bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Compassionate Schools Framework: Exploring a values-driven, hope-filled, relational approach with school leaders
Authors: Quinn Kirsty , Mollet Nicola , Dawson Fiona 
Published: January 2023

Aims:This paper details the evaluation of a reflective learning programme developed by educational psychologists for school leaders in exploring the implementation of compassionate, relational approaches in schools, using an integrated whole school framework.Rationale:Whole school approaches have been highlighted as central to improving the mental health and wellbeing of children and young people. The Compassionate Schools Framework (CSF) brings together current research and thinking in promoting wellbeing into an integrated and coherent whole school approach. It is based on an understanding of the power of attuned relationships, the potential impact of prolonged and unpredictable stress and trauma, and the role of positive psychology in building psychological resources through embracing strengths and hopeful futures.Findings:The evaluation highlighted key themes in relation to nine areas of school practice detailed in the CSF. School leaders shared insights into current strengths, newly developing approaches and challenges, highlighting the complexity of building on compassionate, relational approaches across school systems. A number of research priorities are identified.Limitations:Findings capture the reflections of school leaders during the initial phase of developing thinking and planning in relation to the CSF and longer term follow up is needed to gain insight into issues related to implementation and impact over time.Conclusions:The paper highlights the value of a research-informed integrated framework where school leaders can reflect collaboratively on areas of strength and school development as part of a coherent whole school approach. There is need for ongoing collaboration through a multi-agency community of practice to continue to deepen understanding and share learning on implementation and impact within a supportive network.
The Power Threat Meaning Framework: Development of a document for use in intellectual disabilities services
Authors: Collins G. , Fyson R. , Morgan G. , Runswick-Cole K. , Steel J. 
Published: January 2023

Easy read summary■The Power Threat Meaning Framework was written to help make sense of distress in terms of people’s experiences. It asks ‘what has happened to you?’, NOT ‘what is wrong with you?’■The Power Threat Meaning Framework could be useful for people working with people with learning disabilities and autism■We describe how we have adapted the Power Threat Meaning Framework for use in learning disability services.■More resources need to be developed with people who use these servicesThe Power Threat Meaning Framework (PTMF) was launched by the British Psychological Society in 2018 to offer an alternative classification system to pseudo-scientific practises of psychiatric diagnosis that regard certain ways of thinking, feeling and behaving as ‘symptoms’ of unevidenced ‘mental disorders’. In this article, we summarise what appealed to us about the PTMF and we describe some of the work we have undertaken to highlight how the Framework can be applied to support understanding of the experiences of people with diagnoses of intellectual disability in ways that centre attention to the negative operations of power on peoples’ lives.
Rapid evidence assessment: The criminogenic needs of women with gang affiliated offending in the UK
Authors: Barter Clare , Ramsay Laura 
Published: January 2023

Purpose:The criminogenic needs of females in gangs is under-researched in the UK. Little is known about appropriate rehabilitative options for this group. The aim of this paper is to explore the evidence base for criminogenic needs of women with gang affiliated offending in the UK.Method:REA methodology was used to search three databases (EBSCO, ProQuest, Google Scholar) for relevant articles, against pre-determined criteria. Additional sources were also reviewed. A total of 271 articles were identified and assessed through PRISMA. Eleven articles were screened in, through application of CASP.Findings:Four overarching themes of criminogenic needs were identified: interpersonal relationships, safety seeking, social identity and attitudes. Social factors were also highlighted as important, for a holistic consideration of women’s needs.Research limitations:This REA was produced in a short time frame and may not include all the relevant or the most up to date literature. Any views expressed in this summary are not necessarily those of Women’s Estate Psychological Services or HMPPS policy.Practical implications:The current study was consistent with previous literature and indicated the inter-related nature of needs, and importance of trauma informed pathways. It further suggests a formulative and holistic approach, such as the bio-psychosocial model, should be considered when intervention planning.Originality/value:There have been no REAs completed of the criminogenic needs of women with gang affiliated offending in the UK.
Evidence-based life coaching for senior high school students: Building hardiness and hope
Authors: Green Suzy , Grant Anthony , Rynsaardt Jo 
Published: January 2023

