFindings suggest that the main difference between coaching and therapeutic practice is driven by how coaches perceive the work they do as opposed to differences in the processes, content and roles.
The effectiveness of person-centered coaching intervention in raising emotional and social intelligence competencies in the workplace
Authors: Lemisiou Miselina A. 
Published: January 2023

BackgroundResearch has shown that top performers (10 per cent) often differ from median performers in terms of emotional and social intelligence.ObjectiveThe purpose of this study is to review a one-year, one-to-one, person-centered business coaching programme with the management and the production team members within an organisation, exploring the development of emotional and social intelligence skills.DesignThe research used an experimental design and applied pairedt-test in preand post-intervention conditions, using the ESCI-360° as a measurement tool to measure changes in emotional and social intelligence over the period.ResultsThe analysis showed that the intervention had a strong effect in all measures (targeted competencies, overall score, targeted versus non-targeted competencies, EI versus SI competencies) of the production team (N = 34) and a significant effect on the targeted competencies of the management team (N = 10).ConclusionsA person-centered coaching approach can assist in the development of the levels of emotional and social intelligence competencies scores.
Fish in the water of culture: Signs and symbols in young children’s drawing
Authors: Worthington Maulfry 
Published: January 2023

The graphical symbols young children use in their drawings reveal their sign-producing practices. Whilst children’s earliest marks or ‘graphical structures’ appear to be universal (Matthews, 1999), analysis of children’s drawings also point to a complex relationship between social semiotics and the socio-cultural contexts in which children create meanings (Vygotsky, 1978; Kress, 1997).The data for this paper was collected during the first phase of doctoral research into young children’s imaginative play, exploring how this relates to graphicacy and mathematical thinking. Drawings were gathered from children’s self-initiated play in two nursery settings in England, and from two schools in the Netherlands.The processes that facilitate the crossing of signs and shared meanings between one child and another was not immediately clear; however, they can be understood through the means of ‘joint attention’, a human facility that allows us to pass on aspects of our culture through understanding others’ intentionality, (Tomasello, 1999).In all their graphicacy children ‘internalize the communicative intentions behind the physical symbol …’ (which) ‘like linguistic symbols, may be internalized and used as aids for thinking’ (Tomasello, 1999, p.131). Finally sign use in this study is related to children’s mathematical graphics (Carruthers & Worthington, 2005, 2006). The study underscores the importance of drawing and symbolic play for young children in which meanings combine with culture to shape children’s graphical narrative. It supports a social-semiotic perspective of children’s mathematical graphics that originate in rich symbolic play and drawings: As Vygotsky (1978) saw so clearly, we are ‘fish in the water of culture’ (Tomasello, 1999, p.215).
United Kingdom Special Educational Needs (SEN) 2010. Reflections and current concerns
Authors: Pumfrey Peter D. 
Published: January 2023

The importance of the values underpinning the type of society in which we wish to live and the education we consider should be provided for our children, whether or not they are deemed to have Special Educational Needs (SEN), are of the essence. Such values are also complex and often controversial (Haydon, 2007).In the UK, long before 2010, the phrase ‘Special Educational Needs’ (SEN) had ceased to be the preserve of educational specialists. The concept was introduced to state schools across the UK 32 years ago (Warnock, 1978). Nowadays the phrase has a widespread linguistic currency across the general population. A guide for parents and carers has been published (DFES, 2001). SEN is also legally recognised (OPSI, 2001). Despite this, there appear to be no consensus approach to objectively defining and identifying SEN. In principal and in practice, moves towards making all stages of education inclusion-friendly represent an explicit acceptance that every child matters. Wherever possible, addressing SEN in mainstream schools is advocated (DCSF, 2009a).Given this context, in 2010 is the term SEN valuable, or not, to:(a) the individual pupil; and(b) pupils comprising administratively identified groups in our educational system?
A vicious cycle? An examination of child play patterns, emotional intelligence and health
Authors: Boyda David 
Published: January 2023

Aim:To investigate the relationships between child play patterns, emotional intelligence and health.Methods:Each participant completed five measures. The questionnaire was based on Emotional Quotient Inventory, which was designed to measure childhood play patterns. Factor analysis was conducted on the collected data to examine latent statistical constructs, followed by Pearson correlation and Partial Pearson correlation.Results:Research questions (a), (b) and (c) show correlations to varying degrees between play patterns, EI and health.Conclusion:Children who have more opportunities to play score higher on EI competencies, whilst developing stable emotions which help to promote pro-social behaviours and better health.
Coaching Psychology from an International and National perspective: Interviews with Michael Cavanagh, David Lane, Alex Linley, Dianne Stober and Pauline Willis
Authors: Palmer Stephen 
Published: January 2023

