bluuebunny/crossref_metadata_2025_split huggingface dataset:
Key characteristics of the commercial Australian executive coach training industry
Authors: Grant Anthony M. , O’Hara Blythe 
Published: January 2023

Objectives:To identify organisations who offer executive coach training and business coach training in Australia; assessment processes, cost and duration of courses; the delineation between coaching and counselling; marketing claims made; and the qualifications of the owners and trainers.Design:A qualitative process of emergent thematic coding using information from the internet.Methods:Broad categories and themes related to the aims of the study were documented, leading to the identification of a group of core categories and a process of comparison between organisations.Results:More than half the 16 Australian executive coach-training organisations identified offered more than one type of coach training. Four offered a coach franchise. The most common accrediting bodies were the International Coach Federation or the Australian Government Vocational Training Framework. Costs of courses ranged from AUS$3245 to AUS$14,795. Marketing claims included having longevity, being the best school, setting the standard, or having global recognition. Some trainers had no qualifications at all, but the majority of trainers’ qualifications were directly relevant to the field of coaching. The majority of coaching organisations did not make a clear distinction between these two issues. Average longevity of these organisations was 6.75 years.Conclusion:The Australian executive coach and business coach training industry continues to develop. We recommend that, in order to further professionalise executive coach training, all coach trainers should be properly qualified, issues related to identification of mental illness be incorporated into executive coach training, and organisations offering coach franchising provide clear and unambiguous information to prospective clients.
Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer
Authors: Stewart Lorna J. , Palmer Stephen , Wilkin Helen , Kerrin Maire 
Published: January 2023

Objectives:Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.Design:Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.Methods:Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.Results:Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.Conclusions:Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.
Negative effects of coaching for coaches: An explorative study
Authors: Schermuly Carsten C. 
Published: January 2023

Objectives:There exists only scarce knowledge regarding what negative effects can occur to business coaches as a result of their work. Negative effects, defined as all harmful or unwanted results for coaches directly caused by coaching that occur parallel to or following coaching, are theoretically inferred in this study. Additionally, negative effects are quantitatively explored and validated.Design:Negative effects of coaching for coaches were identified via structured expert interviews. Based on the results of the interviews a new questionnaire was developed. Coaches were then surveyed online using this questionnaire. A sample of supervisors was also surveyed and compared to the coaches regarding important work-related variables.Methods:104 German coaches were quantitively surveyed using a new questionnaire regarding the frequency and intensity of negative effects in their most recent coaching and in their career. To validate the new questionnaire and the results, relevant cognitions towards their work (psychological empowerment) and the affective well-being of the coaches were also measured.Results:In more than 90 per cent of all recent coaching at least one negative effect was present. On average 5.9 negative effects occurred per coaching. During their careers 99 per cent of the coaches were confronted at least once with a negative effect. Negative effects are associated with the psychological empowerment and affective well-being of coaches, which speaks for the validity of the new questionnaire and subsequent results.Conclusions:Negative effects for coaches as a result of their work occur very often and in a heterogeneous way but these effects are of rather low intensity. The validity of these effects could be shown.
Trust your gut, listen to reason: How experienced coaches work with intuition in their practice
Authors: Sheldon Claire 
Published: January 2023

ObjectivesExperienced coaches profess using intuition in their work. Practitioner literature positions it as a critical coaching tool. Yet minimal empirical data supports using intuition in evidence based coaching practice. This study looked to: add detail to the map of how experienced coaches work with their intuition in their practice, and to the interplay between ‘gut’ and ‘reason’; and to co-create a language, theory or model to support and legitimise discussion about intuition in coaching.DesignA qualitative approach rooted in social constructionism was chosen to accommodate the enquiry, grounded theory to provide structure.MethodsAn abbreviated form of grounded theory method (GTM) was developed to explore how four experienced executive coaches talked about intuition and worked at the boundary between intuitive and rational ways of knowing. Data was generated during the iterations of focus group, online discussion and follow-up conversations. Purposive sampling was used.ResultsFindings suggested that: dialogue sharpens and extends individual understandings of intuition in coaching; and expertise and developmental maturity facilitate more choiceful and effective decisions about using intuitions. A model, ‘Working at the boundary’, symbolises the potential in the moment between a coach noticing and responding to an intuition. It captures four ways of working with intuition, mapping the impact of these interventions on the coaching relationship.ConclusionsExpertise and maturing as a coach have an impact on the quality of interventions at the intuitive/rational boundary, and dialogue extends understandings of intuition. More research is needed – and ‘Working at the boundary’ kick-starts conversations about intuition and provides a tool for coaching psychologists and their supervisors.
Annual Conference 2014 paper: An exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning
Authors: Cotton Joanne , Baker Sara T. , Wilson Joe 
Published: January 2023

