Pub Date : 2023-05-20DOI: 10.1080/17521882.2023.2213772
Martine George, Ruth Hughes
ABSTRACT This interpretative phenomenological analysis (IPA) study examines the lived experience of mature Ph.D. students engaging in one-to-one coaching sessions. Four participants at Danish universities in the last 18 months of their Ph.D. journey received a minimum of five individual coaching sessions provided by the same coach. Data were collected from semi-structured interviews. Data analysis revealed the emergence of three themes: Effectiveness and resourcefulness in the Ph.D. process; Self-awareness and self-reflection; and Feeling supported. There were six sub-themes: Ph.D. process understanding; New perspectives; Emotional consciousness; Self-confidence; Being listened to and receiving empathy; and The complementary support of the coach and the academic supervisor. Participants reported that (1) coaching sessions were a positive experience, (2) they benefitted from the coaching and (3) coaching prompted new reflections for both the present and future. The study provides insight for coaches working in Higher Education in general and with Ph.D. students in particular.
{"title":"Exploring the lived experience of mature Ph.D. students receiving one-to-one coaching sessions during their Ph.D. journey","authors":"Martine George, Ruth Hughes","doi":"10.1080/17521882.2023.2213772","DOIUrl":"https://doi.org/10.1080/17521882.2023.2213772","url":null,"abstract":"ABSTRACT This interpretative phenomenological analysis (IPA) study examines the lived experience of mature Ph.D. students engaging in one-to-one coaching sessions. Four participants at Danish universities in the last 18 months of their Ph.D. journey received a minimum of five individual coaching sessions provided by the same coach. Data were collected from semi-structured interviews. Data analysis revealed the emergence of three themes: Effectiveness and resourcefulness in the Ph.D. process; Self-awareness and self-reflection; and Feeling supported. There were six sub-themes: Ph.D. process understanding; New perspectives; Emotional consciousness; Self-confidence; Being listened to and receiving empathy; and The complementary support of the coach and the academic supervisor. Participants reported that (1) coaching sessions were a positive experience, (2) they benefitted from the coaching and (3) coaching prompted new reflections for both the present and future. The study provides insight for coaches working in Higher Education in general and with Ph.D. students in particular.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"58 1","pages":"205 - 218"},"PeriodicalIF":1.3,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80729437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1080/17521882.2023.2205598
A. Nacif, Andrea Giraldez-Hayes, K. Finn, Elsa Valdivielso-Martínez
ABSTRACT Since the Covid-19 pandemic, there has been an increase in the use of online platforms across different sectors and industries. Coaching has been no different, with clients and coaches swapping face-to-face for online sessions. The existing literature concerning online and group coaching remains scarce and there is no existing research into online group coaching used as a pastoral intervention for students in higher education. As the need for online support arose during the Covid-19 pandemic, this qualitative research was set up to explore the experience of postgraduate students taking part in such a programme. The study was conducted using interpretative phenomenological analysis to further the understanding of how postgraduate students experience, and potentially benefit from, online group coaching. Four group coaching sessions were delivered weekly, with the first session lasting one hour and the remaining three lasting one and a half hours. The analysis identified four main themes: experiencing a safe environment, connection with the group, self-awareness, and considering different perspectives. Coachees reported that the online group coaching was useful as it provided a supportive and safe environment for them to share and work through the challenges they were facing. Participants also noted that the emotional connection with the group allowed them to feel heard and able to express their individual (and sometimes difficult) experiences, which they found beneficial. This study expands the existing body of knowledge on group coaching, specifically adding to the understanding of how online group coaching can be a useful intervention to support postgraduate students.
