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Background: People who are dealing with difficult changes may benefit from acquiring skills to support decision-making, optimizing their quality of life. GROW model, drown on structured questioning (SQ), can be used by speech and language therapists (SLTs), to support such individuals. Aim: The aim of this project was to define the types of counselling support SLTs provide to their clients prior and after a SQ training. It was also aimed to gather SLTs perceptions about the use of GROW in clinical and personal life, and its influence on their wellbeing. Methods: Thirteen master SLT students were selected by purposive sampling. A mixed method design was followed. Data collection was based on the completion of six questionnaires (quantitative data) and semi-structured interviews (qualitative data). These were conducted prior and post of a two-day training on GROW model and SQ. A thematic analysis was carried out to collect the perception of the participants, while paired Wilcoxon signed rank test was used to analyze participants scores on the questionnaires. Findings: No statistical significant differences were found on participants wellbeing at any evaluation tool. However, participants expressed that GORW can be a useful tool for improving clinical skills and personal goal achievement. Discussion: GROW model and SQ can be beneficial for SLTs, not only in clinical practice, but also for personal goals. Το confirm the effectiveness of the model, more studies are needed. Completed

The article provides a scientific and theoretical justification of the expediency and effectiveness of using two basic coaching tools (the “strong questions” technique and the GROW model) in the formation of cognitive flexibility as an important personal and professional quality of the future manager of education. The essence of cognitive flexibility as a component of the executive functions of the high-level cognitive system that controls the thinking process is shown based on the analysis of the development scientists in various fields of knowledge. The essence and components of Cognitive Flexibility Theory and its important component of education are revealed. It is shown that the opposite of cognitive flexibility is cognitive rigidity, which is considered as a person’s inability to change behavior or beliefs and adequately adapt to new life conditions. It is proposed to define the cognitive flexibility of the future manager of education as the ability and willingness to quickly change thinking, depending on new tasks and situations, to consider the situation from many angles and formulate the best plan of action, to manage one’s emotions, to create a favorable atmosphere of cooperation. It was found that the requirements for the formation of cognitive flexibility of the future education manager are organically met by the philosophy and technology of coaching, which has proven its effectiveness in training specialists in various fields of knowledge.The essence of the technique of “strong questions” is clarified and it is shown how different types of questions (closed, open, additional, “correct”, motivating, encouraging, alternative, paraphrasing, etc.) can be used in the formation of cognitive flexibility future managers of education in higher education. It is shown that “strong questions” are the main tool and mechanism for the implementation of the GROW model – a basic, universal tool that is the basis of the coaching system. The approaches and possibilities of using the main components of the GROW model (goal; reality; option / obstacles; way forward / will) in the development of students’ cognitive flexibility and prevention of their cognitive regularity are presented., Здійснено науково-теоретичне обґрунтування доцільності й ефективності використання двох базових інструментів коучингу (техніка “сильних запитань” та модель GROW) у формуванні когнітивної гнучкості як важливої особистісної і професійної якості майбутнього менеджера освіти. Показано можливості використання коучингової техніки “сильних запитань” та моделі GROW у розвитку когнітивної гнучкості майбутніх фахівців.&nbsp

Purpose Overview of coaching for recovery. The paper aims to show an overview of work that was carried out over 11 years with groups of mental health and physical staff. As the facilitator who had run this course for the duration in Nottingham, this was an excellent opportunity to be at the forefront of a brand new project. Design/methodology/approach The introduction of the skills are taught over two consecutive days followed by a further day a month later. The idea of coaching is to be enabled to find the answers in themselves by the use of powerful questions and using the technique of the grow model, combined with practice enables the brain to come up with its own answers. Using rapport and enabling effective communication to deliver the outcome. Findings Evidence from staff/clients and the purpose of the paper shows that when you step back it allows the individual patients/staff to allow the brain to process to create to come up with their solutions, which then helps them to buy into the process and creates ownership. Research limitations/implications The evidence suggests that the approach that was there prior to the course was very much a clinical approach to working with clients and treating the person, administering medication and not focussing on the inner person or personal recovery. The staff review has shown that in the clinical context change is happening from the inside out. Practical implications “Helps change culture”; “change of work practice”; “it changed staff focus – not so prescriptive”; “powerful questions let clients come to their own conclusions”; “coaching gives the ability to find half full. Helps to offer reassurance and to find one spark of hope”. Social implications This has shown that the approach is now person-centred/holistic. This has been the “difference that has made the difference”. When this paper looks at the issues from a different angle in this case a coaching approach, applying technique, knowledge and powerful questions the results have changed. The same clients, same staff and same problems but with the use of a different approach, there is the evidence of a different outcome, which speaks for itself. The coaching method is more facilitative, therefore it illicit’s a different response, and therefore, result. Originality/value The results/evidence starts with the individual attending and their commitment to the process over the two-day course. Then going away for the four weeks/six for managers and a commitment again to practice. Returning to share the impact if any with the group. This, in turn, helps to inspire and gain motivation from the feedback to go back to work invigorated to keep going.

