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In the last decade, business and life coaching programmes have rapidly proliferated in the People’s Republic of China. Such programmes promise radical self-transformations aiming at individual success and social responsibility. The methods of most coaching programmes popular in China today are characterised by strict discipline and emotional expressivity, which are enacted in personal bonds between participants and coaches. This article describes and analyses these processes of self-transformation for the case of the rapidly growing ‘Leadership Programmes’ (LP). We outline the social background and emergence of LP programmes, present the typical features of LP training and discuss the consequences of self-transformation as seen by participants and outsiders. Altogether, these leadership programmes constitute an important new platform where ethical subjectivities are created and negotiated among new middle-class Chinese; subjectivities that are supposed to be enterprising, responsible, and expressive.

Video-based education has shown a positive impact on teaching and learning. Hence, it has been increasingly adopted, and one form of video-based education is the use of video annotation tools (VATs...

The postpartum period is a vulnerable time for the onset of excess weight, especially in primiparous (first-time) mothers. Co-Active Life Coaching (CALC) is a cognitive behavioural technique that h...

Background Depression, stress, and anxiety are common psychological conditions among dental students in many countries around the world. A number of researchers have found life coaching to be effective at reducing psychological distress. The aim of this study was to assess the effect of a life coaching program on dental students’ psychological status. Methods A quasi-experiment study with two arms was conducted on 88 female dental students at Umm Al-Qura University (study group = 44; control group = 44). The psychological status was assessed by questionnaire before and after intervention. The questionnaire was composed of the Depression and Anxiety Stress Scale (DASS-21), Resilience Scale (RS-14), the Psychological Well-Being Scale–Short (PWB-S), and goal approach questions. The study group received a coaching program comprising one lecture for 1 h and five phone coaching sessions over 5 weeks, while the control group received no intervention. Results The study group showed a significant reduction in depression, anxiety, stress, resilience, and self-acceptance according to the PWB-S scale. Also, goal approach was significantly improved. On the other hand, the control group showed a significant reduction on the RS-14 only. The differences in the tested scales between the study group and the control group from pre-intervention (T1) to post-intervention (T2) showed significant differences in depression, stress, self-acceptance, and goal approach measurements per t-test. Conclusion The study’s findings showed that life coaching had the effect of reducing psychological distress, which encouraged the implementation of coaching practice in the daily life of dental students.

Objective The purpose of this study was to gain a greater understanding of the potential mechanisms of life coaching in relation to young people with Type 1 diabetes (T1DM); including how it influences their motivation and their ability to see opportunities and overcome barriers. Methods Within the theoretical framework of realistic evaluation theory this qualitative study was conducted at three different hospitals where a total of 10 young adults with T1DM were coached as a supplement to their usual care at the hospital. Data were collected through semi-structured interviews and a focus group interview. Results The findings showed that the young adults obtained a better self-awareness, and analyse of the coaching sessions point at several separate coaching mechanisms that seem to improve the young adults’ sense of well-being and personal empowerment in relation to their diabetes. Conclusion Life coaching could be an important supplement to more traditional diabetes follow-up in the specialized health care system. Practice implications The results of this study imply that the capacity to deliver life coaching to young adults with T1DM can have broad implications for supporting them in obtaining better regulated diabetes and living a better daily life.

Background The contract GP scheme in Norway has been a success, but the scheme's sustainability has been weakened. In summer 2017, the so-called Tronder rebellion arose among GPs who wished to analyse the situation. In order to obtain a better understanding of their total daily workload, all GPs in Norway were invited to record all their activity on a typical day in their practices. This included 22 pre-defined, currently relevant issues that form the basis of this article. Material and method In 2018, all of Norway's 4 784 registered GPs received a web-based questionnaire survey. Altogether 1 032 doctors responded to the survey. The dataset elucidates more than 20 000 consultations throughout the country and more than 44 000 issues. Results On average, the GPs carried out 20 consultations addressing 43 different issues on a typical day in their practices. There were small differences between men and women doctors. Multimorbidity was a factor in 29 % of the consultations, mental disorders in 22 % and stress and life strains in 18 %. The GPs felt that they had a key role in providing support or life coaching in 15 % of the consultations. Interpretation The study documents that complex and demanding issues are a frequent occurrence. The GPs play a key role in the treatment of multimorbid patients, prevention of disease and detection and follow-up of cancer. The study underscores the importance of broad-based knowledge and fundamental continuity in the doctor-patient relationship.

