bluuebunny/crossref_metadata_2025_split huggingface dataset:
Why we should train teachers on the impact of childhood trauma on classroom behaviour
Authors: Little Stephanie , Maunder Rachel E. 
Published: January 2023

Aim:This paper aims to discuss the link between childhood trauma and young people's disruptive behaviour in the classroom, and argues that teachers should receive training on ‘attachment aware’ approaches to help them respond effectively.Rationale:Two inter-connected problems affecting the UK education system are the number of young people who have experienced early trauma which impacts on their wellbeing and classroom behaviour, and the number of teachers who leave the profession. We propose that schools becoming more attachment-aware could help to address these issues.Findings:Through considering the evidence for what therapeutically supports young people to move out of a pattern of trauma-influenced coping, we show there is scope for schools to play a systemic part in building positive interpersonal relationships. We suggest that a fortuitous side effect of this is the evidence that it could be beneficial for adults in the education system to take an alternative approach, potentially acting as a buffer for professional burnout and aiding teacher retention.Limitations:The evidence base supporting attachment-aware approaches in schools is in its early stages, and there may be challenges aligning such relationally-orientated practices within a performative educational culture.Conclusions:Based on the material presented in the paper, we conclude that now is the time to prioritise relationships for education. attachment-aware approaches can provide a valuable starting point for schools.
How might ‘reflective dialogue’ with head teachers build capacity?
Authors: Hayton Rachel 
Published: January 2023

Three primary school head teachers opted in to a pilot project which offered a termly, one-to-one meeting with an educational psychologist. The stated aim of the meetings was to discuss elements of their practice. The meetings began during a time of change within the local authority with the retirement of most of the supporting Education Officers. In addition to these systemic changes to head teacher support, there is a consideration of geographical and demographic factors which can contribute to head teacher isolation in rural communities.This reflects some of the concerns highlighted in the MacBeath (2009) report for the Scottish Government into head teacher retention and recruitment which identified headship as an unenviable task, largely due to lack of autonomy, high accountability and professional isolation.
Applying universal psychology within local authorities (workshop presented at SDEP/ASPEP Annual Conference, 2012, Heriot-Watt University)
Authors: Kearney Maura , Watson Kate 
Published: January 2023

Glasgow City Council and Inverclyde Council have embarked on a cross-authority research project which is funded by the NHS and implemented and evaluated by the University of Liverpool. This has entailed both educational psychology services facilitating a whole authority input – involving all secondary schools as either intervention or control groups – by linking with Education Directorate colleagues, partners within the Alcohol and Drug Partnership (ADP), and head teachers and teachers who deliver the Personal and Social Education (PSE) curriculum (in some cases pastoral care or guidance).The School Health and Alcohol Harm Reduction Project (SHAHRP) has already been successful in two sites, Australia and Northern Ireland, with Scotland acting as a third site to ensure that the intervention is robust across a variety of cities and cultures. If the research is successful, the National Institute for Health and Clinical Excellence (NICE) will deem SHAHRP a proven intervention for developing positive attitudes and actions in young people towards alcohol.
Improving young people’s health and wellbeing by developing their resilience through the use of targeted evidence based interventions, professional development opportunities and teacher coaching and mentoring
Authors: Cruickshank Catherine , Findlay Alison , Quinn Rhiannon 
Published: January 2023

Research questions: (i) Does the Resilience Planning Toolkit combined with professional development opportunities in the area of resilience enable school staff to better identify barriers and supports for children with emotional and mental health needs? (ii) Does video enhanced reflective practice (VERP) help staff to implement resilience theory in practice?
The integration and evaluation of school counselling in Scottish schools
Authors: Flynn Gillian Barclay , Bogle Jennifer , Gos Caroline , Kennedy Pamela , McIver Eilidh 
Published: January 2023

AimIn 2019 the Scottish Government introduced local authority funding to provide school counselling for 10 to 18 year olds. Since September 2019 this local education authority (LEA) has been developing and implementing its strategy to provide school counselling led by Psychological Services. This report summarises the first year’s evaluation.MethodSurveys were conducted with counsellors and school staff. Data on delivery including numbers accessing counselling, demographics, presenting issues and pre and post intervention measures were collected and analysed.FindingsThe integration of counselling within schools was felt to be a very effective model and positive impact was demonstrated. Counselling was skewed 2:1 towards girls and the peak age accessing counselling was 13 to 16 years. Individuals were accessing counselling for a wide range of wellbeing issues. Several themes are identified as supporting the effective delivery and development of counselling in schools.LimitationsThere was a heavy reliance on counsellors for accurate recording and reporting of data which may have impacted reliability. The current evaluation has not yet included feedback from children and young people themselves, their parents or wider stakeholders.ConclusionsThe first year implementation has demonstrated the value of integrating school counselling within school systems and as part of a whole school approach to mental health and wellbeing. The locality wide data indicated a gender bias towards girls, however this was not consistent across all settings and further exploration of this theme could be useful in understanding the factors that influence access to counselling across genders.
A systematic review of psychological treatments for women presenting with factitious disorder and factitious disorder imposed on another
Authors: Tooby Georgia , Siddall Yasmin , Clarke Martin 
Published: January 2023