The changing and challenging situation on the market place has led many academic institutions to update and upgrade their learning methodologies. This improvement aims at helping learners to maximize their potential and achieve greater performance and become more effective, competitive and relevant in the current Volatile, Uncertain, Complex and Ambiguous (VUCA) world. Coaching has been identified as a strategic intervention in leadership development. This paper investigated the role of coaching in strategic leadership development in the academia. Existing literature was reviewed and a 3-week individual coaching program implemented with an undergraduate student using GROW model. Findings indicated three themes connected with the role of coaching in strategic leadership development including goal setting, action planning and prioritization, self-confidence and determination.

Training supported by coaching was convinced as effective method to increase personell or organization performance. Pre service training for civil servant candidate also using coaching as method in habituation agenda, but is not use specific coaching model, coaching is not effective yet to increase civil servant candidate performance in habituation agenda. This study aims to describe coaching in habituation agenda in pre service training related goal, reality, option, and will. This study is literature study research by qualitative approach, using GROW coaching model formulating by Sir John Whitmore. The data were collected using literature study and document. Result of the study found that: coaching in habituation agenda related by goal including understanding goal, setting goal, and result in habituation agenda; reality including define organization issue, setting creative problem solving, deciding solution in actualization plan; option including set activities and step of activities, output, analyzing relations between activities with civil servant basic value, analyzing relations between activities with vision and mission of organization, analyzing relations between activities with strengthening organization value and actualization plan seminar presentation; and will including implementing of actualization, reporting, and actualization seminar presentation. It is neccesarry to coach in habituation agenda for coach and coachee related by goal, reality, option, and will in appropriate quality and skillful coaching.

The purpose of this research is to identify the impact of a peer to peer employability coaching and mentoring initiative within the higher educational context. Whilst peer to peer assisted learning initiatives have been proven to positively impact student learning and the overall Student Experience, such a program with a focus on employability in relation to the mandatory ‘sandwich placement’ component of many UK undergraduate academic programs has not been looked at. Using a post 92 public institution located in the South West of the UK, a constructivist lens was applied upon a theoretical framework of the works of Kolb and Experiential Learning, Vygotsky and the Zones of Proximal Development, and Whitmore with the GROW Model of Coaching. Volunteer first and final year participants were randomly paired up. Following semi structured interviews with all participants, their feedback was directly used in the session development and guideline notes. Consisting of four intervention sessions throughout a six month period, the student pairs discussed and explored their ideas and experience with the concept of ‘employability’, particularly linked to the compulsory sandwich placement. Termed as the M-Coach, the final year student role, and the M-Coachee, the first year student role, the engagement was both of a mentoring and coaching perspective. Implementing the GROW Model of Coaching into the sessions Whilst this project is still in progress, there has been a significant impact observed from both participant groups. The M-Coachees have been the first ones amongst their peers to have a developed social media presence with LinkedIn account, secured summer work experience, and feel more confident about the placement search process. The M-Coaches unanimously felt pride in their ability to coach and mentor their younger peers and gained more perspective from reflecting upon their own personal placement journey which supported their graduate role search. In conclusion, this project has shown to create a positive impact on the student experience with all completing participants confirming that they would have felt this initiative would have greatly added to their university experience.

