Literatura académica sobre el tema "Coaching psychology"
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Artículos de revistas sobre el tema "Coaching psychology"
Passmore, Jonathan, Marie Stopforth y Yi-Ling Lai. "Defining coaching psychology: Debating coaching and coaching psychology definitions". Coaching Psychologist 14, n.º 2 (diciembre de 2018): 120–23. http://dx.doi.org/10.53841/bpstcp.2018.14.2.120.
Texto completoStewart, Lorna J., Siobhain O’Riordan y Stephen Palmer. "Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation". Coaching Psychologist 4, n.º 3 (diciembre de 2008): 127–33. http://dx.doi.org/10.53841/bpstcp.2008.4.3.127.
Texto completoSon, ChongNak. "Personal Construct Psychology, Coaching Psychology, and Personal Construct Coaching". KOREAN JOURNAL OF COACHING PSYCHOLOGY 2, n.º 2 (31 de diciembre de 2018): 1–21. http://dx.doi.org/10.51457/kjcp.2018.12.2.2.1.
Texto completoTokuyoshi, Yoga. "Coaching Psychology workshop for coaching skills". Proceedings of the Annual Convention of the Japanese Psychological Association 79 (22 de septiembre de 2015): TWS—005—TWS—005. http://dx.doi.org/10.4992/pacjpa.79.0_tws-005.
Texto completoWhybrow, Alison. "Coaching Psychology in Australia: The Interest Group in Coaching Psychology: The Third National Coaching Psychology Symposium". Coaching Psychologist 4, n.º 3 (diciembre de 2008): 188–89. http://dx.doi.org/10.53841/bpstcp.2008.4.3.188.
Texto completoMcQuaid, Michelle. "Positive psychology coaching". Organisationsberatung, Supervision, Coaching 24, n.º 3 (28 de julio de 2017): 283–96. http://dx.doi.org/10.1007/s11613-017-0510-8.
Texto completoRowan, John. "Coaching psychology and positive psychology". Coaching Psychologist 1, n.º 2 (noviembre de 2005): 20–21. http://dx.doi.org/10.53841/bpstcp.2005.1.2.20.
Texto completoLaw, Ho, B. Les Lancaster y Nikki DiGiovanni. "A wider role for coaching psychology – applying transpersonal coaching psychology". Coaching Psychologist 6, n.º 1 (junio de 2010): 24–32. http://dx.doi.org/10.53841/bpstcp.2010.6.1.24.
Texto completoPassmore, Jonathan. "Coaching Psychology: Applying Integrative Coaching Within Education". International Journal of Leadership in Public Services 2, n.º 3 (septiembre de 2006): 27–33. http://dx.doi.org/10.1108/17479886200600031.
Texto completoGrant, Anthony M. "Developing an agenda for teaching coaching psychology". International Coaching Psychology Review 6, n.º 1 (marzo de 2011): 84–99. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.84.
Texto completoTesis sobre el tema "Coaching psychology"
Koonz, Marta. "Soul-Centered Coaching| Encouraging Psychological Creativity within a Life Coaching Partnership". Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10982147.
Texto completoJames Hillman (1972) declared, “What the psyche has experienced during the past seventy years in analytical therapy should also be possible for it wherever it goes” (p. 5). As a life coach—someone who starts from a place of curiosity—I became curious. Did this mean that the imaginal practices of depth psychology could be used within a life coaching container? Could imaginal practices such as Jung’s active imagination and Hillman’s personifying work in a life coaching partnership? What benefits might life coaching clients gain through creating a connection with psychic figures? What would a life coach—or a depth psychologist—need to merge these two ways of engaging with individuals, both in terms of training and resources? And, finally, what does each profession—life coaching and depth psychology—obtain from such a merger? Using the methodology of hermeneutic phenomenology, I entered into a six-session soul-centered coaching partnership with three participants. Each took part in six sessions designed to develop their psychological creativity while experiencing a coaching relationship. Factoring in my own observations, as well as the personal accounts of the participants, I found that imaginal practices positively impacted participants’ abilities to connect with and move through their life transitions. This merging of the two professions would require life coaches to undergo extensive learning in depth psychology, and depth psychologists to acquire professional coaching skills, but this study holds forth promise for a blending of the two fields.
Lai, Yi-Ling. "Enhancing evidence-based coaching through the development of a coaching psychology competency framework : focus on the coaching relationship". Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/807098/.
Texto completoParsons, Mickey. "Positive Psychology Coaching and Its Impact on Midlife Executives". Thesis, California Southern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10283810.