Objective:To extend the knowledge base on the use of life coaching as an applied positive psychology. Studies to date have utilised community samples with participants of varying ages and most research has used adult community samples. The present study is unusual in that it examined the efficacy of an evidence-based (cognitive-behavioural, solution-focused) life coaching programme in enhancing cognitive hardiness and hope in senior female high school students.Design:In a randomised controlled experimental design, 56 female senior high school students (mean age 16 years) were randomly allocated to an individual life coach (N=28) or to a wait-list control group (N=28).Method:10 teachers were trained in theories and techniques of coaching psychology through a manualised ‘Teacher as Coach’ workshop. Participants were randomly allocated to a Teacher-Coach with whom they met individually for 10 sessions over two school terms.Results:Life coaching was associated with significant increases in levels of cognitive hardiness and hope, and significant decreases in levels of depression.Conclusions:Life coaching may be an effective intervention for high school students.
An intervention for fostering hope, athletic and academic performance in university student-athletes
Authors: Rolo Cristina , Gould Daniel 
Published: January 2023

Objective:To examine the effectiveness of an intervention programme in fostering hope (Snyder, 1994), athletic and academic performance in university student-athletes participating in a mandatory structured study.Design:A two-group (hope facilitation intervention vs. no intervention control) pre- vs. post-test design was employed. Between pre-test and post-test the intervention group was exposed to a six-week (12 session) intervention to foster hope.Method:Division I NCAA-member institution University varsity athletic team members were administered measures on the key dependent variables (dispositional and state hope, academic and athletic domain hope, and perceived athletic and academic performance). Using stratified random sampling, 44 student-athletes were selected. Intervention and control groups were each composed of 22 student-athletes (nine female, 13 male; 10 female, 12 male, respectively), with a mean age of 19 years.Results:Repeated measures ANOVA results showed that the intervention programme participants did not differ significantly from the control participants at Time 1 on hope (dispositional, state, athletic and academic), athletic and academic performance. However, after taking part in the six-week hope building programme the intervention group student-athletes’ state hope total scores significantly increased.Conclusions:The study hypothesis was partially supported; the intervention programme was effective in fostering university student-athletes’ state hope. Support was not found for the effectiveness of the intervention programme in fostering dispositional hope, academic and athletic domain hope or perceptions of athletic and academic performance.
My next client: Understanding the Big Five and positive personality dispositions of those seeking psychosocial support interventions
Authors: Klockner Karen D. , Hicks Richard E. 
Published: January 2023

Objectives:The purpose of this study was to examine whether individuals who sought out psychosocial support interventions which include life, career and executive coaching, mentoring services and counselling psychology services, could be identified by a combination of the Big Five and other positive personality facets and could subsequently be described as being open to growth and having a goal directed orientation.Design:The dimensions of Personal Growth Initiative, Adult Dispositional Hope, Goal Setting and the Big Five factors (Extraversion, Neuroticism, Openness to Experience, Conscientiousness and Agreeableness) were investigated in an attempt to predict and further understand those individuals who would actively seek out and participate in a psychosocial intervention.Methods:The NEO-PI-R, the Goal-Setting scale of the Apollo Profile, the Adult Dispositional Hope Scale and the Personal Growth Initiative Scale were administered to 200 individuals to examine the personality attributes of clients who seek psychosocial support including coaching. Statistical analyses included the review of Group Statistics between Intervention Seekers and Non Intervention Seekers, Discriminant Function Analysis (one discriminant function revealed) and Confirmatory Cross Validation for Prediction of Group Membership.Results:Results revealed that high scores on Openness to Experience, Extraversion, Adult Dispositional Hope, Personal Growth Initiative, and Goal Setting were valid personality trait predictors of intervention seekers.Conclusions:The findings have implications for the research and practice of counselling psychology, the growing areas of life and executive coaching and for organisations where career and performance interventions such as coaching and mentoring are used.
Who sees change after leadership coaching? An analysis of impact by rater level and self-other alignment on multi-source feedback
Authors: MacKie Doug 
Published: January 2023

Objectives:The objective of this research was to investigate the use of multi-source feedback in assessing the effectiveness of a strength-based coaching methodology in enhancing elements of the full range leadership model. It also investigated the effects of self-other rater alignment on leadership outcomes after coaching.Design:A between-subject non-equivalent control group design was used to explore the impact of strength-based coaching on transformational leadership behaviours measured in a 360-degree feedback process. Thirty-one executives and senior managers from a large not-for-profit organisation were non-randomly assigned to either a coaching or waitlist cohort.Methods:The coaching cohort received six sessions of leadership coaching involving feedback on leadership and strengths, goal setting and strengths development. After six sessions of coaching over three months, cohorts then switched roles.Results:The results showed that participants experienced statistically significant increases in their transformational leadership behaviour after coaching and this difference was perceived differentially at all levels within the organisation but not by the participants themselves. Raters at higher levels in the organisation were the most sensitive to change. The results also showed that self-other rater alignment was a significant factor in self-ratings of change over time with those participants who initially over-rated themselves, reducing their ratings over time as a consequence.Conclusion:The results suggest that changes in coachee transformational leadership behaviour after leadership coacConclusionhing are perceived differentially by rater level within an organisation and that self-other rater alignment is an important moderator of self-ratings over time.
Understanding the Coach-Coachee-Client relationship: A conceptual framework for executive coaching
Authors: Correia Mara Castro , dos Santos Nuno Rebelo , Passmore Jonathan 
Published: January 2023

