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Communication and coaching are intertwined disciplines. However, their intersection still needs to be researched due to its relevance to theory and practice. Moreover, the rise of ICT has impacted coaching, from contracting to delivery. This qualitative study investigates the elements of interpersonal communication in online and offline life coaching, its advantages and disadvantages, demographic communication practices, and technology-led changes in coaching. The study uses an interpretative philosophy in a constructivist framework to answer these questions. The study presents preliminary results of a larger population of life coaches and aims to contribute to understanding the nuanced role of communication in coaching.

Objective: This study aims to design and validate an integrative coaching psychology intervention program. Coaching psychology employs scientific and evidence-based psychological techniques to enhance life experiences, work performance, and well-being in non-clinical populations. This research integrates coherent psychological theories and models into a unified framework. Methods and Materials: The research method was qualitative and based on grounded theory, with a statistical population of domestic and international experts in coaching psychology. Employing a qualitative grounded theory approach, the study engaged international and domestic coaching psychology experts, reaching theoretical saturation after 22 interviews. Data were gathered through checklists and semi-structured interviews, analyzed using open, axial, and selective coding to establish core categories. The data obtained from interviews were analyzed using open, axial, and selective coding methods by the researcher to construct the core categories of the research. Findings: Accordingly, 1162 codes were initially extracted, and 995 codes were obtained after secondary coding. Finally, the validity of items was evaluated using the content validity ratio (Lawshe table) and Holsti's agreement coefficient, and thus 956 open codes were confirmed by the key research experts (n=11). The results indicate that the most important causal factors constituting the integrative coaching psychology intervention program include coaching elements, psychological approaches and theories, intervention process, questioning in the process, and relationship-building-reinforcing factors. Conclusion: These factors can emerge by considering strategies such as coaching tools, evaluation of irrational thoughts and beliefs, evaluation during the process, evaluation of well-being indicators, personality evaluation, concept teaching, change strategies, coaching methods, change methods, intervention design, and coaching techniques. Moreover, contextual conditions and intervening factors can either restrict or facilitate these strategies. The most important results and consequences of the integrative coaching psychology intervention program include achieving efficacy, improving performance in life, changing attitudes, sense of purpose, value-based living, self-awareness, problem-solving, and decision-making, and achieving well-being and flourishing. Coaching psychology experts can use the integrative coaching psychology intervention program to enhance individuals' and groups' performance and well-being in various life domains, including personal, academic, sports, health, and professional development. [ABSTRACT FROM AUTHOR]

In this paper I present a comparative analysis of the knowledge discovery process applied by Socrates and the contemporary life coach. On one hand, I will use the method of in-depth analysis of selected (Socratic) dialogues by Plato, and on the other one of coaching practice and coaching values formulated by the International Coach Federation. The term “care of the self” (epimeleia heautou) appears in the Socratic dialogues, Alkibiades I and Apology of Socrates, and this term is juxtaposed with the coaching idea of “being resourceful”. “Taking care of yourself” is about constantly gaining knowledge about yourself. This knowledge is extracted by Socrates and, in contemporary terms, by a life coach. The process of uncovering knowledge involves certain key elements that are shared by both the Socratic method and modern life coaching: establishing a relationship, a purpose and relevant questions. The analysis of each of these elements leads us to the conclusion that the key value of coaching, “the resourceful state of the coach and the coachee”, has its roots in ancient philosophy – in the wisdom of Socrates.

In the global crisis of expertise, experts are often viewed with skepticism. This article zooms in to this crisis to analyze how life coaches seek professional legitimacy and verbally perform their expertise by navigating a tension between asserting their authority and cultivating their clients' agency. Performances of expertise are a range of verbal practices and rhetorical strategies that are co-produced and shaped through interacting with clients. Based on ethnographic fieldwork conducted at three life coaching training schools in Israel, I show that life coaches perform their expertise through the following strategies: (1) defining the problem that coaching addresses as simple, significant, and mendable; (2) using authoritative charismatic speech to define clients as powerful, independent agents who are their own life experts; and (3) creating reflexive experiences of self-revelation by using semi-intelligible jargon. Finally, the study advances the understanding of expertise as performances inextricable from clients' sense of agency. [ABSTRACT FROM AUTHOR]