Background With the drastic change in the nursing education environment due to the coronavirus pandemic, several attempts have been made in Korea to help nursing students better adapt to the new learning environment. Objective This study aimed to explore nursing students' experience of online peer tutoring based on the Goal–Reality–Options–Will (GROW) model. Design A qualitative study using content analysis. Settings This study was conducted in the department of nursing at two universities in South Korea. Participants The participants were 14 nursing students who participated as tutors and tutees in the online peer tutoring. Methods Three focus group interviews were conducted with the 14 students. Data were transcribed and analyzed using content analysis. Results Three categories and nine subcategories were extracted. Online peer tutoring allowed participants to learn using a new approach, promoted their efficiency of studying in multiple aspects, and encouraged them to persevere and advance in academics, thus proving its usefulness as an auxiliary strategy to enhance the efficiency of online learning. Conclusions Structured online peer tutoring can be a useful tool for enhancing the effectiveness of non-face-to-face education for nursing students. This study's results can serve as meaningful basic data for planning and composing learning activities optimized for the future online nursing education environment.

This research took a case study approach to researching the common conflicts faced by school managers, their sources, impacts and the approaches used to manage them. The research involved 18 in-service Malaysian school managers who undertook a 16-hour professional development workshop where they engaged with different conflict management tools. Data on participants’ workplace experience in resolving conflicts were captured through written diaries collected before and two months after the workshop, and face-to-face semi-structured interviews during the following months. Intragroup conflicts due to goal incompatibility were the most common conflicts faced. Negative impacts of conflicts on school communities far outweighed the benefits. Participants reported that the most effective approaches to resolving workplace conflicts were sincere efforts in problem-solving coupled with (1) culturally relevant negotiations and coaching (e.g. using a GROW coaching model); (2) stakeholder and conflict analysis, to consider and respond to everyone’s needs and feelings; and (3) reflecting on personal conflict management styles and adopting a positive attitude to personal and professional development. Certain elements in customary approaches such as respectful discussion and consultation were found relevant in resolving several of the participants’ workplace conflicts. It is suggested that practical training courses on conflict management that build on people’s strengths should be included in the curricula of further and higher education institutions and teacher training institutes. Keywords: conflict management, conflict resolution, customary approaches, GROW coaching model, professional development workshop, school managers.

The main objective of the EMPATHIC project has been the design and development of a virtual coach to engage the healthy-senior user and to enhance well-being through awareness of personal status. The EMPATHIC approach addresses this objective through multimodal interactions supported by the GROW coaching model. The paper summarizes the main components of the EMPATHIC Virtual Coach (EMPATHIC-VC) and introduces a demonstration of the coaching sessions in selected scenarios.

BackgroundIncreasingly, strength-based approaches to health and wellbeing interventions with Aboriginal and Torres Strait Islander Australians are being explored. This is a welcome counter to deficit-based initiatives which can represent a non-Indigenous view of outcomes of interest. However, the evidence base is not well developed. This paper presents the protocol for evaluating a strengths-based initiative which provides life coaching services to Aboriginal and Torres Strait Islander community housing tenants. The study aims to evaluate the effect of life coaching on social and emotional wellbeing (SEWB) of tenants in three Victorian regions.MethodsThe More Than a Landlord (MTAL) study is a prospective cohort study of Aboriginal Housing Victoria tenants aged 16 years and over that embeds the evaluation of a life coaching program. All tenant holders in one metropolitan and two regional areas of Victoria are invited to participate in a survey of SEWB, containing items consistent with key categories of SEWB as understood and defined by Aboriginal and Torres Strait Islander peoples, and key demographics, administered by Aboriginal and Torres Strait Islander peer researchers at baseline, 6 and 18 months. Survey participants are then invited to participate in strengths based life coaching, using the GROW model, for a duration of up to 18 months. Indigenous life coaches provide tenants with structured support in identifying and making progress towards their goals and aspirations, rather than needs. The study aims to recruit a minimum of 200 survey participants of which it is anticipated that approximately 73% will agree to life coaching.DiscussionThe MTAL study is a response to Aboriginal and Torres Strait Islander community and organisational requests to build the evidence base for an initiative originally developed and piloted within an Aboriginal controlled organisation. The study design aligns with key principles for research in Indigenous communities in promoting control, decision making and capacity building. The MTAL study will provide essential evidence to evaluate the effectiveness of strengths-based initiatives in promoting SEWB in these communities and provide new evidence about the relationship between strengths, resilience, self-determination and wellbeing outcomes.Trial registrationThis trial was retrospectively registered with the ISRCTN Register on the 12/7/21 with the study ID:ISRCTN33665735.

