bluuebunny/crossref_metadata_2025_split huggingface dataset:
A qualitative investigation of implementation of app-based maths instruction for young learners
Authors: Gulliford Anthea , Walton Jodie , Allison Kate , Pitchford Nicola 
Published: January 2023

Aim:Tablet technology can play a valuable role in supporting learning for primary school children, but its implementation for children in the early years or for with those with learning delays has received limited focus. The aim of this study was to enhance understanding of the interaction between child, technology, and conditions for implementation; fundamental to optimising the role that technology can play in the education of young learners.Method:Qualitative data was gathered during two controlled efficacy studies (Walton 2018; Allison 2019). Semi-structured interviews explored the perspectives of teachers and teaching assistants regarding the utility, implementation and perceived outcomes of one maths app for young learners. This interview data was synthesised here.Findings:Thematic analysis of the synthesised data highlighted child prerequisite skills, features of the app and implementation conditions were perceived to support early learning and engagement. Critical examination yielded a model of app-based early maths learning that considers learning through the complex interaction of four key dimensions: child, app, facilitator, and learning environment.Limitations:Findings are restricted to the circumstances of these studies, so further studies, in other contexts, are needed to explore transferability of these results.Conclusions:This synthesis is consonant with emerging theorising for mobile technology in education (Bernacki et al., 2020), highlighting the complex interaction of technology and context in achieving educational gains. It can inform the work of educators and psychologists supporting young or delayed learners, serving as a guide to utilising technology effectively, to optimise provision and thereby the achievement of young learners.
Black feminist epistemology: An opportunity for educational psychology praxis
Authors: Mngaza Siya 
Published: January 2023

Aim(s):Educational psychology, whilst a helping profession, was heavily influenced by oppressive and racist ideas during its infancy. Over the last several decades, EPs have been invited to hold a mirror up to the profession with regard to racial justice. The aim of this paper is to offer a critical exploration of epistemic issues within educational psychology, to provide an alternative and potentially impactful way of understanding the current moment of racial ‘reckoning’ that we find ourselves in.Rationale:Educational psychologists use a range of tools and approaches within research and practice. The emergence of intelligence testing marked the spearheading of oppressive social policy worldwide. Viewing these phenomena epistemologically invites us to explore where we have committed epistemic violence, particularly in the case of black children, how blind spots may emerge again and how to build frameworks that will avoid this. The current paper presents black feminist epistemology as a framework that is inclusive, requires an interrogation of power in knowledge systems and requires practitioners to question and challenge taken for granted knowledge.Implications:A key implication of adopting a black feminist epistemology is that educational psychologists explicitly locate the historical racial and political context of educational psychology praxis to better serve children and families.Conclusions:At the centre of this paper, is the fallacy of objectivity. The paper attempts to unpack the ‘neutrality myth’ and how this has impacted the tools and perspectives within educational psychology. EPs are invited to explore the basic tenets of a black feminist epistemology, which enables us to ask incisive questions about our identity, our relationship to knowledge and therefore our effectiveness as relevant practitioners in an increasingly complex social world.
An exploration of strength-based consultation; The Tree of Change
Authors: Williamson LeMarra 
Published: January 2023

AimsThis paper presents and evaluates the consultation model Tree of Change (ToC) which offers an alternative approach to traditional problem-solving consultation frameworks for practice in educational psychology. ToC aims to resolve many of the issues associated with the traditional deficit models by enhancing the positive developmental pathways of pupils through augmenting their strengths, as opposed to focusing solely on reducing or eliminating the stated issue of concern (Donovan & Nickerson, 2007; Nickerson & Fishman, 2013; Resiliency Initiatives, 2011).MethodThis study was set within diverse ethnic and socio-economic communities based in north and east London. The researcher used a qualitative case study design. For the purpose of this study, case studies have been defined as a strategy for carrying out an investigation of a particular occurrence within the context of ‘the real world’ (Robson, 2011). The present study fits within Robson’s notion of a ‘set of individual case studies’ because it involves the study of a common set of features (e.g. exploring the implementation of ToC) across eleven consultations: nine Educational Psychologist (EP)and two EP-Teacher-Parent-pupil consultations. In total four EPs participated in the study all of whom were female. Eleven case studies were generated as a result of this: EP A submitting one case study, EP B submitting five cases, EP C submitting three cases and EP D providing two cases. The ethnicity of the EPs were black British, white British and Italian. The ethnicity of the consultees is reported in appendix 3. Consultation meetings were facilitated by EPs using the ToC model, please refer to appendix 1.FindingsEvaluation data revealed the ToC approach generated pupils’ strengths at different levels of ecology which influenced action plans by affecting the choice of strategy and/or target of interventions for young people.LimitationsData purported that information about the ToC should be shared in advance of consultation meetings so that consultees can better prepare and familiarise themselves with the process. Using the ToC virtually reportedly reduced relational connections when compared to engaging in this process face-to-face.ConclusionsThe ToC is a collaborative consultation framework which creates positive developmental pathways for pupils through augmenting their strengths and reducing the emphasis placed on their deficits. The process promotes shared understanding of pupil’s narratives and empowers marginalised voices.
A Philosopher among Psychologists: The Tale of a Lion in a Den of Daniels.
Authors: Wetherick N. E. 
Published: January 2023