BackgroundFor patients with multiple myeloma receiving high-dose chemotherapy followed by autologous stem cell transplantation (SCT), acute life disruptions and symptom burden may lead to worsened quality of life (QOL) and increased emotional distress. Digital life coaching (DLC), whereby trained coaches deliver personalized well-being-related support via phone calls and SMS text messaging, has been shown to improve QOL among SCT survivors. However, DLC has not been investigated during the acute peri-SCT period, which is generally characterized by symptomatic exacerbations and 2-week hospitalizations.ObjectiveWe launched a single-arm pilot study to investigate the feasibility of patient engagement with DLC during this intensive period.MethodsWe approached English-speaking adult patients with multiple myeloma undergoing autologous SCT at our center. Enrolled patients received 16 weeks of virtual access to a life coach beginning on day -5 before SCT. Coaches used structured frameworks to help patients identify and overcome personal barriers to well-being. Patients chose the coaching topics and preferred communication styles. Our primary endpoint was ongoing DLC engagement, defined as bidirectional conversations occurring at least once every 4 weeks during the study period. Secondary endpoints were electronic patient-reported outcome assessments of QOL, distress, and sleep disturbances.ResultsOf the 20 patients who were screened, 17 (85%) chose to enroll and 15 (75%) underwent SCT as planned. Of these 15 patients (median age 65 years, range 50-81 years), 11 (73%) demonstrated ongoing DLC engagement. The median frequency of bidirectional conversations during the 3-month study period was once every 6.2 days (range 3.9-28 days). During index hospitalizations with median lengths of stay of 16 days (range 14-31 days), the median frequency of conversations was once every 5.3 days (range 2.7-15 days). Electronic patient-reported outcome assessments (94% adherence) demonstrated an expected QOL nadir during the second week after SCT. The prevalence of elevated distress was highest immediately before and after SCT, with 69% of patients exhibiting elevated distress on day -5 and on day +2.ConclusionsDLC may be feasible for older patients during intensive hospital-based cancer treatments such as autologous SCT for multiple myeloma. The limitations of our study include small sample size, selection bias among enrolled patients, and heterogeneity in DLC use. Based on the positive results of this pilot study, a larger phase 2 randomized study of DLC during SCT is underway to investigate the efficacy of DLC with regard to patient well-being.Trial registrationClinicalTrials.gov NCT04432818; https://clinicaltrials.gov/ct2/show/NCT04432818.

This article looks at the imperative of life coaching on media platforms as a broader social technology and a technology of the self. Life coaching suggests that a better future self can be achieved through the constant training of one’s personality, body, taste, preferences, emotions, image, communication skills, and a myriad of other life aspects. I understand the coaching imperative as a wider mandate of self- improvement standing at the crossroads of the wellness and spirituality industries (e.g. mindfulness, yoga, self-help), the body industry (e.g. fitness, health, exercise), guidance and counselling (e.g. ‘how to become a millionaire’, ‘how to become an alpha male’) and the affordances of media platforms. Using literature on micro-celebrities and platform studies as well as research on life coach training programmes, books, and instructions, I argue that the ‘self’ in this narrative is an ongoing project, constantly under supervision and reframing. The imperative to improve assembles a productive process composed of technical infrastructure, e.g. self-tracking devices, tests, and apps, and labour power, e.g. self-labour, the labour of the therapist, the coach, and the analyst.