This chapter explores the GROW model as a structure that supports and enables the process of change through behavioural coaching. The GROW model was developed in the 1980s by John Whitmore, Graham Alexander and Alan Fine as a result of observing and reflecting on coaching conversations with senior executives, and noticing an underlying pattern in the structure of these conversations. The popularity of the behavioural approach is closely related to the desires of managers and organisational coaching purchasers who wish to see tangible outcomes from the coaching process. Trainees in the cognitive-only cohort reported enhanced study skills and increases in their deep achieving approaches to learning, reduced anxiety and lower levels of depression. The simplicity of the GROW model allows the coach to blend and integrate other tools and techniques into the process to encourage deeper insights and learning for the client.

Thus far, treatments for music performance anxiety (MPA) have focused primarily on interventions administered by psychologists and mental health clinicians with training and education in psychotherapy. While these interventions are promising or even efficacious, many musicians prefer not to work with a psychotherapist due to stigma and lack of time/access. Student musicians are particularly vulnerable to developing MPA, and while they may prefer consulting with their teachers about MPA over psychotherapists, many teachers feel unqualified to help. Here, we investigated an alternative intervention model, in which a clinical psychologist with MPA expertise trained a singing teacher with no training or education in psychotherapy to use an evidence-based coaching model, Acceptance and Commitment Coaching (ACC), with a student vocalist with problematic MPA, in a single-subject design format. ACC is a version of Acceptance and Commitment Therapy (ACT) that has been used under various names with non-clinical populations to help enhance psychological flexibility, e.g., with athletes, at the workplace, with undergraduates, and others. The teacher received approximately seven hours of ACC training via Skype. In turn, she provided six one-hour ACC sessions to a university student vocalist. Materials for the training and coaching sessions were taken from an ACC book and an ACT-based self-help book for musicians, and the teacher also adhered to a GROW model of coaching. The student made clinically significant improvements in two ACT-based processes believed to correlate with improved psychological flexibility in previous ACT for MPA psychotherapy research, i.e., acceptance of MPA-related discomfort and defusion from MPA-related thoughts. The student also reported a significant shift had occurred in his thinking: he became more willing to have his MPA, and so he volunteered to sing in classes early in the upcoming semester, and he auditioned for & won a lead role in a musical, both of which he previously avoided doing. ACC appears to be a promising MPA intervention that can be administered by a music teacher without training or education in psychotherapy, and it may help schools who do not employ psychologists and are therefore unable to follow best practice guidelines for treating MPA.

The GROW model is possibly the most popular coaching framework in use across the world. Its popularity is due to the combination of its simplicity as a ‘four box model’ combined with its power to summarize a step-by-step route to problem solving, making use of psychological theory along the way.

The role of the clinical coach is well established within UK veterinary nursing practice; however this is often where the application of techniques such as coaching and mentoring begin and end. Both techniques have wider-reaching roles beyond that of the student veterinary nurse. The focus of this article will therefore be on the discussion of such techniques, and the use of their application to enable some new practical perspectives and potential applications for clinical practice and leadership roles within a veterinary nursing context.

Günümüzde koçluk eğitimi ve uygulamalarının önemi artarak devam etmektedir. Koçluk, insanları potansiyelini keşfetmeye yönlendirerek, daha fazla özerklik ve sorumlulukla yaşayabilecekleri anlamına gelmektedir. Kişinin bireysel veya profesyonel hedeflerini tanımlayarak bir seçenekler alanı açar. Bu, doğru soruları sormak, ödevler vermek ve geri bildirimde bulunmak suretiyle başarılır. GROW modeli, koçların kullandığı en yaygın koçluk uygulamasıdır. Sistematiği göz önünde bulunduğunda, birçok koç danışanlarıyla koçluk seanslarını yapılandırmanın bir yolu olarak GROW modelini tercih etmektedir. Bir koçluk görüşmesinin, GROW koçluk modeli ile elde edilen başarısı, aynı zamanda, danışanın süreçte harcadığı zamana ve enerjiye de bağlıdır. Bu çalışma, koçluk eğitimini üniversite lisans düzeyinde tamamlayan öğrencilerin yaptıkları koçluk görüşmelerinin, GROW modelinin bir araya getirilmesi çerçevesinde ve odak grubun görüşlerinin alınması sonucunda istatistiksel olarak değerlendirildiği ampirik bir çalışmadır. Çalışmadan elde edilen bulgular ve alanyazın taraması değerlendirildiğinde koçluk eğitimi, kişilerin farkındalığı için kullanabilen bir yöntem olduğu gibi aynı zamanda her kesime sunulan bir hizmet olarak karşımıza çıkmaktadır. Nowadays, the importance of coaching training and practices is increasing. Coaching means that people can live with more autonomy and responsibility by directing them to explore their potential. Defines individual or professional goals of the person and opens a options area. This is accomplished by asking the right questions, giving assignments and giving feedback. The GROW model is the most common coaching practice that coaches use. Considering its systematics, many coach prefers the GROW model as a way of structuring coaching sessions with their clients. The success of a coaching interview with the GROW coaching model also depends on the time and energy spent by the client in the process. This study is an empirical study which is conducted with undergraduate students who have completed their coaching education by evaluating the dimension of GROW model and having feedbacks from focus group. When the findings of the study and the literature review are evaluated, coaching training is a method that can be used for the awareness of the people and it is also a service offered to all sectors.