My career in psychology began in 1960. Before that I was a philosopher mainly interested in mind and logic. In psychology I was surprised to find that, though such matters were of interest and were subjected to experimental test, the procedures employed were not usually parallel to the procedures required in real-world thinking, so the results obtained did not contribute to our understanding of the latter which was presumably the object of the exercise. I managed to publish some papers that did not have this deficit, but was unable to convince anyone else that it mattered. I shall consider several paradigms from that period – Bruner, Goodnow & Austin (1956), Wason (1960 & 1969) and Johnson-Laird (1983) among others.At that time there was no way of investigating directly what went on in the brain, but in the last twenty years such methods have become available (principally fMRI). As a philosopher, I had taken it for granted that immaterial mind was ruled out a priori; all our behaviour and experience, conscious or other, is the result of brain activity. I find it unsurprising that workers in the area can link parts of behaviour and experience directly with activity in parts of the brain (e.g. London taxi-drivers have larger route-memory areas). It has been shown that some individual neurons are part of, e.g., a circuit corresponding to the recognition of a particular face. But how far can such investigations be carried? The complexity of these phenomena is comparable only with that of the world weather system, which we cannot predict more than about 10–14 days in advance.
A grounded theory study of the value derived by women in financial services through a coaching intervention to help them identify their strengths and practise using them in the workplace
Authors: Elston Francesca , Boniwell Ilona 
Published: January 2023

Objectives:There are several definitions of strengths within psychology, united by a common theme: strengths are what people do best and most easily. Research shows that actively using strengths provides a range of benefits, and suggests that strengths-based coaching is a valuable approach. This study’s purpose was to investigate strengths-based coaching using qualitative methods, concentrating on the experience of the coachee.Design:The study explored what happened when six women in financial services practised using their strengths at work, through a coaching intervention and the VIA strengths inventory. Through three semi-structured interviews centred around a coaching intervention, participants described their experience using strengths, and the effects of greater awareness and practice of strengths.Methods:The data was analysed using grounded theory. The value of strengths emerged as the central phenomenon, consisting of eight sub-themes: positive emotion, inspiring action, attention to the positive, feeling authentic, awareness of own value, valuing difference, sense of achievement and positive reflections from others.Results:The study found that all participants derived value from using strengths. This appeared to lead to a ‘virtuous circle’: this positive benefit reduced the intervening factors that previously impeded using strengths. The virtuous circle was not identical for each participant, but all experienced it.Conclusions:The study finds ways in which women may use strengths and gain value from using strengths in the workplace. This has practical implications for those wishing to improve their workplace experience and increase engagement with work, and for those who coach and employ them.
A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope
Authors: Madden Wendy , Green Suzy , Grant Anthony M. 
Published: January 2023

Objective:This pilot study examines the impact of an evidence-based strengths coaching programme on male primary school students’ levels of engagement and hope.Design:In a within-subject design study, 38 Year Five male students (mean age 10.7 years) participated in a strengths-based coaching programme as part of their Personal Development/Health programme at an independent, private primary school in Sydney, Australia.Method:Participants were randomly allocated to groups of four or five with each group receiving eight coaching sessions over two school terms. The Youth Values in Action survey was used to highlight participant’s character strengths, and the participants were coached in identifying personally meaningful goals, and in being persistent in their goal-striving, as well as finding novel ways to use their signature strengths. They also completed a ‘Letter from the future’ that involved writing about themselves at their best.Results:The strengths-based coaching pilot programme was associated with significant increases in the students’ self-reported levels of engagement and hope.Conclusions:Strengths-based coaching programmes may be considered as potential mental health prevention and promotion intervention in a primary school setting to increase students’ wellbeing and may also form an important part of an overall Positive Education Programme.
Back to basics: How the discovery of transference is relevant for coaches and consultants today
Authors: de Haan Erik 
Published: January 2023