This article undertakes to respond to the work of the three preceding authors and to compare and contrast their observations with the Christian cross-cultural setting in Australia. Authors of the previous articles address holistic mentoring at three levels—institutional, organizational, and individual—and offer recommendations for institutional leadership, formal mentoring programs, and pedagogies. In responding to their contributions, we reflect on adaptations and affordances for integrating mentoring and formation in Christian higher education for people from diverse cultural and faith backgrounds. This article also examines the different psychological, spiritual, professional, and other hues that mentoring takes on for different people and stages of career development and individual formation. Thus, we think about mentoring that occurs not only between faculty or between faculty and students but also between experienced and early-career researchers. Whereas mentoring mostly occurs one-on-one, we also consider occasional settings such as a research writing retreat in which multiple peers can inform and inspire one another or in which professors lead early-career researchers in first-time grant applications and co-created publications. Although the multiculturalism and multi-faith and interdisciplinary encounters we discuss may be more prominent in Australia than elsewhere, we believe the knowledge we gained from expanding our cultural horizons and intercultural competencies may be useful to others. This knowledge is likely to be of value as educators in different countries meet situations of interfaith, intercultural, and interdisciplinary dialogue, student cohorts marked by increasing diversity, and many competing voices as secularism is globally on the rise. [ABSTRACT FROM AUTHOR]

A sample of 115 professional coaches provided benefit estimates of four types of coaching (leadership, performance, life/personal, third generation) believed to result when coaching occurs within four distinct organization cultures (hierarchical, market, clan, and adhocracy). All forms of coaching were estimated to have higher benefits within clan and adhocracy cultures than within hierarchical and market cultures. Leadership coaching was assessed as most beneficial across all benefits and organizational cultures, though benefit estimates of other coaching types varied depending on culture and the specific benefit under consideration. Averaging across all cultures and coaching types, coaching was estimated as most beneficial for promoting personal growth.

The use of life coaching as an intervention to support students in higher education has been explored in other contexts in the global north and evidence points to its possible benefits in improving student success and well-being. Although there is new emerging research on the use of life coaching in the South African higher education context, there is a lack of empirical evidence pointing to its benefits. We report some results from a longitudinal study that investigated the use of small group life coaching intervention to support students. The objective of the intervention was to harness first-year chemical engineering students’ agency by proactively equipping them with knowledge and skills that improve their studies and lives. Four years after the intervention, using Archer’s social realist concepts of structure and agency, we evaluated how the life coaching intervention influenced students’ agency during their studies. Data was gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention during their first year and were currently in the fourth year of their studies. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, the life coaching intervention helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increased their self-awareness, deal with negative emotions, boosted their self-confidence, and become more resilient during the Covid-19 pandemic. We recommend more empirical research to be carried out in different contexts across higher education institutions in South Africa to explore further the possible role that life coaching may play in empowering students with life-long skills, reducing dropout rates and improving chances of success.

This article looks at the imperative of life coaching on media platforms as a broader social technology and a technology of the self. Life coaching suggests that a better future self can be achieved through the constant training of one's personality, body, taste, preferences, emotions, image, communication skills, and a myriad of other life aspects. I understand the coaching imperative as a wider mandate of selfimprovement standing at the crossroads of the wellness and spirituality industries (e.g. mindfulness, yoga, self-help), the body industry (e.g. fitness, health, exercise), guidance and counselling (e.g. 'how to become a millionaire', 'how to become an alpha male') and the affordances of media platforms. Using literature on micro-celebrities and platform studies as well as research on life coach training programmes, books, and instructions, I argue that the 'self' in this narrative is an ongoing project, constantly under supervision and reframing. The imperative to improve assembles a productive process composed of technical infrastructure, e.g. self-tracking devices, tests, and apps, and labour power, e.g. self-labour, the labour of the therapist, the coach, and the analyst. [ABSTRACT FROM AUTHOR]