Background: Little is known about the psychological treatments for Factitious Disorder (FD) and Factitious Disorder Imposed on Another (FDIA) in women. The literature is limited and consists of case series and case reports. To date there has been no systematic review of the effectiveness of the psychological treatments. This review aims to identify which psychological treatments have been used to treat FD and FDIA, to hypothesise a psychological treatment strategy which can be implemented in clinical practice and evaluated in future research. The objective of this systematic review is to identify and summarise psychological treatments which have been effective when treating FD and FDIA in women.Methods: A total of 543 records were screened, and 29 remaining papers were reviewed. A supplementary search was then conducted using the reference lists of eligible studies. In total 29 eligible studies yielded a sample of 38 cases. Information extracted included study characteristics, type of psychological therapy, co-morbid disorders, other treatment methods, childhood maltreatment, effective and non-effective outcomes, clinical measures and follow up.Results: Our findings offer an important first step towards an evidence-based approach to the disorder. A narrative synthesis was undertaken to describe the characteristics, quality, and outcomes of studies. The narrative synthesis surveyed the state of knowledge and provided an overview and integration of psychological treatments of FD and FDIA in women.Conclusion: This review highlights there is no standardised approach for psychological treatment in FD and FDIA. It is recommended that consistency of care, a good therapeutic relationship, and adoption of a holistic and integrative approach to treatment which is grounded in individualised formulation may be fundamental in achieving effective outcomes. The fi dings provide a basis for several clinical recommendations and a robust first step towards an evidence-based approach for the psychological treatments of FD and FDIA in women.
Character strengths and type: Exploration of covariation
Authors: Choong Sulynn , Britton Kathryn 
Published: January 2023

Objective:To explore covariation between character strengths and psychological types as per the MBTI®.Design:Using a survey design, the study collected data on the Values in Action Inventory of Strengths and the MBTI®.Method:98 adult volunteers participated in this exploratory study of potential links between psychological type as determined by the Myers-Briggs Type Indicator® and signature strengths as identified by the Values in Action Inventory of Strengths.Results:The results show significant covariations between nine signature strengths and single type dimensions namely, creativity (intuition), open-mindedness (thinking), love of learning (introversion), integrity (sensing and thinking), persistence (judging), vitality (extraversion), love (extraversion and feeling), fairness (sensing), and gratitude (extraversion). Love, integrity, and gratitude also covary with multiple paired type combinations. Curiosity covaries only with a single paired type combination (introverted intuition).Conclusion:There is meaningful covariation between psychological type and character strengths. The discussion addresses the applicability of the results to coaching psychology.
A preliminary evaluation of executive coaching: Does executive coaching work for candidates on a high potential development scheme?
Authors: Feggetter Amanda J.W. 
Published: January 2023

Objectives:This paper describes a preliminary attempt to evaluate executive coaching for 10 members who are on a High Potential Development Scheme within the Ministry of Defence (MoD).Design:A multi-method approach was taken which comprised the use of questionnaires to survey scheme member’s perceptions, a Return on Investment (ROI) study and a follow-up of members to determine their success in gaining promotion.Results:The analysis showed that all 10 who had been coached rated their experience positively. All rated their own progress within the Development Scheme as High and in particular they perceived it was their leadership skills that had benefited. A preliminary ROI calculation also indicated that the benefits exceeded the costs. Other benefits included promotion, broader leadership skills, and skills transfer within the MoD.Conclusions:The results indicate that within the context of the Development Scheme coaching provides a potential financial ROI. The findings also show that coaching impacts positively on scheme members such that they are highly committed to demonstrating and exhibiting leadership behaviours and that there is some evidence of a broader impact on the Department as a whole with generalised skills transfer.
Coaching with emotion: How coaches deal with difficult emotional situations
Authors: Cox Elaine , Bachkirova Tatiana 
Published: January 2023