This December, 2006, the British Psychological Society Special Group in Coaching Psychology (SGCP) is holding the 1st International Coaching Psychology Conference, at City University in London. This promises to be an exciting and historic event with even more speakers and delegates than our previous annual SGCP conferences.The SGCP International Conference Committee have invited both overseas and UK keynote speakers and researchers to give papers on their areas of expertise. In the lead up to the conference, it was decided that we would interview the keynote speakers so that they can provide us with some biographical notes, their particular coaching psychology related interests and brief details about their papers.
Building a robustness against ageism: The potential role of coaching and coaching psychology
Authors: Moore Karen Lopez 
Published: January 2023

Older workers are commonly perceived to be less able to adapt to change, particularly during challenging times such as those we are now experiencing. This paper will explore the origins and impact of such negative stereotyping and suggest a possible means to guard against it. It will then provide a consideration of how such a mechanism can be used to inform a coaching approach across the lifespan of a worker and how this can fit within existing coaching and coaching psychology models. Additional interventions will be explored and, within this context, a position will be suggested as to why coaching may be best placed to tackle the issue of ageism and promote successful ageing at work.This article is based on a paper presented at the 1st International Congress of Coaching Psychology, Dublin, on 18 June 2011.
Brief coaching for resilience during organisational change – an exploratory study
Authors: Sherlock-Storey Mandi , Moss Mark , Timson Sue 
Published: January 2023

Purpose:This article outlines a small-scale exploratory study focusing upon the impact of a brief coaching intervention on participant levels of resilience in the face of organisational change. The study sought to pilot a brief, three-session resilience coaching programme and explore the impact upon participants’ reported levels of resilience and attitudes towards organisational change.Design:A programme of three 90-minute coaching sessions was delivered at three-weekly intervals over a six-week period. Luthans et al. (2007) Psychological Capital (Psycap) Questionnaire and questions relating to participants’ confidence in dealing with organisational change were administered in a test/re-test design one week prior to the commencement of coaching and within two weeks of coaching conclusion.Method:An opportunity sample of 12 middle managers from a UK public sector organisation experiencing significant organisational change participated in the study. Participants completed the pre-coaching questionnaire and participated in a brief resilience coaching programme consisting of three semi-structured sessions. The coaching programme was designed to support individuals in developing and demonstrating resilient behaviours in the face of organisational changes and progressing their well-being and/or resilience related goals. Participants were invited to repeat the study questionnaire within two weeks of their final coaching session.Results:Statistical analyses supported both study questions, with participants reporting significant (positive) changes in resilience levels and confidence in dealing with organisational change following the coaching programme. Increases in participants’ psychological capital in the areas of ‘Hope’ and ‘Optimism’ were also found although ‘Self-Efficacy’ was not found to be significantly enhanced.
Investigation of gas bubble coalescence suppression and its effect on the operation of a booster pump as part of a pump-ejector system when pumping water-gas mixtures
Authors:   Peoples' Friendship University of Russia, Moscow, Russia, Gorelkina E. I. 
Published: January 2023

Article presents an overview of studies of the gas bubbles interaction processes in the composition of water-gas mixtures. Data are given on theories that indirectly indicate the nature of the phenomenon of coalescence, or its suppression. It has been established that there are rational ranges of parameter values at which coalescence suppression is observed, however, when some critical values of these parameters are exceeded, the coalescence suppression regime breaks down. The experimental studies of the gas flow rate effect, passed in the bubbles flow form through a column with liquid, at various pressures and salinity of the liquid showed that an increase in the maximum gas flow rate with suppressed coalescence is observed in a certain range of salinity (with increasing pressure). However, further with an increase in salinity, the maximum the gas flow rate remains constant, after which the regime breaks. The addition of foaming surfactants increases the maximum gas flow rate. At the same time, a study of multistage centrifugal pump characteristics showed that the addition of surfactants improves the performance of the pump up to a certain concentration, with an increase in this concentration, the performance improves slightly. A further direction of studying the technology of creating stable water-gas mixtures is also formulated. Keywords: carbon footprint reduction; SWAG technology; pump-ejector systems; water-gas mixture; coalescence of gas bubbles.
Role of vitamin d in patients with type 2 diabetes mellitus
Authors: Flores Siranaula Giselle Marina , Clavijo Rosales Claudia Gabriela , Taimal Sarez Carla María 
Published: January 2023

Introduction: Vitamin D has been considered as a protective component for type II diabetes mellitus, this is because insulin sensitivity is stimulated by insulin receptor expression and peroxisome proliferation receptor activation, which is stimulated in an indirect way on insulin secretion and is going to be regulated by calbindin. Aim: to describe the role of vitamin D in patients with type 2 diabetes mellitus.Methodology: it is a narrative literature review. Information was collected through databases such as: Pubmed and Scopus. Time limit 5 years, English language.Results: Vitamin D supplementation in diabetic patients contributes to decrease insulin resistance and during the analysis of glycemic controls, a decrease in glucose and glycosylated hemoglobin was observed. As for insulin resistance, the authors relate it mostly to prediabetes, this is because through the analysis in patients and after vitamin D supplementation, it may have a preventive effect for the development of type 2 diabetes mellitus.Conclusions: Vitamin D has some acceptance as a treatment per se for type 2 diabetes mellitus