When writing about oneself, it is difficult to be objective. So this is just my story of my time as a school psychologist in Queensland Australia. I hope it will be a good “read” and that some lessons I was late in learning could be learnt more quickly by some people starting out in their careers as school psychologists. I have always doubted myself and perhaps have not made the most of every opportunity that I was lucky enough to have been given. But I think on reflection perhaps I didn’t do so bad after all. Helping others as a school psychologist is the most rewarding career and life fulfilling job. Although from different countries and states in America I think there are many similarities with all the women in this book, both from a personal level of the time we have lived in and the careers we have chosen.

Insight represents a cognitive leap in understanding that is distinct from other types of problem-solving. How moments of insight subsequently link to behaviour has not been investigated in real world settings such as coaching. By extending findings from neuroscience into the field of life coaching, our study examined the link between moments of insight and changes in behaviour in a one group, pre-post, mixed method design. Moments of insight and non-insight were tracked over nine life-coaching sessions with a population of women (N = 6) and their coaches (N = 6). Changes in behaviour were assessed at eight weeks post intervention. Insights occurred five times more often (p = .03) during life coaching than in the previous six months. Analysis of qualitative data showed a narrative pattern between goal-progress, moments of insight, and sustained behaviour change. The coach’s role in evoking insight is explored.

The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special Education (Mentally Disabled Teaching) Department. The prospective special education teachers were asked to fill a form featuring the phrases, “The special education teacher is like (similar to) …….; because …..” The data were analyzed through content analysis. The results showed that the metaphors created by prospective special education teachers on the concept of special education teacher were grouped under ten categories. These categories are: (1) Patience and devotion; (2) Difficulty of profession; (3) Source of love and affection; (4) Complementing; (5) Superiority of profession; (6) Life coaching/guidance; (7) Weariness of profession; (8) Skill teaching; (9) Social leadership/enlightening, and (10) Social prejudices. All these categories were discussed within the scope of previous researches and some concrete research proposals were suggested for further studies. Key words: Special education, teacher, prospective teacher, metaphor.

This paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g. executive, health and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and non-psychologist coaching practice in the development of both traditions over the past two decades. As part of this paper we will summarise systematic reviews and meta-analyses in workplace coaching and outline the key messages for evidence-based practice. Three key messages are identified from this review. First, coaching itself is a professional helping relationship since the process mainly relies on reciprocal actions between the coach and coachee. Second, coachees should be placed in the centre of the coaching relationship, recognising their motivation to change is the essential antecedent for coaching success. Third, social psychological perspectives are an important element in dyadic coaching interactions. Our aim in this paper is to encourage coaching scholars and practitioners towards future research collaborations in the interest of developing evidenced based practice in coaching.

Background Student physicians are particularly prone to high rates of poor mental and physical quality of life, including depression, anxiety, and fatigue. We prospectively tested whether a structured, theory-based executive/life coaching program tailored to first year medical students in the United States was feasible, tolerable, and would be recommended by participants. Secondary goals included impact on coaching goals, resilience, and perceived stress. Methods This single-arm intervention study evaluated a program of two group and two private coaching sessions during the first year, second semester of the Georgetown University School of Medicine Class of 2019. Survey data (global and tailored questions, Connor-Davidson resilience scale, Friedricksson-Larsson stress question) were collected from participants at baseline and post-intervention. Results 37/40 students completed the intervention; 32 completed the pre-post surveys. Most (32/37) were willing to recommend the program (16/37 were very willing) and 29/37 recommended inclusion in the curriculum. Responses to tailored questions showed significant increases in self-efficacy regarding stress management (p