Purpose:In this study the phenomenon of transference (and parallel process) is explored in terms of its historical understanding and possible occurrences in real life sessions with clients.Design/Methodology:After a summary of the main historical breakthroughs in the discoveries of defences, resistance, transference, countertransference, working alliance and parallel process; this process of discovery itself, which parallels the discovery of these phenomena in coach training and in new client relationships, is reversed to reveal a sensible approach to working with new clients in such a way that one makes maximum use of information that comes through countertransference, transference and informing layers underneath.Results:It is shown that Freud’s approach to the phenomenon of transference is still relevant today and particularly within organisational contexts. Moreover the article shows that the discovery process of transference, both by Freud and others and by new practitioners entering the field today, can be reversed to yield an approach to new clients which helps to understand them more fully earlier on in the relationship.Conclusions:Transference is still a very lively and relevant topic a good century after its first discovery. Coaches would do well to notice transference phenomena within themselves and their clients.
Moderating factors of the Van Egmond Coaching Model (VECM)
Authors: Bouwer Johan , van Egmond Jacoba 
Published: January 2023

Objectives:Identifying those (moderating) factors that are instrumental in the successful completion of a coaching trajectory that is based on the Van Egmond Coaching Model (VECM).Design:Qualitative.Methods:Data were collected by means of three questionnaires: a semi-structured questionnaire for the clients; a semi-structured questionnaire for the clients’ managers; and a regular evaluation form for the coach. The authors of this paper analysed the data manually, first independently from each other and then again, in a joint session.Results:The most important moderating factors of the VECM appeared to be the client’s readiness to change (will), the client-coach relationship, the manager’s role and the coach’s expertise.Conclusions:Most of the outcomes of this study were (structurally) congruous to those of earlier studies. Remarkably, ‘relationship’ and ‘will’ were valued higher in this study, and managers assumed their own roles in the success of coaching to be more significant than was perceived by clients. Follow-up studies, particularly into the role of managers, the precise nature and role of the will of clients, the assessment of the client-coach relationship in various contexts, the effects and role of the coach’s gender and the extent to which familiarity with the theoretical building blocks of the VECM has an influence on interpreting the coaching effects are recommended.
Coaching as a learning methodology – a mixed methods study in driver development using a randomised controlled trial and thematic analysis
Authors: Passmore Jonathan , Rehman Hannah 
Published: January 2023

Objectives:This mixed methods study reviewed the role of coaching in the driver development environment. The study sought to explore the impact of coaching as a learning methodology and to compare this with an instruction-based approach.Design:The study involved a mixed methods sequential design. The first part of the study was a randomised controlled trial (RCT) and the second part of the study used semi-structured interviews and thematic analysis.Methods:The RCT element of the study involved participants being randomly allocated to one of two learning groups. In the first group participants were trained by driving instructors trained in coaching skills using a blended method of coaching and instruction. In the second group participants were trained by driving instructors using solely an instruction approach. In total 208 participants took part with 24 driving instructors delivering the coaching or instruction across the two groups. In the qualitative part of the research, four driving instructors and seven learners were interviewed using semi-structured interviews and the data analysed using thematic analysis.Results:The quantitative study revealed that coaching was a more effective and efficient method for learning in this context. The independent samples t-tests indicated significant differences with learners in the coaching group spending less time in training (p<0.01) and being more likely to pass their test on the first attempt (p<0.01). The coaching group also had fewer attempts to pass the assessment (p<0.01) than the instruction group. The qualitative study suggested that from this group that both learners and ‘instructors’ observed positive aspects to the coaching style of learning. This was strongest for instructors who suggested coaching facilitated an improved relationship and helped the learner to learn more quickly.
What is personality change coaching and why is it important?
Authors: Martin Lesley S. , Oades Lindsay G. , Caputi Peter 
Published: January 2023

Purpose:This article explores the concept of coaching for personality change. The aim is to evaluate the feasibility and desirability of personality change, clarify how this fits with coaching, identify a suitable personality model and measure, and propose directions for future research.Method:The above aim is achieved through reference to the literature around the following questions: Is personality change possible and desirable? Is coaching a suitable medium to achieve this? How does this fit with and expand upon the current coaching literature? What personality model and inventory would suit this process? What coaching resources and future research are needed?Results:A growing body of research suggests that personality can change in the short-term in response to life events, in different social environments and via medical, therapeutic and coaching interventions. Although intentional and targeted personality change research is limited, these findings suggest it is indeed possible. As even small positive changes in personality have been associated with widespread benefits, personality change coaching appears worthwhile. One-to-one coaching provides an environment conducive to exploring this, in populations without major psychopathology.Conclusions:Personality change coaching appears both desirable and possible in a one-to-one coaching setting. However, further research is needed to develop practitioner resources, test the hypothesis that coaching can achieve such change, understand and manage factors that influence change, and explore the experience from a client and coach perspective.
The experience of team coaching: A dual case study
Authors: Carr Catherine , Peters Jacqueline 
Published: January 2023