In this paper I present a comparative analysis of the knowledge discovery process applied by Socrates and the contemporary life coach. On one hand, I will use the method of in-depth analysis of selected (Socratic) dialogues by Plato, and on the other one of coaching practice and coaching values formulated by the International Coach Federation. The term "care of the self" (epimeleia heautou) appears in the Socratic dialogues, Alkibiades I and Apology of Socrates, and this term is juxtaposed with the coaching idea of "being resourceful". "Taking care of yourself" is about constantly gaining knowledge about yourself. This knowledge is extracted by Socrates and, in contemporary terms, by a life coach. The process of uncovering knowledge involves certain key elements that are shared by both the Socratic method and modern life coaching: establishing a relationship, a purpose and relevant questions. The analysis of each of these elements leads us to the conclusion that the key value of coaching, "the resourceful state of the coach and the coachee", has its roots in ancient philosophy - in the wisdom of Socrates. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to explore the meaning of a coaching intervention for cancer survivors. Background: Cancer survivors often experience existential concerns and worries after adjuvant treatment. A number of "care transition interventions" have been developed to improve person‐centred care by empowering patients. Several of these interventions include a "care transition coach". A coaching approach to communication used in health care communication have among others shown to assists in establishing confidential relationships between health professionals, increase the patient's well‐being and support the patient's experience of being met and viewed as a whole person. Design: This is a qualitative study using semi‐structured interviews to explore the meaning of a coaching intervention. In analyzing and interpreting the qualitative interviews Ricoeur's theory of interpretation was applied. Method: The intervention consisted of two parts: (1) a two‐day training program in coaching for nurses and (2) a specially developed communication intervention for cancer survivors. Results and discussion: The analysis of the transcribed interview material led to the development of two themes: (1) Support in moving forward in life, and (2) An opportunity to talk about existential thoughts and worries. Our results show how the experience of cancer, even when cured, leaves the survivors with profound existential worries. The cancer survivors described how coaching conversations allowed them to express their current concerns and provided them with an opportunity to discuss wider issues than treatment, symptoms, and after‐effects, which had been the main focus during treatment. Conclusion: The time immediately after the end of adjuvant treatment can be challenging, with many existential concerns and opposing emotions. We found that the follow‐up coaching conversations performed helped the cancer survivors to process many of these difficult thoughts and feelings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Frame Coaching is an efficacious brief life coaching method. Drawing upon Erving Goffman's Frame Analysis, Frame Coaching adapts its application through the utilization of a literal framing process. Through framing, individuals visualize an orientation that facilitates the articulation of a goal and then undertake goal action steps toward goal achievement. Goal articulation is for an autonomously generated and self-articulated life issue. Frame Coaching also draws upon the psychological orientations of humanistic, cognitive, and solution-focused psychology, allowing for a life-coach strengths-based approach within the existential nature of life coaching. [ABSTRACT FROM AUTHOR]

Copyright of Karabük Türkoloji Dergisi is the property of Karabuk University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract 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.

This article aims to understand the essence of life coaching through the perspective of Buddhism in psychotherapy and counseling. The term "psychotherapy and Buddhist counseling" is a combination of concepts of both Buddhism and the principles of psychotherapy and counseling in Western psychology. The goal is to adjust behaviors, thinking to move the realm of the patients. Psychotherapy and Buddhist counseling can be conducted in 5 ways:- 1) Performing 3-steps of TIR; 2) psychotherapy based on the Four Noble Truths; 3) giving supportive, not intrusive, based on the principles of the Four Brahmavihāras; 4) using the three bhava and the thirty-one bhūmi principle as a map for traveling; 5) Ability to avoid certain types of questions. Even though life coaching is widely popular in Thai society, and is a phenomenon in a new form of psychological counseling that all Thai people are interested in. But still, it may be something new for Thai people. Some of the cases that illustrate the blemish of transparency that triggered the public’s fervor of doubt on the behaviors and ambiguity of the life coach itself are now common in Thai society. These are valuable lessons for both professional and newcomer life coaches that will continue to occur in Thai society.

Higher Education Institutions in South Africa continue to experience considerable dropout rates of students during the first year, especially those from previously marginalised population groups. The aim of this research was to evaluate how the use of life coaching interventions providing first year students with psychosocial support, influenced their first-year experience. Both quantitative and qualitative data was collected through a questionnaire at the end of the academic year, approximately four months after the intervention, to evaluate students’ experiences of the intervention. Results indicate that students felt that the intervention helped them avoid dropping out of university prematurely, respond better to failure during the year, and improve their self-awareness and academic performance. In conclusion, the results suggest that the use of life coaching intervention as a proactive means of harnessing student agency, may be beneficial to their academic performance, and in improving their lives in general. The study recommends that further research be conducted to explore the use of small group life coaching for providing students with psychosocial support, and also explore this intervention’s cost-effectiveness in different contexts.