Despite awareness that lifestyle behaviors—such as a nutritional diet and regular exercise—play a critically important role in achieving health, individuals struggle to achieve these things on their own. The roots of health and wellness coaching (HWC) emerge from multiple fields outside of healthcare. In the 1980s, Thomas Leonard began life coaching as a practice and worked to codify, popularize, and globalize the discipline of coaching outside of the sporting world. All educational approaches focus on conveying information, or perhaps the teaching of skills for managing health conditions. While health and wellness coaches do at times provide information or resources, education is never their dominant function. A successful HWC engagement depends upon trust and privacy. Health coaching can play a pivotal role in the creation of the new narrative. Innovative models that partner education for self-efficacy with health and wellness coaching, like the PACT program for chronic pain, leverage our healthcare dollars and improve outcomes.

Personal coaching and life-coaching psychology is for assisting individuals to clarify values, visions and meaning of life through a systematic process in which the coach facilitates improvement of satisfying and fruitful life experiences and achievement of personal life goals. Personal coaching and life-coaching psychology has a specific focus and is delivered in a specific context (Dunbar, 2010; Palmer & Whybrow, 2008; Grant, 2003; Zeus & Skiffington, 2000; Neenan & Dryden, 2014).

This chapter shares much of the wisdom of Albert Ellis as reflected in how he conceptualized problems of everyday living as well as in the way he coached people to make significant changes in their reason, emotion and behaviour. The second half of the chapter includes transcriptions of Albert Ellis in his own words demonstrating how the ABCs of REBT helps people to overcome emotional problems and to be better at solving problems.

This article describes an exploratory study aimed at investigating factors contributing to the phenomenon of self-deception in coaches. Six experienced coaching supervisors were interviewed in accordance with the Conceptual Encounter research methodology. The results are presented in a model of self-deception in coaches. The model consists of three main sections, which include the nature of self-deception, contextual influences on self-deception and the focused influence on self-deception in coaching supervision. These themes are discussed in light of the structural analysis of the literature on self-deception performed from a pragmatic perspective. The paper concludes by considering how the results of the study add to current debates on the nature of self-deception and what implications the findings might have for coaches, coaching supervisors and other practitioners engaged in the development of individuals in organisations.

This article considers the potential contribution of life coaching to work with offenders. It draws on a qualitative evaluation of a UK-based initiative which has been coaching offenders (exclusively female at the time of the fieldwork, but now also including men) in prison and in the community. The positive impact of coaching perceived by its recipients is set out and assessed against the theory of change which underpins coaching. The contribution to this process of engagement and the relationship between coach and client is also considered.

The work is written using the NACQ method, which the author, Nikša Eterović, uses, examines and builds on in prevention and therapy, educational processes, during resocialization, when accepting refugees, as an incentive for innovative processes when working with individuals, such as life coaching, teaching at the university and as a social game during private gatherings. How do responses formed as questions change social consciousness?, How can you speak to the picture of your own fear?, When do questions become answers?, are just some of the questions in the necklace of answers created with questions in this text that present a method of psycho-social therapy.

Recently, approaches in which coaching is expanded to include the client’s entire life have become popular. A person’s current or biographical relationships are also addressed under the label “life coaching”. In particular, the individual biography of a person constantly influences a person’s professional actions and decisions. Above all, a person’s family of origin and its specific configuration appears to play a role here. This includes the parents, siblings etc.: For example, it makes a difference whether a person grew up as the oldest or the youngest child. Furthermore, it is also relevant for a person’s future occupation whether the client only lived among brothers or only among sisters. Overall, the hypothesis is that all these phenomena, as early socialization experiences, also influence a person’s future professional activities in one way or another.