The purpose of this article is to share three questioning methods that can be employed as part of a game-centered approach (GCA). These methods are (1) the debate of ideas, (2) the GROW model and (3) the reflective toss. Through these three methods it is hoped that teachers and coaches at the upper-elementary and middle and high school levels will be able to transition to a questioning approach and, in the process, develop their pedagogical content knowledge, which is a key requirement of using a GCA. The article also demonstrates how the teacher or coach becoming a co-participant in learning within a GCA empowers learners to take responsibility for their own learning.

The article presents information on the relevance of training in medical residency as a multilevel system of higher professional medical education, which is the stage of postgraduate education of doctors. One of the necessary accents in the teaching of residents is the motivational component of the personality, which allows them to realize their competence in achieving the desired result and throughout the entire educational process. To increase the motivation of students in the framework of the goals and objectives, the use of coaching methods by teachers is relevant. The possibilities of applying the coaching approach at the Department of Traumatology, Orthopedics and Surgery of Extreme Situations during teaching in accordance with medical residency programme 31.08.66 «Traumatology and Orthopedics» are described. The article considers the application of the GROW coaching model in the context of the competency-based approach for individual work with a student and for working with a group of residents within the framework of the developed system of programme-targeted quality management training of university specialists. The application of the coaching approach harmoniously complements the existing system of training residents for the specialty «Traumatology and Orthopedics», which strengthens the position of university to implement the concept of higher medical education.

In this chapter, I explain the GROW model in detail and how it can be applied to conduct a positive coaching conversation.

This chapter presents a case study of coaching students in a secondary school. Coaching has traditionally been used with adults in business and sport to enhance performance. More recently, coaching principles and programmes have been used with young people to support examination stress, enhance performance, and promote emotional wellbeing. The chapter evaluates the coaching training and looks at the impact of the coaching programme on the targeted Year 11 students' GCSE results compared to those of a control group. It provides suggestions for future coaching programmes in secondary schools. The chapter suggests staff to commit to ongoing interim sessions for coaches, thereby allowing the GROW model to become fully integrated, keeping the focus on coaching as distinct from mentoring. It also suggests to make the coaching programme an ongoing part of the school's commitment to students. The student coaches reported that being involved in the coaching project had been of personal value.

In this essay, we discuss the under-representation of women in leadership positions in global health (GH) and the importance of mentorship to advance women's standing in the field. We then describe the mentorship model of GROW, Global Research for Women. We describe the theoretical origins of the model and an adapted theory of change explaining how the GROW model for mentorship advances women's careers in GH. We present testimonials from a range of mentees who participated in a pilot of the GROW model since 2015. These mentees describe the capability-enhancing benefits of their mentorship experience with GROW. Thus, preliminary findings suggest that the GROW mentorship model is a promising strategy to build women's leadership in GH. We discuss supplemental strategies under consideration and next steps to assess the impact of GROW, providing the evidence to inform best practices for curricula elsewhere to build women's leadership in GH.