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). However, the adoption of VATs in life coaching courses has rarely been observed. The present investigation aims to examine the effect of VATs on enhancing students' level of reflective thinking and communication competence during coaching practices in a sample of seventy-three undergraduates enrolled in the course 'Life coaching with the aid of peer support'. During the coaching practices, two coaching sessions were video-taped, and the videos were uploaded on an online platform. Students were instructed to use VATs to give peer comments based on the performances of their peers. Their reflective thinking level and communication competence were also examined. In addition, four students participated in focus group interviews to explore the effectiveness of VATs. Two dependent t-tests demonstrated that both reflective thinking level and communication competence improved over time. Implications of the adoption of VATs in teaching and learning were discussed. [ABSTRACT FROM AUTHOR]

The purpose of this research is to show how life coaching can support the IT start-up entrepreneurs to train their talents. In this research we aim to analyze how life coaching can help IT start-up entrepreneurs to train their talent by applying a qualitative experiment. The experiment covered 5 stages: development and learning strategies, talent, collaboration (life coach-entrepreneur-organization), how to solve problems in a creative way, and align with business and market needs. Selection criteria referred to: entrepreneurs that have not participated in life coaching sessions, years of entrepreneurial experience in IT field 1-3 years, and ages 25-28. Through life coaching sessions, entrepreneurs have set out to expand their business and solve their personal life issues such as different states of emotions, thoughts and behaviors. Life coaching improves the IT entrepreneurs' talent at start-up level, which increases the productivity of the work of the entrepreneurs.

The purpose of this study is to show how life coaching can help entrepreneurs develop selfconfidence. For this, we created a focus group with a single question, in which we asked the entrepreneurs to answer the question: "How did you manage to develop self-confidence after the life coaching sessions?" This focus group was attended by 20 IT entrepreneurs, of which 10 men entrepreneurs and 10 women entrepreneurs, who have also held life coaching sessions in the past, with different life coaches. Life is only improved by changes that take place inside, not by chance. So, improvements only occur when entrepreneurs want to make a change, and change happens when confidence appears.

Nowadays, it is observed that coaching services gain importance with increasing interest of individuals to personal development. Coaching is diversified with many different subspecialties and life coaching is the most preferred coaching branch among the coaching services. This study examines consumers' life coaching service preferences and investigates the factors that are taken into account in coaching service purchase decision. Through the survey adapted, it was aimed to identify the main factors influencing the purchase decision of life coaching services by consumers in Turkey. According to the findings of the study conducted with 214 participants, consumers consider quality, wage, duration, education level, motivation and experience of the coach as important factors when receiving life coaching services. While gender and income level did not cause a significant difference on the preferences of the participants about life coaching, it was found that the opinions of the participants who did not receive coaching services previously differed significantly from the ones who received such services. [ABSTRACT FROM AUTHOR]

Much has been said about the rise of work as a central identity marker in modern society. With the recent popularization of self-help and positive psychology, this identity marker broadened its signification to include new emotional needs such as love and passion, creating a new cultural imaginary: the "self-work romantic utopia." Sociological studies have criticized this utopia as a myth that serves capitalist neoliberal structures, leading to frustration and self-blame. However, little is known about how workers themselves confront this myth and the strategies they employ when attempting to inhabit it in today's precarious job market. Based on 60 in-depth interviews with upper-middle class Israeli workers who hired life coaches to improve their work experience, the author identifies five strategies used to inhabit this romantic utopia: starting over, healing, idealization, polygamy, and vision. Through the analysis of these strategies, the author illustrates how even the relatively privileged workers need to adapt the self-work romantic utopia to their life circumstances, inhabiting the myth in partial degrees. Such flexible implementation turns the "myth" into a cultural tool that directs workers' lives and actions even in a precarious, unstable job market, maintaining subjective experiences of agency in a sphere characterized by growing structural constraints. Yet paradoxically, these strategies eventually strengthen the precarious, noncommitted, and individual-oriented structure of the job market, yielding flexible, individualistic solutions that replace workplace responsibility. [ABSTRACT FROM AUTHOR]