The role of the coach–coachee relationship in influencing coaching outcomes has emerged as an area of interest in research into the mechanics of effective coaching. Although extensively researched in the psychotherapeutic domain, exploration of the working alliance represents a new phase in executive and life coaching research. This paper presents an exploratory empirical study that explores four aspects of the coach–coachee relationship to investigate which is more related to specific measures of coaching success: (1) autonomy support; (2) the extent to which a coachee feels satisfied with the actual coach–coachee relationship; (3) the extent to which the coaching relationship was similar to an ‘ideal’ coach–coachee relationship; and (4) a goal-focused coach–coachee relationship. This is the first study to use multiple measures of the coach–coachee relationship in order to directly compare the relative efficacy of different aspects of the coach–coachee relationship. In a within-subject study, 49 coach–co...

Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

Objectives:The purpose of this study was to explore Motivational Interviewing (MI) applied through Co-Active Life Coaching (CALC) skills on obese adults’ (ages 35 to 55) weight, waist circumference, self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition.Design:A single-subject multiple-baseline method research design was utilised.Method:One volunteer Certified Professional Co-Active (CPCC) coach provided 18 35-minute weekly coaching sessions with eight women residing in London, Ontario whose BMI was ≥30. Measures included weight, waist circumference, the Rosenberg Self-Esteem Scale, Short-Form 36 (SF-36) Health Survey, the World Health Organization Quality of Life Questionnaire, self-efficacy questionnaires, The International Physical Activity Questionnaire, and two three-day dietary intakes. Participants returned six months after their final coaching session for a follow-up weigh-in and waist circumference measurement. Visual inspection was used to analyse weight and waist circumference to determine whether changes were observed. Statistical interpretations were used to analyse the remaining measures to determine whether a clinically significant change was made.Results:Visual inspection indicated a change in weight and waist circumference. Clinically significant changes were observed in participants’ self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition. At the six-month follow-up, three participants had gained weight (although two participants were still below their baseline weight), one participant continued to lose weight and four participants maintained the weight lost during the intervention phase.Conclusions:MI using CALC skills is a behavioural intervention that is an effective tool in aiding individuals to conquer their battle with weight.

The similarities and differences between life coaching and counselling are vigorously debated in the literature and amongst practitioners. However, to date there has been insufficient empirical evidence with extensive focus on the distinctions and significantly less acknowledgement of the similarities. This paper presents findings from in-depth interviews in Australia of five internationally trained life coaches and nine of their clients in various countries. It reviews the distinctions between coaching and counselling presented in the literature and provides qualitative evidence to support, clarify and challenge current claims that the distinction is principally definitional. In so doing, it demonstrates substantive similarities between coaching and counselling and recommends collaboration rather than competition between the two disciplines.

Biography work on an anthroposophic basis assumes that every human being enters this world with an individual task. This task is the unconscious motivating force behind all our actions. We all tend to ignore this inner task, because often it seems to be difficult and sometimes unrealizable due to the existing circumstances. The aim of this task is always a purely spiritual and mental development, which has nothing to do with the ideas of our society, where mainly social reputation and economic success count. Biography work has set as its goal, to trace this individual "red thread” in life and to make it aware to every individual person.

PurposeTo deliver an “introduction to life coaching” workshop to local government lawyers and the benefits they could get from life coaching.Design/methodology/approachThe nature of the interactive workshop is outlined and the responses of the delegates examined.FindingsThe findings of the paper focus on the benefits to the delegates at both personal and professional levels. The holistic approach of life coaching impacting on how difficulties are viewed and the consequent reduction in stress.Originality/valueA case study on the experiences of delegates exposed to life coaching. This paper will be of value to HR in local government and high stress business environments.