Objectives:The coaching process can arouse emotion for both the client and the coach. Coaches then have a choice between either minimising the attention paid to emotional phenomena or working with emotions to achieve results. The objectives of this study were to investigate coaches’ personal theories of emotion and in particular their approach to dealing with difficult emotional situations within the coaching relationship.Design:A qualitative study was designed in order to explore coaches’ perspectives, theories and strategies for dealing with emotions. Data was analysed using a grounded theory approach to elicit a number of themes.Methods:The study collected data from 39 UK coaches, using a stem-sentence questionnaire approach.Results:Findings suggest that coaches can have very different viewpoints in relation to dealing with difficult emotional situations that arise when working with clients, dealing with them in one of four ways: using self-reflection or supervision, avoiding tackling the emotion considering it to belong to the client, actively exploring with the client,or referral of the client/termination. They also see control of their own emotions as important and recognised some gender related issues.Conclusions:Recommendations are made for an understanding of emotionsto be included in the education and training of coaches. The strengthening of supervision provision for coaches is also suggested.
Life coaching in the workplace
Authors: Sparrow John 
Published: January 2023

Objectives:There is increasing recognition of coaching’s situated nature. Different emphases in coaching are being utilised in different contexts with differing performance expectations. Life coaching has witnessed rapid growth within the last five years, primarily outside but increasingly within the workplace. The objective of this research is to establish the understanding, utilisation, and outcomes associated with life coaching in the workplace. Procurement practices within organisations are also explored.Design:A cross-sectional survey of organisations is undertaken. Practices and reported outcomes are explored within small- and medium-sized organisations together with large organisations. Private, public and community and voluntary sector organisations aresampled.Methodology:A postal questionnaire assessing 39 potential organisational outcomes, 93 potential individual outcomes and 21 potential procurement criteria for bothperformance and life coaching was developed. Responses from 51 organisations were obtained.Results:Life coaching is found to be less well understood than performance coaching. Significant differences between organisational sizes and sectors in practices and perceived outcomes are identified. Coaching has significantly less impact upon entrepreneurship and social purpose outcomes than more general organisational outcomes. The outcomes more typically associated with life coaching are not secured to the same extent as outcomes typically associated with performance coaching. Both coaching in general and life coaching secure rectification outcomes to a greater extent than positive well-being outcomes. There are significant differences in procurement criteria for performance and life coaching.Conclusions:A potential role for a life dimension in workplace coaching may be evolving. The contribution of the current study and other prospective research towards the development of theory and practice are discussed.
An exploratory study of Australian executive coaches
Authors: Binstead Toni , Grant Anthony M. 
Published: January 2023

Objectives:This exploratory study sought to extend the limited knowledge base about the executive coaching industry in Australia.Design:A qualitative process of emergent thematic coding using information from participants.Methods:28 Australian executive coaches were interviewed using a qualitative conversational interviewing methodology. Participants were recruited using a snowball survey method in which each participant recommended other potential participants.Results:The findings were that the executive coaching practitioners in this research use a variety of alternative titles apart from ‘executive coach’ and supply other services in conjunction with executive coaching. Additionally it was found that, contrary to previous Australian research, the majority of executive coaching practitioners in this research could identify their direct competitors by name. Also in contrast to past research, most of the participants in this study were trained to recognise mental health problems. The most commonly seen mental health issues in this sample’s clients were stress, depression and anxiety, with personality disorders rarely observed. No coaches in this study charged under A$200 per hour and the majority of participants charged between A$400 and A$799 per hour.Conclusions:The findings in the present study differ in many respects from past research into the Australian coaching industry, particularly in relation to the levels of competitive awareness found in past research into Australian business coaching firms. There may be important differences between Australian executive coaching practitioners and those coaches who specialise in business coaching. Limitations to the study are discussed and suggestions made for future research.
How coaching helps leadership resilience: The leadership perspective
Authors: Smith Carmelina Lawton 
Published: January 2023