Life coaching is a professional practice which aims to help people flourish in life, by living according to their strengths, striving to reach goals, and achieve well-being in all areas of life. At colleges and universities in the United States, free counselling resources are sometimes provided for students, but coaching services are less commonplace. The current mixed methods study explores some of the advantages and outcomes of providing life coaching to undergraduates, including important increases for students in the following areas: self-confidence, satisfaction with choice of major, awareness of values and alignment with decision making, connection to life purpose, and individual goal setting and attainment.

Transitioning into athletic retirement can have negative impacts on college student-athletes' well-being, yet few educational programs exist to help augment college student-athlete preparation for embracing life after sports. The objective of this study was to develop and evaluate a new Life After Sports Transition (LAST) online course for college student-athletes. A single group pretest-post-test study evaluated effects of the LAST course among a convenience sample of college student-athletes attending a NCAA Division I university. Paired sample t-tests examined changes in athletic identity, psychological well-being, hope, and self-reflection/insight. Findings showed a decrease in athletic identity scores from pretest to posttest, which approached statistical significance (P = .06). However, contrary to our hypotheses, participants also reported lower scores on self-reflection/insight (P = .004, Hedges g = 1.65) at post-test. Despite these counter intuitive findings, participants rated the LAST course highly on most distance education quality dimensions. While student-athlete participation in the LAST course was associated with a decline in athletic identity, findings suggest that future life after sport transition programs focus more on introspective mediators of lifestyle change (i.e., self-reflection) to foster more positive life transitions for college student-athletes. [ABSTRACT FROM AUTHOR]

Copyright of Revista del CESLA is the property of University of Warsaw and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 has shown utility for enhancing health in populations with obesity. While the Co-Active model has been grounded in Self-Determination Theory (SDT), no empirical studies have investigated CALC as it relates to the fulfilment of SDT's basic psychological needs (autonomy, competence, and relatedness). Using this theoretical lens, the purpose of this study was to explore qualitatively the experiences of primiparous women participating in a telephone-based CALC intervention. Nine first-time mothers engaged in eight-weekly sessions delivered by Certified Professional Co-Active Coaches. Semi-structured interviews were conducted following the intervention and analyzed using deductive thematic content analysis. Several detractors from (e.g., motherhood-specific challenges) and supporters of (e.g., being kind to oneself) SDT's basic psychological needs were discussed in the context of health behaviour change. The coaching relationship and delivery mode were deemed especially helpful (e.g., providing a need-supportive environment, facilitating accountability). When provided by telephone, this coaching style may be a useful health promotion tool for primiparous mothers: a population with unpredictable schedules and multifaceted responsibilities. A larger sample size with a longer follow-up period is now recommended. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the influence of life coaching sessions on the entrepreneurs’ behavior. The exploratory research used a qualitative method and we used the in-depth interview. For interpreting the results, we used content analysis for the transcripts of the recorded interviews. Data obtained from the in-depth interview were coded and we used conceptual content analysis to obtain frequencies of occurrence. After life coaching sessions the entrepreneurs began to organize their time and priorities differently. Following these sessions, subjects responded that they came to define their objectives more clearly, they came to provide feedback whenever needed and the performance. Various audiences could use these exploratory results - professionals and human resource managers who might be interested in the coaching status of various organizations as well as in the management practices for the implementation of coaching programs.