Texto completoScope of Study: This study was designed to investigate the lived experiences of middle to executive level leaders who participated in positive psychology coaching during midlife. Through personal interviews, participants shared comprehensive descriptions of their experiences in an effort to provide a deep understanding of the ways in which they benefited both personally and professionally while facing challenges typically associated with middle age.
Findings and Conclusions: This study generated three major findings that support this effort (1) participating in positive psychology executive coaching provides focus and confidence that facilitates personal and professional growth during midlife by helping clients identify and overcome real life and work challenges while pursuing their over-arching goals; (2) the coaching experience and associated results largely vary from participant to participant based on their wants, goals and aspirations for the future; and (3) the client’s perception of coaching impact was tied, at least in part to the length of coaching, the quality of their relationship with the coach and a perceived positive experience. These results support the employment of positive psychology interventions as part of an executive coaching engagement, showing that to do so with midlife clients not only supports their goal achievement, but also facilitates resolution of other work and life challenges over time and within a quality client-coach relationship.
Spence, Gordon B. "New directions in the psychology of coaching the integration of mindfulness training into evidence-based coaching practice /". Connect to full text, 2006. http://ses.library.usyd.edu.au/handle/2123/2469.
Texto completoIncludes tables. Includes 2 published papers co-authored Cavanagh and Grant. Title from title screen (viewed June 12, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology, Faculty of Science. Degree awarded 2007; thesis submitted 2006. Bibliography: leaves 268-297. Also available in print form.
Spence, Gordon B. "New directions in the psychology of coaching: The integration of mindfulness training into evidence-based coaching practice". Coaching Psychology Unit, School of Psychology, 2007. http://hdl.handle.net/2123/2469.
Texto completoAlthough the field of coaching psychology has witnessed some theoretical and empirical advances in recent years, this has yet to translate into a commonly accepted theoretical and empirical foundation for coaching practice. Rather, coaching practice has run well ahead of related theory and research, and resulted in the establishment of an industry that lacks firm foundations. This doctoral dissertation reports on a series of reviews and empirical studies designed to further the development of evidence-based coaching practice (EBCP). A review of the relevant literature revealed that the development of solid evidence-based foundations is critical if coaching is to realise its promise and potential. As events surrounding the decline of the human potential movement (HPM) in the 1960s and 1970s indicate, the absence of theoretically-based rationales and solid research support may be a reliable predictor of decline for particular treatment modalities. Whilst the development of EBCP has important implications for the formal preparation of coaches, pedagogical recommendations to industry educators are difficult whilst the characteristics of the coaching industry remain hidden. In order to develop the profile of the Australian coaching industry, a survey was conducted of 148 practicing coaches. The results of this study revealed the presence of a diverse local industry. Despite the existence of a small core of highly experienced practitioners, the majority of coaches appeared to have little coaching experience and greatly varied skills and experience. Interestingly, only 20% of respondents reported any formal training in psychology or the other helping professions. Given recent data that suggests mental health issues may sometimes be encountered in coaching (Green, Oades, & Grant, 2006; Spence & Grant, in press), it is concluded that the majority of coaches lack the skills and knowledge to identify and deal effectively with such eventualities. As the development of an informed strategy for dealing with mental health issues would move the practice of coaching onto a more professional footing, it is recommended that coaches receive basic training in the identification and appropriate referral of such issues. Much of the work presented in this dissertation is based on the presupposition that client outcomes can be optimised through the use of EBCP. However, as this assumption has yet to be empirically tested, a total of 63 participants took part in a 10-week life coaching program. The results showed that when life coaching was conducted by coaches trained in cognitive-behavioural solution-focused (CB-SF) coaching methods (i.e. professional coaching), as opposed to untrained peers (i.e. peer coaching), participants were more engaged in coaching and reported significantly greater goal attainment, goal commitment and environmental mastery. Effective goal-directed self-regulation requires that individuals remain focused on their goals overtime, whilst managing a steady stream of disturbances that can destabilise goal directed effort. In this regard, the construct of mindfulness has much conceptual relevance. Mindfulness reflects the unique human capacity for directing conscious awareness via the controlled deployment of attention. After an extensive review of the scholarly literature, three alternative conceptualisations are presented (i.e. Eastern religious, socio-cognitive and cognitive-attentional perspectives), accompanied by a description of the mindfulness skills training practices associated with each. A total of 72 participants then took part in a study to assess the impact of three mindfulness training (MT) programs on mindfulness, goal-directed self-regulation, mental health and wellbeing. The results revealed that all the MT programs were effective in significantly increasing mindfulness and a variety of mental health and wellbeing indicators. Importantly, MT was also found to significantly increase goal attainment; suggesting that MT may be a valuable addition to EBCP. Goal attainment is a key dependent variable in coaching research. However, the measurement of goal attainment has yet to receive much attention in the coaching literature. As most empirical coaching studies have reported findings based on measures that rely exclusively on subjective measures of performance (measures that are susceptible to several forms of distortion and bias), some key issues relating to the measurement of goal attainment are reviewed and explored in detail. From this review, goal attainment scaling (GAS) is identified as a potentially useful methodology with which both researchers and practitioners can document and evaluate coaching outcomes. The final study pulls together the threads from work presented to that point, and integrates them into a practice framework for coaching. A total of 42 participants took part in this study, which investigated the efficacy of using MT and CB-SF coaching to facilitate the attainment of health goals. The results showed that the delivery of MT prior to (rather than after) CB-SF coaching was more effective in facilitating these outcomes. This suggests MT may be important in coaching for helping people prepare for change.
Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.
Texto completoRichardson, Tonia M. "Solution-Focused Brief Coaching as an Executive Coaching Intervention| A Quasi-experimental Study". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569149.
Texto completoThe purpose of the quasi-experimental study was to determine the effectiveness of Solution-Focused Brief Coaching as a specific intervention in executive coaching. The study used a pretest-posttest design with an experimental group and a control group. Six executives received six coaching sessions during this study. Twelve executives, serving as control subjects, did not receive coaching by any method. Measurement tools (the Working Alliance Inventory, the Goal Attainment Survey and the Satisfaction With Life Scale) provided quantitative outcome data to determine behavior, performance, and emotional change associated with use of SFBC (the independent variable). These measurement tools (the dependent variables) were administered to both groups before and after the 6-week coaching intervention. The WAI – C pretest showed significant differences between the groups suggesting that coaches perceived the working alliance of coached participants to increase to a significantly larger degree than the noncoached group. The SWLS pretest showed significant differences between the groups suggesting that the group that sought coaching had a lower satisfaction with life than the control group at the beginning of the coaching engagement. While the GAS did not produce statistically significant results there was a large effect size suggesting that a very clear difference exists between the two groups. The results of the study provided preliminary empirical support for use of SFBC as an executive-coaching intervention. Recommendations based on the study’s results include replication of the study with a larger sample, additional studies reflective of more rigorous research designs, and use of professional coaches in research studies.
Kulsrud, Cecilie Stoer. "MBCM - The Mindfulness Based Coaching Model: a mindfulness based approach to coaching : an integration ofBuddhist mindfulness training into the coaching practice". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45621160.
Texto completoVillalon, Christina Ann. "Relationship between Males' Coaching Efficacy and Prior Exposure to Sport Psychology". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157535/.
Texto completoPaulin, Sofia. "Upplevelser och erfarenheter av ”Personlig coaching”". Thesis, Stockholm University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8404.
Texto completoI dagens snabbt föränderliga samhälle är coaching ett begrepp, som blir allt vanligare både i individuella och organisatoriska sammanhang. Coaching är en kreativ process som hjälper individen eller organisationen att utvecklas och maximera sin potential för att nå önskade mål. Syftet med denna studie var att få en förståelse av enskilda individers subjektiva upplevelser och erfarenheter som de anser sig ha nytta av efter en specifik kurs i Personlig Coaching. Halvstrukturerade intervjuer genomfördes med de två ansvariga coacherna samt fyra kursdeltagare. Materialet analyserades enligt induktiv tematisk analys. Resultatet visar att coachernas intentioner med utbildningen i hög grad överensstämmer med deltagarnas upplevelse av kursen. Det vill säga att deltagarna tillgodogör sig konkreta metoder som de kan använda för att utnyttja sina egna förmågor och resurser bättre i vardagen.
Libros sobre el tema "Coaching psychology"
Pavlović, Jelena. Coaching Psychology. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878.
Texto completoLaw, Ho. Coaching Psychology. Chichester, UK: John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118598399.
Texto completoMargaret, Moore. Coaching psychology manual. Philadelphia: Lippincott, Williams & Wilkins, 2010.
Buscar texto completoKnowles, Susanne. Positive Psychology Coaching. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1.
Texto completoWatts, Mary y Ian Florance, eds. Emerging Conversations in Coaching and Coaching Psychology. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315114514.
Texto completoPalmer, Stephen y Alison Whybrow, eds. Handbook of Coaching Psychology. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315820217.