We tested the feasibility of an educational intervention for ADHD and social difficulties, with three boys, ages 8, 9, and 10. A novel approach was used: exploratory talk and deep learning educational techniques were combined in a three-part psychoeducation, collaborative group work, and homework intervention. These techniques have been shown to increase metacognition and self-regulation in academic learning for typically developing children, but have not been combined and tested with social skills learning or ADHD children.Engagement levels varied by case, and corresponded to socio-economic status (SES), interest in the homework activity, and Strengths and Difficulties Questionnaire (SDQ) scores. Key themes were ‘just want to play’, ‘don’t see problems’, and ‘stress and frustration of parents’. Socially problematic subthemes dominated the boys’ talk, supporting literature on social difficulties, positive self-perception bias and pragmatic language difficulties in ADHD. Results suggest future research should take into account individual differences on SDQ scores and adopting a play-based format.
Family Attachment Narratives and Eating Disorder
Authors: Dallos Rudi , Denford Sarah 
Published: January 2023

The only thing I ever hear them talking about is me and if I didn’t have this [anorexia] its kind of like, would everything fall apart, at least it’s keeping them talking. And they won’t argue while I’ve got this because it might make me worse. So um … that’s kind of bought, sort of like, I’m not in control as such but I’ve got more control over the situation that way.Kathy
Shame and group psychotherapy
Authors: Birchmore Terry 
Published: January 2023

This article will explore the nature of the shame experience and focus in particular on the experience of shame in the context of the psychotherapy group. I will discuss how and why shame appears in the group context and how it can be therapeutically managed to the benefit of group members.‘There is nothing that people bear more impatiently, or forgive less, than contempt: and an injury is much sooner forgotten than an insult.’(Philip Dormer Stanhope)‘The basis of shame is not some personal mistake of ours, but the ignominy, the humiliation we feel that we must be what we are without any choice in the matter, and that this humiliation is seen by everyone.’(Milan Kundera,Immortality, 1991)‘Whoever blushes is already guilty; true innocence is ashamed of nothing.’(Jean-Jacques Rousseau,Emile)‘The capacity to feel shame is built into human beings, and it has a civilising effect in adapting a child to his family and culture.’(F. English,Transactional Analysis Journal, 1975)‘Whilst shame keeps its watch, virtue is not wholly extinguished in the heart; nor will moderation be utterly exiled from the minds of tyrants.’(Edmund Burke,Reflection on the Revolution in France, 1790)‘Because impudence is a vice, it does not follow that modesty is a virtue; it is built upon shame, a passion in our nature, and may be either good or bad according to the actions performed from that motive.’(Bernard Mandeville,The Fable of the Bees, 1714) Terry Birchmore
Can teaching psychology transform popular culture?*
Authors: Hayes Nicky 
Published: January 2023

Psychology is no longer a young science. It is well over 100 years old, and during that time it has amassed a large amount of knowledge. That knowledge is sometimes, though not always, of direct relevance to society. Yet many valuable concepts and principles of psychological understanding, well-established and taken for granted by psychologists, remain unknown to society at large. Teaching psychology effectively means providing all of our students with an appropriate basis for professional work or further study. But it also means producing students who are aware of the distinctive qualities of psychological knowledge, and are able to apply and communicate it.The past 20 years has seen a massive expansion of psychology teaching, at many levels of education. Psychology is taught to many who will not, and do not aim to, become psychologists, and this teaching provides a significant route for the wider dissemination of psychological knowledge. Making established psychological concepts better known can improve the quality of social debate. It can also provide the conceptual tools for people to understand, and in some cases improve, their own experience and that of others.
The psychology degree in its place
Authors: Reddy Peter , Rochelle Kim 
Published: January 2023

AbstractIn response to the issues raised by Radford a clearer understanding of the psychology degree as part of the liberal education tradition is advocated in line with Newman (1982) and Graham (2005). Such a focus incorporates developments in employability and graduate competencies and reinforces rather than undermines concern with scholarship. Links between academic subject material and personal development and a debate on the role of the British Psychological Society in regulating the Bachelors’ degree are advocated
Section 2: Other papers: Peer mentoring experiences of psychology students at the London Metropolitan University Writing Centre
Authors: Bakhshi Savita , Harrington Kathy , O’Neill Peter 
Published: January 2023

Abstract‘It really helps knowing that you are going to have someone around to help you…’ This short article reports on research taking place into peer writing tutorials at London Metropolitan University and examines in particular, the experiences of psychology students who have taken part in the scheme. Some of the implications of this research for psychology students at the university will be highlighted. The first author is a psychology PhD student, and works as a Research and Teaching Assistant and a Student Writing Mentor at the London Metropolitan University Writing Centre.
Back to the chalkboard: Lessons in scaffolding using SOLO taxonomy from school teachers for university educators
Authors: Sprecher Eva A. 
Published: January 2023

This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019.Objectives:The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall.Background:There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students.Methods:Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model.Conclusions:This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.
Reflections on using writing in sport and exercise psychology research and practice
Authors: Day Melissa , Hudson Joanne 
Published: January 2023