{"title":"Online group coaching: the experience of postgraduate students during the COVID-19 pandemic","authors":"A. Nacif, Andrea Giraldez-Hayes, K. Finn, Elsa Valdivielso-Martínez","doi":"10.1080/17521882.2023.2205598","DOIUrl":"https://doi.org/10.1080/17521882.2023.2205598","url":null,"abstract":"ABSTRACT Since the Covid-19 pandemic, there has been an increase in the use of online platforms across different sectors and industries. Coaching has been no different, with clients and coaches swapping face-to-face for online sessions. The existing literature concerning online and group coaching remains scarce and there is no existing research into online group coaching used as a pastoral intervention for students in higher education. As the need for online support arose during the Covid-19 pandemic, this qualitative research was set up to explore the experience of postgraduate students taking part in such a programme. The study was conducted using interpretative phenomenological analysis to further the understanding of how postgraduate students experience, and potentially benefit from, online group coaching. Four group coaching sessions were delivered weekly, with the first session lasting one hour and the remaining three lasting one and a half hours. The analysis identified four main themes: experiencing a safe environment, connection with the group, self-awareness, and considering different perspectives. Coachees reported that the online group coaching was useful as it provided a supportive and safe environment for them to share and work through the challenges they were facing. Participants also noted that the emotional connection with the group allowed them to feel heard and able to express their individual (and sometimes difficult) experiences, which they found beneficial. This study expands the existing body of knowledge on group coaching, specifically adding to the understanding of how online group coaching can be a useful intervention to support postgraduate students.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"38 1","pages":"190 - 204"},"PeriodicalIF":1.3,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75140035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.1080/17521882.2022.2161923
J. Passmore, Qi Liu, D. Tee, Sophia Tewald
ABSTRACT This paper presents the results from a global coach survey of 1266 coaches from 79 nations conducted in Summer 2021, when the world emerged from global lockdowns and the 18-month COVID-19 pandemic. In addition to sharing data on the composition of the global coach community (national residence, gender, race, ethnicity, sexual orientation and disability), this study focuses on the impact of the global pandemic on the coaching industry using a quantitative analysis. The findings indicate that age, platform association, pre-pandemic online coaching experiences and average fee were significant predictors of the total impact of the COVID-19 pandemic on coaches. Those least able to adjust and transition to an online environment, or with the least experience working online, reported the greatest detrimental impact. Moreover, the data confirm coaching’s transition towards online delivery, with the pandemic accelerating this process to a point where we believe that this trajectory will continue post-pandemic. To enable the success of this shift, coach supervisors, peer support and professional coach training need to recognise the need for this digital transition and adjust training, support and practices to reflect this new reality.
{"title":"The impact of COVID-19 on coaching practice: results from a global coach survey","authors":"J. Passmore, Qi Liu, D. Tee, Sophia Tewald","doi":"10.1080/17521882.2022.2161923","DOIUrl":"https://doi.org/10.1080/17521882.2022.2161923","url":null,"abstract":"ABSTRACT This paper presents the results from a global coach survey of 1266 coaches from 79 nations conducted in Summer 2021, when the world emerged from global lockdowns and the 18-month COVID-19 pandemic. In addition to sharing data on the composition of the global coach community (national residence, gender, race, ethnicity, sexual orientation and disability), this study focuses on the impact of the global pandemic on the coaching industry using a quantitative analysis. The findings indicate that age, platform association, pre-pandemic online coaching experiences and average fee were significant predictors of the total impact of the COVID-19 pandemic on coaches. Those least able to adjust and transition to an online environment, or with the least experience working online, reported the greatest detrimental impact. Moreover, the data confirm coaching’s transition towards online delivery, with the pandemic accelerating this process to a point where we believe that this trajectory will continue post-pandemic. To enable the success of this shift, coach supervisors, peer support and professional coach training need to recognise the need for this digital transition and adjust training, support and practices to reflect this new reality.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"153 1","pages":"173 - 189"},"PeriodicalIF":1.3,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77120861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1080/17521882.2022.2145229
David Love
{"title":"Cybersecurity for coaches and therapists – A practical guide for protecting client data","authors":"David Love","doi":"10.1080/17521882.2022.2145229","DOIUrl":"https://doi.org/10.1080/17521882.2022.2145229","url":null,"abstract":"","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"1 1","pages":"249 - 250"},"PeriodicalIF":1.3,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83590629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/17521882.2022.2128386
Natalie M. Michalik, C. Schermuly
ABSTRACT The coaching market experienced a tremendous change within the last few years with a substantial increase in digital coaching. So far, little is known about possible effects of technostress on coaches’ health and coaching success. We conducted two studies on potential consequences of technostress in terms of coaches’ emotional exhaustion and coaches’ perception of coaching success. In Study 1 (N = 330), we tested the direct relationship between coaches’ perceived technostress and emotional exhaustion. In Study 2 (N = 132), we used a time-lagged design to replicate our findings and extended our model. We investigated potential consequences of coaches’ technostress for coaches’ perception of coaching success mediated by coaches’ emotional exhaustion. Across both studies, coaches’ technostress had a direct effect on coaches’ emotional exhaustion but not on their perception of coaching success. This effect was maintained at a 6-week follow-up assessment in Study 2. Furthermore, techno-overload and techno-uncertainty had the highest means among coaches in both studies and therefore seem to have the greatest relevance for coaches. Finally, core self-evaluations did not buffer the relationship between coaches’ technostress and emotional exhaustion. The results expand knowledge about the consequences of technostress for coaches’ health and coaching success and highlight the importance of coaches’ self-care.