Objectives:There is a need for a more comprehensive understanding of how coaching processes psychologically operate. This paper presents the findings from a study aimed to characterise the coaching process experience and to identify how specific experiences contribute to coaching outcomes.Design:A qualitative design was adopted. Data was analysed by Interpretative Phenomenological Analysis (Smith, 2008).Method:Data was collected from 10 participants, this included coaches (N=4), coachees (N=5) and one commissioner, three times along the coaching process. A total of 30 interviews were undertaken.Findings:Coaching outcomes can be generated by three essential mechanisms: Projection of Future Self; Perspectivation of Present Self; and Confirmation of Past/Present Self. Each mechanism’s name represents a particular effect on coachee’s self and may evolve diverse coaching behaviours. Although they all can be actively managed to generate sustainability of outcomes, each mechanism tends to contribute differently to that sustainability.Conclusion:The study provides a comprehensive understanding of the different methodological and experiential ingredients of the coaching process and its implications. While most coaching research is focused on identifying coaching results based on a retrospective analysis, this is one of the first studies accompanying longitudinally the coaching process and capturing an integrative understanding of its dynamics. Moreover, the study provides evidence of how coaching can differently deliver sustainable outcomes and be used as a valuable developmental tool in organisations. The study contributes to our understanding of theory building and raises questions for further research on the uniqueness of coaching interventions.
A dream of a retirement: The longitudinal experiences and perceived retirement wellbeing of recent retirees following a tailored intervention linking best possible self-expressive writing with goal-setting
Authors: Round Julie , Burke Jolanta 
Published: January 2023

ObjectivesThe research aimed to analyse retirees’ experiences of a tailored positive psychology intervention (PPI) combining Best Possible Self (BPS) expressive writing with goal-setting and to explore its potential as an aid to retirement wellbeing. This is the first time, to our knowledge, that BPS and goal-setting have been employed as a combined approach.DesignThis was an experimental study design using qualitative analysis methods, namely interpretative phenomenological analysis, alongside participatory action research.MethodsThree recently retired women participated in the project. Semi-structured interviews and groups were used.ResultsThe intervention contributed to feelings of retirement wellbeing by boosting a number of meaning-related factors (such as self-awareness, purpose in life and intrinsic goal-progress), bringing about an overall improvement in hedonic-eudaimonic balance.ConclusionsFindings suggest a need for further research into the newly combined intervention and into its most appropriate delivery format(s) for retirees (e.g. online versus face-to-face). Given the intervention’s potential to elicit wellbeing-maximising goals, the current findings have relevance for populations beyond the retiree community.
Intentional personality change coaching: A four-year longitudinal study
Authors: Martin-Allan Jesse , Leeson Peter , Martin Lesley Sue 
Published: January 2023

IntroductionThere is an emerging literature which suggests that personality can be changed intentionally through coaching methods, however, the long-term efficacy of such interventions has not been tested. This study aimed to determine the long-term efficacy of an intentional personality change coaching intervention used in Martin, Oades, and Caputi (2014) by conducting a four-year follow-up study.MethodOf the original 50 participants eligible for this follow-up, 23 females and two males (total = 25) completed a NEO PI-R personality questionnaire and a COPE questionnaire on coping styles four years after completing the intervention.ResultsThe findings indicate that significant personality change was still present four years after the original personality change intervention was conducted.DiscussionsThese findings suggest that the step-wise process proposed by Martin, Oades, and Caputi (2014) is an effective means of instigating long-term intentional personality change.ConclusionsThese findings extend upon the preliminary findings of Martin et al. (2014), suggesting that intentional personality change coaching may be able to produce significant desirable changes in personality which remain stable over time.
The experience of executive group coaching – A qualitative study
Authors: Gyllensten Kristina , Henschel Charlotte , Jones Gabriela 
Published: January 2023