Karin Bæk Knudsen,1 Tacjana Pressler,2 Laust Hvas Mortensen,3 Mary Jarden,3,4 Kirsten Arntz Boisen,5 Marianne Skov,2 Alexandra L Quittner,6 Terese Lea Katzenstein1,7 1Department of Infectious Diseases, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark; 2Cystic Fibrosis Center Copenhagen, Department of Pediatric and Adolescent Medicine, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark; 3Department of Public Health, University of Copenhagen, Copenhagen, Denmark; 4University Hospital Center for Health Research (UCSF), Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark; 5Center of Adolescent Medicine, Department of Pediatric and Adolescent Medicine, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark; 6Miami Children’s Research Institute, Miami, FL, USA; 7Department of Clinical Medicine, Faculty of Health and Social Sciences, University of Copenhagen, Copenhagen, Denmark Background: Over the last two decades, lifespan has increased significantly for people living with cystic fibrosis (CF). However, several studies have demonstrated that many young adults with CF report mental health problems and poor adherence to their prescribed treatments, challenging their long-term physical health. Treatment guidelines recommend interventions to improve adherence and self-management. The aim of this study was to test the feasibility of a life coaching intervention for young adults with CF. Methods: A randomized, controlled feasibility study was conducted at the CF Center at Copenhagen University Hospital, Rigshospitalet. Participants were young adults with CF, aged 18–30 years without severe intellectual impairments. Participants were randomized to either life coaching or standard care. The intervention consisted of up to 10 individual, face-to-face or telephone coaching sessions over a period of 1 year. Primary outcomes were recruitment success, acceptability, adherence to the intervention, and retention rates. Secondary outcome measures included health-related quality of life, adherence to treatment, self-efficacy, pulmonary function, body mass index, and blood glucose values. Results: Among the 85 eligible patients approached, 40 (47%) were enrolled and randomized to the intervention or control group; two patients subsequently withdrew consent. Retention rates after 5 and 10 coaching sessions were 67% and 50%, respectively. Reasons for stopping the intervention included lack of time, poor health, perceiving coaching as not helpful, lack of motivation, and no need for further coaching. Coaching was primarily face-to-face (68%). No significant differences were found between the groups on any of the secondary outcomes. Conclusion: Both telephone and face-to-face coaching were convenient for participants, with 50% receiving the maximum offered coaching sessions. However, the dropout rate early in the intervention was a concern. In future studies, eligible participants should be screened for their interest and perceived need for support and life coaching before enrollment. Keywords: life coaching, adherence, depression, quality of life, chronic disease

The demand on techniques, approaches and processes that have a positive impact on courage, fear and anxiety is very high in general population. The evidence-based and theoretical literature supporting life coaching as a successful approach building individual courage and helping with fear and anxiety is scarce. This integrative literature review synthesises data from previous research studies about the impact of life coaching as an intervention to enhance courage and decrease fear and anxiety. Findings obtained in this study suggest that life coaching is a reliable approach that may enhance individual courage and decrease fear and anxiety.

The aim of this pilot study is to analyze the impact of life coaching sessions on the behavior of future entrepreneurs from Romania. We conducted a qualitative research to which we applied a focus group, followed by a series of life coaching sessions. Life coaching sessions helped the young Romanian entrepreneurs to alter their behavior in the sense that they gained confidence in themselves and took steps towards starting a business. This study has the ambition of being a relevant contribution to this field, given that no such study has been conducted in Romania. The study sheds light on the way in which life coaching can alter the behavior of future entrepreneurs, helping them to better establish and attain business objectives.

This article constitutes broader research on the language of life coaching. The corpus of texts being subjected to cognitive analysis consists of i.a. Polish coaches' descriptions on their websites and blogs, web and press articles, motivational speeches and offers of coaching sessions and trainings. The present text highlights the influence of business language and neoliberal language on the way in which life coaches describe human beings, their life and behaviour. A linguistic analysis on the categories of management and sales, lexemes corresponding to them, as well as their collocations, constitutes a crucial part of the article. [ABSTRACT FROM AUTHOR]