Nas últimas décadas, a metodologia de coaching (treino) tornou-se numa das melhores estratégias para o desenvolvimento de competências. Mais recentemente, a sua aplicação às Ciências da Nutrição tem vindo a ganhar importância. O presente artigo visa apresentar o coaching enquanto metodologia aplicável às Ciências da Nutrição, as competências dos seus intervenientes, um modelo específico para esta área e definir os conceitos estruturantes do processo e a sua evidência nas Ciências da Nutrição. Pretende-se ainda desenvolver um posicionamento crítico acerca da utilização da metodologia neste contexto, particularmente numa perspetiva nacional. In the last decades, coaching has become one of the best strategies for the developement of skills. More recently, its application to the field of Nutrition Sciences has gained increasing relevance. This paper aims to present coaching as a methodology apllicable to the Nutrition Sciences, its interveners’ skills, a specific model to this field, and to define the structuring concepts of the process and its evidence in Nutrition Sciences. We also intend to develop a critical view towards the use of this methodology in this context, in particular in a national perspective.

Leadership coaching has gained in use and popularity as a leadership development tool used both within and outside the context of an organization. At the heart of the coaching process is the coaching relationship and the critical coaching skills of powerful questioning and active listening. One of the most popular coaching models within which these skills serve as a cornerstone is the GROW model, which stands for Goal-Reality-Options-Will. The following teaching exercise seeks to provide students with skill practice in designing powerful questions and recognizing elements of the GROW model of coaching.

Psychological ownership is a cognitive-affective construct that is used to measure individuals’ feelings of possessiveness towards material and immaterial objects. The existence of psychological ownership strengthens an individual’s feelings of responsibility towards and influence over a target and has behavioural effects on both the individual and the organization for which the individual works. The aim of this chapter is to explore the theory underlying the role that psychological ownership can play when applied to the GROW model of coaching within a multicultural context. It is posited that psychological ownership can enhance a coach-client relationship and can help a client to solve problems, make better decisions, learn new skills, and even progress in a role or career. Furthermore, psychological ownership may enhance an individual’s perception of meaningfulness and self-determination during the coaching process, which may have positive outcomes for both the individual and the individual’s organization in a multicultural context such as South Africa.

This paper reviews a range of tools that a mentor may use to facilitate the mentoring process. In particular, six ‘Master Tools’ are highlighted and discussed. Some tools represent mentor qualities and attitudes whereas others represent particular strategies, especially asking questions, which may be employed to move the conversation in a helpful direction for a mentee. The use of ‘scripts’ is described as part of a mentor's preparation for dealing with difficult or unexpected situations or questions. Because it is important for mentors to be able to give feedback effectively, a section of the paper is devoted to this aspect in which some specific tools are described. A brief description of transactional analysis is given and a template for use of the GROW model is illustrated.

Grow Model, which is developed by Alewander and is known by Whitmore is a single coaching model that is simple and easy to apply. Because of these features, coaches can efficiently use the model. Based on the questions presented by the GROW model, learners’ self-awareness, sense of responsibility and memory can be improved. For powerful effect of GROW model at anytime and anywhere, regardless of the person who coaches, a standardized modeling method is required. The actions and warnings that should be applied to every step of the existing coaching model are expressed in descriptive explanation. Once the model is started to be applied, there is no standardized method for the application of the model as time passes. So, the model could be applied in different ways based on the different interpretation among coaches. In this paper, we represent the GROW coaching model using sequence diagram which is part of the UML (Unified Modeling Language).

This article presents coaching, which facilitates the highest form of learning, as a potential strategy for promoting professional development in nursing. In doing so, it sets out what coaching is and highlights its benefits in terms of team building, adaptation to changes, career planning and professional development. Having established the rudiments of coaching and identifying its qualities, the article then sets out strategies of coaching using three models: the 3-D Technique Model, The Practice Spiral Model and The Grow Model. Three case histories are presented to explain how these models could be used to implement coaching and personal learning plans (PLP). Directions are provided where training for coaching is available. It is concluded that coaching can be a powerful tool in enhancing nurses' and other health professionals' ability to contribute to the success of healthcare organisations.