IntroductionThe aim of this study was to explore managers’ experiences of participating in executive group coaching in a municipality in Sweden.MethodsA qualitative methodology was used in the study. Managers that had participated in executive group coaching were invited to participate. Individual interviews were used to collect the data, and ten individuals took part in the study. Interpretative phenomenological analysis was used to analyse the interviews.ResultsFour main themes emerged from the analysis. The first theme ‘group engagement’ highlighted that the group format helped to create a high level of activity. The second theme ‘a space for reflection and creativity’ described how the coaching provided a space for thinking about strategic issues. The third theme ‘taking different perspectives’ showed, and ‘increased self-awareness and courage’.DiscussionThe members of the executive group coaching were highly engaged in the process, it provided an opportunity for reflection and creativity, increased self-awareness, and the ability to think in new and different ways.ConclusionThe findings highlight that executive group coaching can be useful in helping managers to develop skills that are useful in leadership practice, and can also provide an opportunity for managers to give and receive well needed peer support.ObjectivesTo explore managers’ experiences of participating in executive group coaching.
Will using Facebook affect empathy and replace social support in university students?
Authors: Wa Janet Law Wai 
Published: January 2023

ObjectivesThe current research has three primary hypotheses: (i) There is a positive relationship between the use of Facebook word messages and cognitive empathy in university students. (ii) There is a positive relationship between participating in the Facebook video and affective empathy in university students. (iii) Virtual affective and cognitive empathy cannot replicate real-world affective and cognitive empathy regarding a feeling of being emotionally supported in university students on Facebook but can replicate the feeling of being informationally supported in university students on Facebook.DesignThree different scales on a questionnaire have been used to investigate the usage of Facebook, empathy level and the degree of social support. A modified version of the Facebook usage scale (14 items) has been used to measure the usage of Facebook word messages and video. The Basic Empathy Scale has been used to measure both the cognitive (9 items) and affective empathy (11 items) levels of the respondents. A modified version of the basic empathy scale has been used to examine virtual empathy. The Medical Outcomes Study (MOS) social support scale has been used to study the degree of social support which is accessible to the participants when they need it. Four emotional and four informational support items (eight items in total) have been selected by the researchers from within the 18 support items.MethodsThe 204 participants are volunteer international and UK university students, randomly recruited from Facebook groups and from among the personal friends of the researcher. The participants were invited to complete questionnaires through a link to a third-part survey website, Qualtrics. A correlation and regression analysis from SPSS has been used to investigate the data.ResultsThere is a weak positive correlation between Facebook word messages and cognitive empathy. The correlation between Facebook word messages and cognitive empathy was significant. There is a weak negative correlation between Facebook video and affective empathy. The correlation between Facebook video and cognitive empathy was not significant. Virtual affective and cognitive empathy on Facebook cannot replicate real world affective and cognitive empathy with regard to the feeling of receiving emotional support and informational support.ConclusionsUniversity students who have a higher frequency of interacting with word messages on Facebook seem to be more skilful in understanding and identifying the emotions of others. Exposure to video on Facebook may not enhance university students’ affective empathy. Moreover, emotional and informational support online may only act as supplements rather than replacements for emotional and informational support in the real-world, although individuals can obtain a large amount of informational social support conveniently just by one click or post on social networking sites nowadays.
Health Professionals and the Therapeutic Relationship
Authors: Voller Diana 
Published: January 2023

The study aimed to describe the experience of being a client when the therapist becomes ill, as it is voiced directly by clients themselves. Twelve narratives of clients were analysed, based on Colaizzi’s phenomenological method (Colaizzi, 1978).The research suggests that in our strivings to offer an increasingly sound and professional approach to relationship based therapy, we may unwittingly be creating a powerful archetypal illusion of a healing process based on a certainty that cannot possibly be supported because of our mortality.Awareness of this possibility highlights a challenge for psychologists/psychotherapists in how to foster an approach to practice that offers the necessary containment for the healing process, but in the realistic context of existential awareness of our vulnerability, in such a way that empowers clients to live with the basic uncertainty of our existence.The basic position of our therapeutic endeavours requires a paradoxical effort to be both knowingly containing and spaciously uncertain. However, it may be that whilst recent developments in the professional field, such as statutory regulation, becoming part of the HPC, and initiatives such as IAPT are contributing to the former, this could be at the expense of the latter.
Silk purse or sow’s ear: A psychological perspective on recent developments in higher education
Authors: Newstead Stephen 
Published: January 2023

AbstractIn this paper, a psychological perspective is presented on the effects of recent changes in higher education. Some of these changes have been damaging. For example, modularisation and semesterisation seem to have led students to adopt more surface approaches to their learning, and subject reviews have created a great deal of extra work with only limited benefits. Other changes seem to have been largely beneficial, for example the increased participation in higher education and the higher representation of females and mature students. The Research Assessment Exercise, despite its critics, seems on balance to have been beneficial. Other changes, such as the move towards continuous assessment, have brought both benefits and disadvantages. It is too soon to determine the effects of introducing student fees, though the evidence suggests that higher education in general has little effect on student motivation. The paper ends with a plea for further psychological research on higher education.