{"title":"Is technostress stressing coaches out? The relevance of technostress to coaches’ emotional exhaustion and coaches’ perception of coaching success","authors":"Natalie M. Michalik, C. Schermuly","doi":"10.1080/17521882.2022.2128386","DOIUrl":"https://doi.org/10.1080/17521882.2022.2128386","url":null,"abstract":"ABSTRACT The coaching market experienced a tremendous change within the last few years with a substantial increase in digital coaching. So far, little is known about possible effects of technostress on coaches’ health and coaching success. We conducted two studies on potential consequences of technostress in terms of coaches’ emotional exhaustion and coaches’ perception of coaching success. In Study 1 (N = 330), we tested the direct relationship between coaches’ perceived technostress and emotional exhaustion. In Study 2 (N = 132), we used a time-lagged design to replicate our findings and extended our model. We investigated potential consequences of coaches’ technostress for coaches’ perception of coaching success mediated by coaches’ emotional exhaustion. Across both studies, coaches’ technostress had a direct effect on coaches’ emotional exhaustion but not on their perception of coaching success. This effect was maintained at a 6-week follow-up assessment in Study 2. Furthermore, techno-overload and techno-uncertainty had the highest means among coaches in both studies and therefore seem to have the greatest relevance for coaches. Finally, core self-evaluations did not buffer the relationship between coaches’ technostress and emotional exhaustion. The results expand knowledge about the consequences of technostress for coaches’ health and coaching success and highlight the importance of coaches’ self-care.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"4 2 1","pages":"155 - 172"},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76059092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/17521882.2022.2129400
Benita Treanor
{"title":"Mindfulness-based relational supervision – mutual learning and transformation","authors":"Benita Treanor","doi":"10.1080/17521882.2022.2129400","DOIUrl":"https://doi.org/10.1080/17521882.2022.2129400","url":null,"abstract":"","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"37 1","pages":"135 - 137"},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91350541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/17521882.2022.2128387
Amirul Hazmi Hamdan, M. Supriatna, Eka Sakti Yudha
{"title":"Mentoring in health professions education, evidence-informed strategies across the continuum","authors":"Amirul Hazmi Hamdan, M. Supriatna, Eka Sakti Yudha","doi":"10.1080/17521882.2022.2128387","DOIUrl":"https://doi.org/10.1080/17521882.2022.2128387","url":null,"abstract":"","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"34 1","pages":"133 - 135"},"PeriodicalIF":1.3,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82855223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/17521882.2022.2112967
A. Furnham, Simmy Grover, A. McClelland
ABSTRACT The present study examined people’s preference for an executive coach. A sample of 504 participants completed a questionnaire in which they were asked to rate eight potential coaches stratified by sex (male vs. female), age (under 40 vs. over 50 years), as a proxy for experience, and background experience (business vs. psychology). There was a significant main effect of gender, with female coaches being preferred over male coaches; effect of experience, with less experienced coaches being preferred over those with more experience; and background, with those from a business background being preferred over those with a psychology background. There were more important interaction effects, particularly around the sex of the coach. These results are discussed in relation to the extant literature on preferences for different types of professionals. Implications and limitations are noted.
{"title":"Choosing a coach: the influence of age, gender and experience in shaping preferences for business coaches","authors":"A. Furnham, Simmy Grover, A. McClelland","doi":"10.1080/17521882.2022.2112967","DOIUrl":"https://doi.org/10.1080/17521882.2022.2112967","url":null,"abstract":"ABSTRACT The present study examined people’s preference for an executive coach. A sample of 504 participants completed a questionnaire in which they were asked to rate eight potential coaches stratified by sex (male vs. female), age (under 40 vs. over 50 years), as a proxy for experience, and background experience (business vs. psychology). There was a significant main effect of gender, with female coaches being preferred over male coaches; effect of experience, with less experienced coaches being preferred over those with more experience; and background, with those from a business background being preferred over those with a psychology background. There were more important interaction effects, particularly around the sex of the coach. These results are discussed in relation to the extant literature on preferences for different types of professionals. Implications and limitations are noted.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"41 1","pages":"139 - 154"},"PeriodicalIF":1.3,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82438624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-23DOI: 10.1080/17521882.2022.2098789
Charmaine Roche, J. Passmore
ABSTRACT This article is based on original qualitative research involving key stakeholders from across the coaching eco-system and advances a call to action inspired by a growing vanguard of coaching practitioners, researchers and thought leaders seeking to deploy coaching in support of the global movement for racial justice and equity. The research, using focus group discussions and one to one interviews, gives primacy to the marginalised voices of Black, Indigenous and Other People of Colour (BIPOC) who work as coaches in the industry and their communities. This research is the result of a global collaboration with participants from the U.S.A., U.K., Kenya, South Africa and New Zealand (Māori). Our findings confirm that colour-blindness dominates across the coaching eco-system, and we argue for a shift to a colour/race-conscious stance that is the prerequisite to adopting an anti-racist approach. We take as our point of departure for analysing the data the Global Critical Race and Racism Framework which contextualises our research participants within the legacies of imperial colonialism, and the history of resistance against it. The article presents a 14-point manifesto drawn from analysis of the data, as a call to action to the coaching professionals and the industry they serve.