Children exposed to domestic violence are at risk for a range of psychosocial difficulties, which may be mitigated by improving their caregiver's mental health and capacity to parent. Life coaching is a promising behaviour change approach for improving the empowerment, efficacy and well-being of carers who are parenting alone following domestic violence. This study evaluated the feasibility of a novel life coaching programme. Using a pre- post-test design, the Family Vision© (FV) programme was implemented in two community settings. The programme was offered to single mothers with experience of domestic violence. Feasibility data were collected using satisfaction forms, semi-structured interviews and focus groups with parents, facilitators and managers. Mothers' self-reports about their mental well-being; empowerment and self-efficacy were collected, as well as the quality of their parent-child relationships and children's psychosocial functioning, using standardised measures at baseline and end of programme. The programme was found to have good acceptability for this population of parents and was considered feasible to deliver in the two community settings where it was piloted. There were indications that women who completed the programme had improved mental well-being, as well as improved empowerment and efficacy by the end of the programme. The FV programme is feasible to implement and could support positive change for single parents with respect to their mental health and capacity to parent effectively. Demonstrated mediators, these effects could also promote children's health and well-being. Feasibility for a randomised trial and wider scale-up in the community is now required. [ABSTRACT FROM AUTHOR]

The purpose of this study is to show how life coaching can help entrepreneurs develop selfconfidence. For this, we created a focus group with a single question, in which we asked the entrepreneurs to answer the question: "How did you manage to develop self-confidence after the life coaching sessions?" This focus group was attended by 20 IT entrepreneurs, of which 10 men entrepreneurs and 10 women entrepreneurs, who have also held life coaching sessions in the past, with different life coaches. Life is only improved by changes that take place inside, not by chance. So, improvements only occur when entrepreneurs want to make a change, and change happens when confidence appears. [ABSTRACT FROM AUTHOR]

The purpose of this research is to show how life coaching can support the IT start-up entrepreneurs to train their talents. In this research we aim to analyze how life coaching can help IT start-up entrepreneurs to train their talent by applying a qualitative experiment. The experiment covered 5 stages: development and learning strategies, talent, collaboration (life coach-entrepreneur-organization), how to solve problems in a creative way, and align with business and market needs. Selection criteria referred to: entrepreneurs that have not participated in life coaching sessions, years of entrepreneurial experience in IT field 1-3 years, and ages 25-28. Through life coaching sessions, entrepreneurs have set out to expand their business and solve their personal life issues such as different states of emotions, thoughts and behaviors. Life coaching improves the IT entrepreneurs' talent at start-up level, which increases the productivity of the work of the entrepreneurs. [ABSTRACT FROM AUTHOR]

Life coaching as an industry fully emerged in the 1990s and has exploded to become a $2 billion global industry with nearly 50,000 certified life coaches (ICF, 2012). With the rapid growth and many different programmes and educational platforms, there is a need for defining the exact scope of what life coaching entails (Segers, Vloeberghs, Henderickx and Inceoglu, 2011). The purpose of this study was to conduct an integrative review of the evidence-based life coaching literature in order to develop a comprehensive objective characterisation of coaching that would capture the nature of the industry in the most concise manner and hopefully provide the objectives for establishing life coaching as a profession.

Black men who have sex with men and women (MSMW) are among the populations at highest risk for HIV infection. We describe the evaluation of Project RISE, a six-session individual-level intervention developed for black MSMW using an ecosystems approach. A randomized controlled trial was used to test the effect of the intervention on sexual risk outcomes. Eligibility criteria included having both male and female sex partners in the past 12 months. Complete data at 5-month follow-up were collected from 86.7% of the 165 participants. In analyses controlling for HIV status, age, and baseline risk, intervention participants were found to have significantly greater reductions in number of female partners (p < 0.05) and total male and female partners (p < 0.05) at follow-up, compared to the control group. Intervention participants also were significantly more likely to report a reduction in number of sex episodes without a condom with female partners (p < 0.05) and with all partners (p < 0.02) at follow-up, compared to the control group. [ABSTRACT FROM AUTHOR]

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Coaching/psychotherapy boundaries have been explored theoretically and through surveys. The confidential nature of coaching has precluded direct observation of how they are operationalized. The case presented here was initiated at the invitation of a client who has a clinical diagnosis of Dissociative Identity Disorder and her coach. Their journals, interviews and observed sessions enabled the author to construct a case study that offers insight into how an individual coach and client navigate the coaching/psychotherapy boundaries in practice. The case provides evidence of specific coach and client characteristics and coaching strategies employed in these circumstances.