Texto completoAdams, Mark. Coaching Psychology in Schools. East Sussex ; New York, NY : Routledge is an imprint of the: Routledge, 2015. http://dx.doi.org/10.4324/9781315762630.
Texto completoPalmer, Stephen. Introduction to Coaching Psychology. Editado por Siobhain O’Riordan. Title: Introduction to coaching psychology / edited by Siobhain O’Riordan and Stephen Palmer. Description: Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2021. http://dx.doi.org/10.4324/9781315222981.
Texto completoBiswas-Diener, Robert. Practicing Positive Psychology Coaching. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9781118269633.
Texto completoLaw, Ho. Coaching psychology: A practitioners guide. Hoboken: Wiley, 2013.
Buscar texto completoCapítulos de libros sobre el tema "Coaching psychology"
Knowles, Susanne. "Coaching". En Positive Psychology Coaching, 45–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_4.
Texto completoPavlović, Jelena. "Appreciative coaching". En Coaching Psychology, 41–48. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-6.
Texto completoPavlović, Jelena. "Narrative coaching". En Coaching Psychology, 57–66. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-8.
Texto completoPavlović, Jelena. "Systemic coaching". En Coaching Psychology, 67–73. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-9.
Texto completoGreen, Suzy y Stephen Palmer. "Positive psychology coaching". En Positive Psychology Coaching in Practice, 1–15. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315716169-1.
Texto completoCarroll, Michael. "Coaching psychology supervision". En Handbook of Coaching Psychology, 562–72. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315820217-46.
Texto completoLai, Yi-Ling y Stephen Palmer. "Coaching psychology research". En Introduction to Coaching Psychology, 175–90. Title: Introduction to coaching psychology / edited by Siobhain O’Riordan and Stephen Palmer. Description: Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2021. http://dx.doi.org/10.4324/9781315222981-12-20.
Texto completoKnowles, Susanne. "Traditional Psychology". En Positive Psychology Coaching, 11–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_2.
Texto completoKnowles, Susanne. "Positive Psychology". En Positive Psychology Coaching, 31–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_3.
Texto completoPavlović, Jelena. "Introduction". En Coaching Psychology, 1–3. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-1.
Texto completoActas de conferencias sobre el tema "Coaching psychology"
Nofitri, Nurhayati F. M. y Alice Salendu. "Discouraging Employee Turnover through a Coaching Optimization Program". En 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.27.
Texto completoCarson, Cynthia y Jeffrey Choppin. "Exploring video coaching practices of online mathematics coaches". En 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-320.
Texto completoSlaninová, Gabriela. "Coaching As A Tool For Increasing Self-Efficacy With Regard To Professional Identity". En ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.47.
Texto completoPuspa, Lyra, Nurhadi Ibrahim y Paul T. Brown. "Increase in Gamma Band qEEG Activity during Executive Coaching: Some Preliminary Observations and Possible Implications". En International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25263.
Texto completoDy, Perlie John, Terence Joy Lareche, Dave Daniel Coles y Meljohn Aborde. "Developing An Improved Heart Rate Monitor With Work-Out Training Android Application And Real Time Audio Coaching". En International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14048.
Texto completoWidiantoro, Didik, Sigit Nughoro y Yanwar Arief. "Motivational Coaching to Enhance Group Cohesiveness of Employee Company X Duri Pekanbaru: Experimental Studies". En International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008589903910396.
Texto completoCallard, Cynthia H., Cynthia Carson, Ryan Gillespie, Julie Amador, Jeffrey Choppin y Stephanie Martin. "Working Group: Implementing and researching mathematics content-focused coaching models". En 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-11.
Texto completoTano, Shiela. "STUDENT ATHLETES RESILIENCE: THE ROLE OF PERCEIVED COACHS RESILIENCE, COACHING EFFICACY, AND SPORTS MASCULINITY". En SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.053.
Texto completoAmador, Julie, Ryan Gillespie, Jeffrey Choppin y Cyndi Carson. "Coaches’ and teachers’ noticing through annotations: Exploring analytic stance across coaching cycles". En 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-291.
Texto completoMuhammadong, Dr, Abdul Hadis y Eva Meizara Puspita Dewi. "Developing a Religious Based Coaching Model to Address Problems Faced by Prisoners at First Class Detention Center Makassar". En 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.16.
Texto completoInformes sobre el tema "Coaching psychology"
Birr, Caroline, Antonio Hernández-Mendo, Diogo Monteiro y António Rosado. Empowering and Disempowering Motivational coaching: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, enero de 2023. http://dx.doi.org/10.37766/inplasy2023.1.0067.
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