According to the 2010 UNAIDS Report, an estimated 320 000 (or 20%) fewer people died of AIDS-related causes in 2009 when compared to figures in 2004 in sub-Saharan Africa, when antiretroviral therapy was markedly expanded (UNAIDS, 2010). This decreased mortality rate offers hope for HIV-infected people to plan a future, part of which will include dating and sexual relationships. The Report cites KwaZulu-Natal in South Africa as being at the heart of the HIV/AIDS epidemic; this article is based on research on dating and sexuality among HIV-positive people in KwaZulu-Natal. Dating and sexuality are an integral part of living. Yet HIV-positive persons are denied intimacy at a time when this is most needed (Kasiram in Kasiram, Partab & Dano, 2006). Little is known about the full range of sexual adaptations that HIV-infected individuals choose (Schiltz & Sandfort, 2000). Kasiram, Partab, Dano and Van Greunen (2003:9) cite interaction and intimacy among HIV-positive persons as a neglected research focus, while Painter (2001) adds that insufficient attention is afforded to couple relationships for infected people. An important reason that motivated this study on dating and sexual challenges faced by HIV-positive people was the first author’s (the main researcher’s) personal experience of being HIV positive and counselling and life coaching HIV-positive people. She is confronted regularly with variations of the question “Will I be normal?”, which often translates to: “Will I be able to date and have sex.

Step UP addresses retention of high-risk students through tapping into Howard Community College's finest qualities. The program encourages employees from all constituencies to engage and connect with students in a unique and personal way by implementing life coaching skills.

In the developing field of Life Coaching, Rehabilitation Counsellors can find an approach that when applied in the Rehabilitation setting can get real results. The profession of life coaching is discussed with regard to its origins and applications, and then compared to the field of psychology and rehabilitation counselling. The ‘Coach Approach’ is offered as an exciting new paradigm that creates an effective partnership in assisting clients to reach their full potential.

Neurolinguistic programming may provide a practical way of balancing your work and life commitments and allow you to rediscover yourself. Claire Westwood explains

The escalating success of personal coaching and the significant potential it holds as a vehicle for effective learning, appear to have had little impact within educational contexts to date. In response, this paper therefore presents an introduction to personal coaching practice and its outcomes and examines its processes through a discussion of learning theory. In doing so, it demonstrates the learning value inherent within the coaching framework and challenges educators to consider its potential as a model for active, collaborative, authentic and engaging learning.

The purpose of this qualitative study was to investigate the impact of Motivational Interviewing (MI) using Co-Active Life Coaching skills as a treatment for adults (age, 35–55 years) struggling with obesity. Eight women (BMI≥30) who reside in London, Ontario, received 18 coaching sessions over six months with a Certified Professional Co-Active (CPCC) coach. Participants engaged in semi-structured pre- and post-interviews, along with a focus group six months after the last coaching session. The study's CPCC was also interviewed post-intervention to gain an understanding of what it was like coaching this population. All interviews were analysed using inductive content analysis. Following the intervention participants credited increased self-confidence; learning to cope with life in a healthy manner; putting self first; increased emotional healing; the importance of social networks in weight loss; and learning to step outside their comfort zone to the coaching intervention. During the focus group, the following themes emerged: weight was a symptom; increased self-care; life coaching and weight loss as a journey; support required as a motivator; and importance of the coach/client relationship. The study's CPCC provided insight into the styles and skills most often used from the Co-Active method as well as suggestions for future coaches working with this population. MI using CALC is an effective intervention in supporting individuals in dealing with life factors that may impede weight loss.

This book is a comprehensive guide for life coaches on how to react and adapt when emotional problems get in the way of coaching. Windy Dryden uses Rational-Emotive Cognitive Behaviour Therapy techniques to offer advice on:\ud \ud * when it is and is not appropriate to work on emotional problems\ud * when the coach should refer the client to someone else, such as a psychotherapist or counsellor\ud * how to use RECBT to help clients with their emotional problems within a life coaching context\ud * at what point it is sensible to begin coaching again.\ud \ud Dealing with Clients' Emotional Problems in Life Coaching will be a valuable resource for all those involved in life coaching.