Objectives:Resilience has grown as a topic of interest to coaches and increases in resilience as a result of specific coaching programmes are often reported (Grant, Curtayne & Burton, 2009). However, the perspective of the coached leaders has remained largely unexplored. This study seeks to gain the leadership perspective on two key areas. Firstly to assess if existing coaching might already be affecting resilience, despite that not being a contracted objective. Secondly, to identify what aspects of coaching might be most influential in leadership resilience.Design:The study was positioned in the pragmatic paradigm using a grounded theory approach (Charmaz, 2006). Interview data was gathered from eight senior managers who had previously had coaching. Analysis was based on the grounded theory coding approach using NVivo software.Methods:Eight leaders volunteered to be interviewed on the topic of resilience and had to have completed a programme of coaching at least one year prior to data collection. Semi-structured face-to-face interviews asked about the coaching that they had received and if they felt it had affected their resilience.Results:The results indicated that leaders did perceive coaching to have affected their resilience, even if this was not a defined objective for the coaching. In addition leaders reported that coaching helped in five ways. It helped them reclaim their self-belief, it contributed to their learning, it helped them see the wider perspective, it provided a supportive relationship and gave them a thinking space.Conclusion:Leaders often came to coaching as the result of facing a challenge and experienced significant experiential learning in relation to their resilience as a by product of coaching. While the development of certain cognitive strategies proved helpful, participants expressed the importance of the supportive coaching relationship during times of challenge where resilience was required. This questions how far resilience can be enhanced as a proactive preventative approach through training. Recommendations are made to support coaches when dealing with leaders in a resilience context.
The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness
Authors: Torbrand Pepita , Ellam-Dyson Vicky 
Published: January 2023

Objectives:This pilot study aimed to investigate whether Cognitive Behavioural Coaching (CBC) can be used with A-level students in order to reduce procrastination and avoidance behaviours. Group coaching was used to promote more adaptive thinking patterns, leading to enhanced performance and well-being.Design:A qualitative approach was taken, using Interpretative Phenomenological Analysis (IPA) in order to explore the meaning making and personal experiences of CBC. A quantitative measure in the form of a 12-item procrastination questionnaire assessed pre- and post-coaching was also used.Methods:The study took place at a Further Education college in London with one Sixth-Form Psychology class consisting of seven students. Based upon levels of procrastination, students were selected for four one-hour long coaching sessions. Students receiving coaching were compared to students with similar levels of procrastination, not receiving coaching.Results:The study found four main themes emerging as based upon the experience of coaching. These were Feeling Supported, Raising Awareness, Increased Motivation, and Improved Performance. Quantitative measures showed a reduction in procrastination levels for students receiving CBC. This did not occur for procrastinators not receiving coaching.Conclusion:This study suggests that coaching can be a time and cost-effective tool to use with low performing A-level students, to increase performance and well-being. This is an important finding, as there is a strong demand to reduce procrastination in a situation where resources are limited. Consideration is given to future research, including larger samples, and to training teachers in how to deliver group-coaching with students.
Art-based narrative interviewing as a dual methodological process: A participatory research method and an approach to coaching in secondary education
Authors: Wang Qing 
Published: January 2023

Objectives:The purpose of this article is to discuss art-based narrative interviewing as a dual methodological process with the focus on coaching.Design:A qualitative study was designed in order to explore how secondary students view their own learning as a journey.Method:Art-based narrative interviewing was employed as an approach to coaching that aimed to develop positive learning dispositions and enhance learners’ identities. Dialogic/performance analysis and cross case analysis were conducted to all the three cases.Results:Three distinctive learning stories were told, together with students’ narratives, drawings, and the interactive dialogues between the students and the author as the interviewer/coach. The analysis highlighted the learners’ growth, the use of metaphors and images, students’ experience of transformative learning and the landscape of time and action.Conclusions:The article covers the features of art-based narrative interviewing as a method of data collection, analysis and presentation, and its potential to be utilised as an effective coaching approach alternative to traditional pedagogical intervention.
Assessing the effectiveness of a cognitive behavioural group coaching intervention in reducing symptoms of depression among adolescent males in a school setting
Authors: Barry Mark , Murphy Mike , O’Donovan Hugh 
Published: January 2023

Objectives:The research sought to assess the effectiveness of a cognitive behavioural group coaching intervention in impacting positively on depressive symptoms among an all-male, adolescent, school-going population.Design:An experimental design was employed. Twenty-seven participants were recruited from Transition Year students in one secondary school in Cork, Republic of Ireland. They were randomly assigned to either receive the intervention or act as a control group. The intervention programme was delivered in four sessions across four weeks.Method:Depressive symptoms were measured (using CES-DC) prior to random allocation (T1) and then at the end of the final session (T2).Results:A two-way mixed ANOVA found a significant interaction with a large effect size between intervention group and time of assessment (F[1, 21]=5.63, p=.027), with the intervention group showing a reduction in depressive scores while the control group saw an increase. When change in levels of depressive caseness in both groups was considered, differences were not significant (c2[2]=3.73, p=.13), but trended in the expected direction with a medium effect size.Conclusion:The results indicate that the implementation of such interventions more widely may prove beneficial, and that further research is merited.