Problems Increasing waiting lists leading to not meeting Key Performance Indicator (KPI) of 8 weeks waiting time Complaints with regards to therapy provision. Poor engagement with therapy from some families Intervention A new pathway was designed which included: A structured cyclical multidisciplinary assessment clinic Post-diagnostic coaching conversations with parents using the GROW model (Goal, Reality, Options, Wrap-up) and tools such as life wheels to determine family-centred goals Parent education programmes including a new programme (called My C. H. I. L. D. – Communication, Health, Independence, Learning and Development) and Intervention incorporating coaching Multidisciplinary review through team planning days to coordinate care Strategy for Change To manage increasing caseload sizes, two strategies were implemented to achieve effective outcomes: A parental coaching approach involving supporting families to identify goals for intervention, solve problems and develop their own plans under therapists’ guidance. The multidisciplinary team was inspired by the successes of the local Earlybird programme to develop the My C. H. I. L. D. programme to empower and educate parents (of children with disabling conditions other than autism) through a series of interactive and practical workshops. In February 2015 Care Quality Commission inspectors gave the My C. H. I. L. D. programme specific mention as an area of good practice. Team planning days are arranged three times a year to facilitate discussion around intervention based on the family’s priorities and child’s needs. Effects of Changes Children have been seen within 8 weeks of acceptance, enabling the KPI to be met. Co-ordinated multidisciplinary assessments, resulting in diagnosis over 6 week period. Parent programmes and Team Planning days assist clinicians in managing larger caseloads. An Evaluation Report is written after every My C. H. I. L. D. programme. Parents have provided very positive feedback through post-programme questionnaires. All families have feedback that they agree/strongly agree that they feel more confident to meet their child’s needs since attending the programme. There has been a 66% reduction in complaints compared to previous year. Initial impressions are that there is better parental engagement through family driven goal setting and empowerment. Future research will include investigating transformational learning related to this new pathway. Message for others It is possible in these times of austerity to manage increasing numbers of referrals while maintaining quality of care. Adopting family-centred practices including coaching and parent education programmes has enabled participation of children and their families.

This paper is based on an assignment written as part of the work required for the Faculty of General Dental Practice (UK)'s Certificate in Mentoring in Dentistry. Its author is currently a trainer for the first year of foundation training in a general dental practice in Kent. The paper commences by defining mentoring. It explores the relationship between postgraduate trainers and trainees and goes on to explain how it is the trainer's role to help trainees to use their strengths to overcome weaknesses. It details the person-centred approach, mentoring theories, helping models, the application of Kolb's learning cycle, the Inner Game theory, and the GROW model. It explores the role of foundation dental trainers as mentors to aid their trainee's ability to use reflective learning, and goes on to consider the implications of the changes that may result in the relationship between trainers and trainees as a consequence of the introduction of national recruitment. Finally, the author reflects on his experiences as a foundation dental trainer.

The present study tested a “launch-and-grow” type of cascade model in which an earlier risk factor (e.g., exposure to maternal depression by age 12) was hypothesized to predict several risk processes during development (e.g., stress, family relationships, self-worth [SW]), which then set the course for the growth of children's depressive symptoms over time. Participants were 240 mothers and children (mean age = 11.87 years, SD = 0.57) who were evaluated annually across 6 years. The Structured Clinical Interview for DSM diagnoses was used to assess mothers' psychiatric history; 185 mothers had had a mood disorder and 55 mothers were lifetime free of psychiatric diagnoses. At each assessment, mothers completed measures of their current level of depressive symptoms and stressful life events; adolescents completed measures about their perceptions of the family environment and their SW; and clinicians rated adolescents' level of depressive symptoms based on separate interviews with the adolescent and mother. Latent growth curve analyses revealed that history of maternal depression significantly predicted the intercepts of the growth trajectories of adolescents' depressive symptoms, mothers' current depressive symptoms, stressful life events, family environment, and adolescents' SW. The intercepts of each of these variables then predicted the trajectory (i.e., slope) of the growth of adolescents' depressive symptoms across the 6 years of the study. These results were consistent with the hypothesized model of maternal depression launching a set of risk factors, which in turn predict the growth of depressive symptoms during adolescence. Implications for interventions aimed at preventing depression in at-risk youth are discussed.

In this paper, the traditional model of mentoring is briefly explained. A description of the current technique, which has developed from the traditional model, is then presented and a distinction made between mentoring and coaching, followed by a brief explanation of how mentoring, coaching and counselling make up a triad of helping activities. The authors then provide information on the use and impact of mentoring and coaching in some areas of human activity, other than dentistry, before outlining the application potential of these approaches in general dental practice. The paper concludes that the modern approach to mentoring and counselling offers a person-centred approach that is much more likely than traditional approaches to produce personal change, personal growth and personal development. Further aspects of this important and exciting subject will be explored in subsequent papers in this series.