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Below is the stream related to your search. In the left-hand column are the references in the Research Portal that are in your search item. In the right-hand column are the citations that have referenced your search item. You can continue following this stream by clicking the “View stream” button on one of the Reference or Citation entries.

References (12 in Portal)
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Why coaching?

S Wales Journal of Change Management 2003

This paper describes a piece of academic research that explores the experiences of a group of managers taking part in an externally-provided coaching programme. It describes the background to the programme, outlines the benefits identified by participants and offers a model arising from the research. Data from individual managers on the p...

Cites in Google Scholar: 240
 
Self-efficacy mechanism in human agency

A Bandura American Psychologist 1982

Addresses the centrality of the self-efficacy mechanism (SEM) in human agency. SEM precepts influence thought patterns, actions, and emotional arousal. In causal tests, the higher the level of induced self-efficacy, the higher the performance accomplishments and the lower the emotional arousal. The different lines of research reviewed sho...

Cites in Google Scholar: 18517
 
Can Coaching Reduce Workplace Stress?

K Gyllensten, S Palmer The Coaching Psychologist 2005

Work related stress is causing concern and is having negative effects on individuals and organisations (HSE, 2001). Various interventions are used to reduce workplace stress but this paper proposes that coaching can be effective in tackling stress. Coaching is becoming increasingly popular and is viewed positively within the corp...

Cites in Google Scholar: 129
 
Positive psychology: An introduction.

MEP Seligman, M Csikszentmihalyi American Psychologist 2000

A science of positive subjective experience, positive individual traits, and positive institutions promises to improve quality of life and prevent the pathologies that arise when life is barren and meaningless. The exclusive focus on pathology that has dominated so much of our discipline results in a model of the human being lacking the p...

Cites in Google Scholar: 15104
 
Structuring and understanding the coaching industry: The coaching cube

J Segers, D Vloeberghs, E Henderickx, I Inceoglu Academy of Management Learning \& Education 2011

We offer a theoretical coaching cube that helps to structure and understand the coaching industry. The three dimensions of the cube refer to (1) coaching agendas (what); (2) coaches' characteristics (who); and (3) coaching approaches/schools (how). Each dimension is described by discussing the academic literature surrounding it. Using an ...

Cites in Google Scholar: 86
 
Developmental coaching for high school teachers: Executive coaching goes to school.

AM Grant, LS Green, J Rynsaardt Consulting Psychology Journal: Practice and Research 2010

Teachers are in a very real sense the embodiment of leadership, providing direction, guidance, and feedback to their students in addition to acting as role models. Teachers may well thus benefit from developmental coaching that draws on theories of leadership. This study was both an experimental (randomly assigned conditions) and a quasi-...

Cites in Google Scholar: 94
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Coaching for accelerated research productivity in Higher Education

H Geber International Journal of Evidence Based Coaching and Mentori... 2010

It is recognized that combining a thorough orientation to academic life and its expectations with intensive training in conceptualising research can accelerate the careers of early career academics. Unique to the structured support programme for research productivity and publication at the University of the Witwatersrand, Johannesburg...

Cites in Google Scholar: 10
 
Problem-focused coaching in a mainstream primary school: Reflections on PRACTICE

M Adams The Coaching Psychologist 2012

This article describes the successful application of the problem-solving processes outlined in Stephen Palmer’s PRACTICE framework to a real-life school-based organisational problem. The coach’s role and contribution to the process is identified at each stage. A problem-solving approach in general, and the PRACTICE model in particular,...

Cites in Google Scholar: 5
 
Developing a teaching agenda for coaching psychology in undergraduate programmes

L Burns, E Gillon The Coaching Psychologist 2011

The paper explores the rationale for, and potential benefits of, the inclusion of a coaching psychology module in an undergraduate psychology programme. In 2010 a coaching psychology module was introduced at Glasgow Caledonian University, as an optional module for final year psychology degree students. Although providing a strong acade...

Cites in Google Scholar: 7
 
Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students

S Baker, G Kinman, E Short International Coaching Psychology Review 2010

Objectives: To examine the effectiveness of a peer coaching intervention on aspects of well-being in students. Design: A two-factor mixed design was employed. Method: Two groups of third-year undergraduate psychology students participated in this study. The coaching group (N=32) comprised 24 females and eight males (mean age 25.23, SD=...

Cites in Google Scholar: 20
 
Understanding the experience of PhD students who received coaching: an interpretative phenomenological analysis

A Lech, C van Nieuwerburgh, S Jalloul Coaching: An International Journal of Theory, Research and P... 2017

Coaching psychology first emerged in Australia and the UK [Grant, A. (2008). Past, present and future: The evolution of professional coaching and coaching psychology: Handbook of coaching psychology: A guide for practitioners. London: Routledge] and it is now applied in different industries including the educational contexts [van Nieuwerb...

Cites in Google Scholar: 0
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