In recent years, a number of researchers have highlighted the difficulties that may be associated with capturing the dynamic nature of the sports environment, particularly when using one-off, static interviews (e.g. Culver, Gilbert & Trudel, 2003; Krane & Baird, 2005). The use of writing in sport and exercise psychology is an emerging method that may provide a more flexible approach to data collection. While writing has become common practice for the researcher themselves (through the use of reflective journals or reflective writing), it is surprising that this method has been used far less frequently for participant data collection. Authors such as Smith, Allen Collinson, Phoenix, Brown, and Sparkes (2009) have demonstrated the valuable insights that have been gained from reflective journals written by the researcher, providing extracts which highlight not only their research dilemmas but which also show how the researcher begins to make sense of their experiences. Furthermore, others, such as Allen Collinson and Hockey (2001) have demonstrated the on-going experiences that can be captured through the use of research logs in ethnographic research. Nevertheless it may be proposed that while the benefits of writing from the perspective of a researcher have been strongly advocated and accepted, the use of similar participant-led strategies has been slow to follow.In this article we aim to highlight the potential value of using the written word. Initially we explore this as a tool for data collection, but we also further propose that the value in this method does not only lie in its ability to collect data but also in the therapeutic effects and benefits that may be accrued in the process of writing. We focus on two similar but distinct forms of writing, first, diary writing and second, expressive writing. These forms of writing were employed in two previous studies (Day & Thatcher, 2009; Hudson & Day, 2012) which used narrative analysis, the first paper focusing on form and the second on content. The data presented here were not published in the original papers but serve to underpin our arguments and suggestions made here.
Interviews as embodied interaction: Confessions from a practitioner–researcher of martial arts
Authors: Jennings George 
Published: January 2023

Martial Arts and Combat Sports (MACS) are now a major area of qualitative inquiry in physical culture studies. As part of this subfield, reflexive accounts of ethnographic methods are contributing to knowledge of qualitative methods and embodied interactions. Within this article I seek to add to these growing contributions by considering a relatively understudied strategy in martial arts research – that of face–to–face interviews – from a physical and reflexive dimension. Drawing from case studies of British practitioners of Traditionalist Chinese Martial Arts (TCMAs), this confessional tale calls for a reflexive look at the embodied dimension of face–to–face interviews alongside the more conventional analysis of language.‘Zack and I eagerly scrambled up the hill. It was a break during an exciting interview, and we were keen to take some fresh air, marvel at a local Celtic cross, and most importantly, explore some of the embodied concepts that we had discussed for the last hour over a cup of tea. For over an hour we progressed from basic drills to free–flow training in close proximity, occasionally clipping each other across the ear or striking a rib, but always in good humour. When we returned to his home for his home–cooked stew and a refreshing beverage, my shoulders and forearms had plenty of ammunition to power the second half of the interview: About what just happened.’ (Field notes)
Measuring electrical activity in the brain during exercise: A review of methods, challenges, and opportunities
Authors: Wright Michael J. , Karageorghis Costas I. , Nowicky Alexander V. 
Published: January 2023

Background:During the last decade, the use of mobile electroencephalography (EEG) devices has furthered understanding of the mechanisms that underlie psychophysical and affective responses during the execution of gross movements (e.g. walking and cycling). Such devices can also be used to shed new light on the mechanisms that underlie attention allocation, fatigue-related symptoms, emotional reactions, and behavioural outcomes associated with physical activity programmes. This advancement could, potentially, herald a new era for the field of sport and exercise psychology, wherein researchers will be able to investigate athletic performance and exercise behaviour from a different perspective.Objective:In this review, we explore some of the most recent approaches used to measure electrical activity in the brain during exercise.Practical recommendations:We provide an overview of the practical issues that researchers face in this field, such as dealing with artefacts elicited by body and cable movements and how to process the biological signal. We also review methods that researchers can employ to prevent electrical artefacts from compromising the fidelity of data. We make a case for assessing psychological and psychobiological parameters in tandem with EEG in order to arrive at a fuller understanding of exercise-related phenomena.
A platform for youth voice in MST4Life™: A vital component of process evaluations
Authors: Tidmarsh Grace , Thompson Janice L , Quinton Mary L , Parry Benjamin J , Cooley Sam J , Cumming Jennifer 
Published: January 2023

ObjectivesTo explore the factors impacting successful delivery of MST4Life™, a sport psychology informed mental skills training intervention, from the perspective of young people experiencing homelessness. Engaging participants in evaluating programme implementation contributes to developing effective and meaningful programmes and provides opportunities for empowerment and positive development beyond the programmeMethodsQualitative data were collected from 44 participants (female N=20, male N=13, not reported N=11; average age=20.3years), between April 2015 and July 2018. Participants took part in diary rooms to discuss their experiences with MST4Life™ via audio or video recording, or written responses. Data were analysed using reflexive thematic analysis,ResultsThree main themes were developed: (1) programme content: A move towards meaningful and engaging activities; (2) creation of a supportive, safe, and empowering environment; and (3) challenges and barriers to young peoples’ engagement in the programmeConclusionsThe environment purposefully created by programme facilitators and frontline staff helped young people to feel supported, valued, and fosters continued programme engagement. Results highlight a strengths-based delivery style, meaningful and transferrable content as key programme components. This study demonstrates the essential nature of process evaluations and how sport and exercise psychologists can enhance accessibility of data collection methods.