The cinematic mirror for psychology and life coaching , The cinematic mirror for psychology and life coaching , کتابخانه دیجیتال جندی شاپور اهواز

Bu araştırma yaşam koçluğu eğitiminin kişinin problem çözme ve stresle başa çıkma becerileri üzerindeki etkisini ölçen bir çalışmadır. Araştırmanın temel amacı, Yaşam Koçluğu tekniğinin gelişim üzerine etkinliğini ölçmektir. Yaşam Koçluğu tekniği problem yerine, çözme yollarına odaklanan sistematik bir yaklaşımdır. Yaşam Koçluğu, kişinin her problemin çözümünü üretebilme yeteneğini kazanma varsayımına dayanan bir yaklaşımdır. Yaşam Koçluğunun, sorunların kısa sürede çözülmesinde etkin olması, kişileri hedeflerine götürmeyi sağlaması, kişinin başarma gücüne odaklanması, bu yaklaşımın önemini arttırmaktadır. Bu amaca yönelik olarak Yaşam Koçluğu eğitimi uygulamasının, bu eğitimi alan kişilerde problem çözme ve stresle başa çıkma becerilerine olumlu etkisinin olacağı hipotezi test edilmiştir. Bu araştırmada kişilere Yaşam Koçluğu eğitimi verilerek, problem çözme becerileri ve stresle başa çıkma becerilerinde pozitif anlamda bir gelişmenin ortaya konulması hedeflenmektedir. Eşleştirme tekniği kullanılarak, deney ve kontrol grubunu 26-45 yaş aralığındaki 40' ar kişiden oluşan kadınlar ve erkekler oluşturmaktadır. Veriler iki gruba da kişisel anket formu , Problem Çözme Yetenek Ölçeği ve Rosenbaum' un öğrenilmiş Güçlülük Ölçeği ile toplanmıştır. Ölçekler, çalışma grubuna yüz sekiz saat süren bir eğitimin başında ve dört ay sonra eğitimin sonunda, kontrol grubuna ise dört ay ara ile uygulanmıştır. Yaşam Koçluğu eğitimi uygulamasından sonra verilerin değerlendirilmesinde istatistiksel metodların yanı sıra niceliksel verilerin karşılaştırılmasında normal dağılım gösteren parametrelerin gruplar arası karşılaştırmalarında student testi; grup içi karşılaştırmalarında paired sample t testi kullanılmıştır. Normal dağılım göstermeyen parametrelerin gruplar arası karşılaştırmalarında Mann Whitney U testi; grup içi karşılaştırmalarında Wilcoxon testi kullanılmıştır. Niteliksel verilerin karşılaştırılmasında Ki-Kare testi kullanılmıştır. Parametreler arası ilişkiler ise Pearson korelasyon analizi ile değerlendirilmiştir. Sonuçlar %95'lik güven aralığında, anlamlık p, This research is a measurement study of the ultimate impact of life coaching education on a person's skills about problem solving and stress handling. The main scope of the research is to measure the efficiency of Life Coaching tecniques on personal development. Life Coaching tecnique is a systematic approach that focuses more on solution alternatives than the problem itself. Life Coaching approach is an assumption that implies how to gain the skill of problem solving. Its approach is gaining importance as Life Coaching is effective in a quick problem solving, helps people to reach targets and focuses on personel succession power. For this purpose, with reference to Life Coaching educational applications, the hypothesis, indicating positive effect to persons who have gone through this particular education, for their skills to problem solving and handling stress, is being examined along with this study. It shall be the very objective of this research, to exhibit a valuable development in problem solving and stress handling skills of persons who have been exposed to Life Coaching education. Using matching tecniques, experiment and control groups are made out of 40 persons each with male and female members in age range between 26 to 40. Data collected with the help of Personal Questionnaires, Problem Solving, Aptitude Scale and Stress Handling Scale. Scale are being apllied to experiment group at the beginning of a 108h education and again after a 4 months education, but with 4 months intervals to control group. After Life Coaching education, beside the statistical methods for the assessment of data, student test is used for the purpose of intergroup comparison of normally distributing parameters and paired sample t test for in-group comparison. For non-normal distribution of parameters, through intergroup comparison the Mann Whitney U test and through in-group comparison the Wilcoxon test is used. For the comparison of qualitative data Ki-Kare test is used. In case of co-relation of parameters, Pearson co-relation analysis is used for evaluation. In the light of the survey results; positive progress was recorded about the problem solving skills of the individuals at the end of the educational session. No differentiation in the ability to cope with stress was recorded.