{"title":"Anti-racism in coaching: a global call to action","authors":"Charmaine Roche, J. Passmore","doi":"10.1080/17521882.2022.2098789","DOIUrl":"https://doi.org/10.1080/17521882.2022.2098789","url":null,"abstract":"ABSTRACT This article is based on original qualitative research involving key stakeholders from across the coaching eco-system and advances a call to action inspired by a growing vanguard of coaching practitioners, researchers and thought leaders seeking to deploy coaching in support of the global movement for racial justice and equity. The research, using focus group discussions and one to one interviews, gives primacy to the marginalised voices of Black, Indigenous and Other People of Colour (BIPOC) who work as coaches in the industry and their communities. This research is the result of a global collaboration with participants from the U.S.A., U.K., Kenya, South Africa and New Zealand (Māori). Our findings confirm that colour-blindness dominates across the coaching eco-system, and we argue for a shift to a colour/race-conscious stance that is the prerequisite to adopting an anti-racist approach. We take as our point of departure for analysing the data the Global Critical Race and Racism Framework which contextualises our research participants within the legacies of imperial colonialism, and the history of resistance against it. The article presents a 14-point manifesto drawn from analysis of the data, as a call to action to the coaching professionals and the industry they serve.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"11 1","pages":"115 - 132"},"PeriodicalIF":1.3,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76233120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/17521882.2022.2094278
N. Terblanche, Joanna Molyn, Kevin K. Williams, Jeanette Elizabeth Maritz
ABSTRACT The rise of AI coaching could significantly reduce cost and increase the scale of coaching, however for AI coaching to succeed it is important to understand factors that promote or inhibit adoption. Students are a particular population who may benefit from coaching but cannot afford a human coach. This qualitative study investigated the perceptions of university students on factors that could influence their use of an AI chatbot coach. Students (n = 11) used an AI coach for 12 weeks as part of weekly group coaching workshops. They were subsequently interviewed and AI coach experience analysed deductively using the Unified Theory of Acceptance and Use of Technology framework. Findings reveal that students' positive attitude and performance expectations played an important role in their chatbot engagement. Students perceived the AI coach as accessible, easy to use, intelligent and quick to respond. They perceived the AI coach to pose minimal threat and would use it more if their friends did. The technology platform and information about accessing the AI coach was also deemed important. These findings are significant in helping creators of AI coaching technology and educational institutions, who purchase such services, to understand which aspects influence students' decision to use an AI coach.
{"title":"Performance matters: students’ perceptions of Artificial Intelligence Coach adoption factors","authors":"N. Terblanche, Joanna Molyn, Kevin K. Williams, Jeanette Elizabeth Maritz","doi":"10.1080/17521882.2022.2094278","DOIUrl":"https://doi.org/10.1080/17521882.2022.2094278","url":null,"abstract":"ABSTRACT The rise of AI coaching could significantly reduce cost and increase the scale of coaching, however for AI coaching to succeed it is important to understand factors that promote or inhibit adoption. Students are a particular population who may benefit from coaching but cannot afford a human coach. This qualitative study investigated the perceptions of university students on factors that could influence their use of an AI chatbot coach. Students (n = 11) used an AI coach for 12 weeks as part of weekly group coaching workshops. They were subsequently interviewed and AI coach experience analysed deductively using the Unified Theory of Acceptance and Use of Technology framework. Findings reveal that students' positive attitude and performance expectations played an important role in their chatbot engagement. Students perceived the AI coach as accessible, easy to use, intelligent and quick to respond. They perceived the AI coach to pose minimal threat and would use it more if their friends did. The technology platform and information about accessing the AI coach was also deemed important. These findings are significant in helping creators of AI coaching technology and educational institutions, who purchase such services, to understand which aspects influence students' decision to use an AI coach.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"1 1","pages":"100 - 114"},"PeriodicalIF":1.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88297598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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