Objective:This paper presents a dual case study of leadership team coaching with one government and one corporate team. The authors discuss the findings and propose a new high performance team coaching model.Design:In this study, the researchers documented and compared the experience of team coaching between their two leadership teams using a qualitative case study methodology that tracked the participants’ experiences.Methods:The case study data were collected through three triangulated methods: semi-structured team member interviews; case study notes and observations; and a collaborative journal.Results:The analysis of the separate case studies resulted in a rich description of the team coaching experience for two teams. The findings revealed valuable coaching elements that were common between the cases and linked to the literature, including the importance of: (i) a team charter and working agreements; (ii) full participation; (iii) coach manner and actions; (iv) a team launch; and, (v) coaching structure and follow-up. Six changes that participants identified included improvements in: (i) collaboration and productivity; (ii) relationships; (iii) personal learning; (iv) communication and participation; (v) impact beyond the team; and (vi) peer coaching.Conclusions:These participant’s descriptions of team coaching offer insight into valuable aspects of team coaching that informed the proposed evidence-based high performance team coaching model. The model can be used and studied by team coaching practitioners and researchers alike.
A grounded theory study of how executive coaches help professionals deal with workplace intimidation
Authors: Fields Arlesia 
Published: January 2023

Purpose: Research has identified the problem of workplace intimidation and its impact, both on individuals and organisations. However, a gap exists in the research literature regarding effective solutions for targets of workplace intimidation, or how executive coaching may be used as an intervention in such circumstances.Design: A qualitative approach was taken, using a grounded theory design to explore how executive coaches help professionals deal with ongoing hostile behaviour and language at work.Method: Individual interviews were conducted with ten participants, drawn from North America, Australia and Europe. All ten were postgraduate educated practicing executive coaches.Results: Five core themes emerged from analysis of the qualitative data: Emotion-focused solutions, self and situational awareness, problem-focused solutions, future vision and use of coaching relationship.Conclusion: Exploration of these themes has led to the emergence of a new theory to understand the process of how executive coaches help targets of workplace intimidation: the ‘Theory of Strengthening and Shift’. It is argued that working through the four phases of this model would allow executive coaches to aid clients facing workplace intimidation.
Compassion-focused perceptual positions
Authors: Rowson Tatiana , Passmore Jonathan , Brown Hazel 
Published: January 2023

This article focuses on the perceptual position (or ‘empty chair’) technique adapted to fit the aims of compassion-focused coaching. I will briefly review the key principles of the compassion-focused approach and discuss why and how this technique can be used in coaching practice.Keywords:Compassion-focused coaching; self-compassion; perceptual positions; critical self-talk; coaching psychology.
Evaluation of a public service Coaching Summit as an organisational professional development activity
Authors: Elizabeth Hartney 
Published: January 2023

Introduction:This article outlines the key findings of an evaluation of a Coaching Summit, which took place as a professional development activity in the public service of a province in Western Canada. The summit provided a combination of coaching learning opportunities through formal presentations and facilitated experiential exercises, with direct experiences of coaching practice focused on specific areas of focus relevant to public service work.Methods:Borton’s (1970) framework guiding reflective activities was used to develop a ‘what – so what – now what?’ approach to reflective activities used in evaluating the summit. This was used to develop questionnaires, which included five-item Likert scales, which were completed for all presentations and activities. Qualitative data were collected confidentially through open-ended comment sections on the questionnaires, and on a large wall mural.Results:The findings show that the summit was an effective approach to employee engagement for participants, introducing the practice of coaching through experiential professional development, and providing a positive impact on work through tools and ideas for improving team functioning.Discussion:The findings were consistent with coaching research with public service employees in other jurisdictions, in particular, the role of coaching in developing trust within the organisation. Limitations include the self-selected nature of the participants who attended the summit and those who provided written evaluations.Conclusion:The Coaching Summit format is a promising approach to engaging employees in a large public service organisation and can provide coaching-oriented professional development opportunities to a large number of employees in a relatively intimate setting.