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Many of the coaching clients are high achievers and in most of the prepandemic sessions presented as confident, in control and professional. Their reasons for coaching were often focused on their desire to move to the next level, which called for them to identify their strengths and perceived weaknesses and take action to address the identified gaps in their skills and knowledge through the coaching or through further training. This chapter offers a 'good enough' experience for clients and so, during the pandemic, moved reluctantly to working via online platforms or telephone sessions, depending on the client's preference. During the pandemic it is encouraged to build in the time to take walks before and after online sessions and, when it became possible to do so, to start taking that coffee time again rather than going straight from an online psychotherapy session to online business. The client with a pure obsessive compulsive disorder (POCD) diagnosis also saw benefits to their being-in-the-world from the pandemic. POCD often manifests as intrusive, inappropriate and shameful thoughts on which the person will ruminate. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Burnout encompassed a host of medical, psychological, emotional and performance-related issues that can always be affected by individual and coach factors in elite athletes;therefore, the aim of this study was to investigate the relationship between perfectionism and burnout, mediated by perceived coaching style in the context of the Covid-19 epidemic. In this cross-sectional study, 258 elite athletes (M = 22.05 years, SD = 3.08;148 male) participated and completed scales of multidimensional perfectionism, athlete burnout and coaching style. Data were analyzed using descriptive statistics by structural equation modeling .The results indicate that direct paths perfectionism to burnout, perfectionism to coaching style, coaching style to burnout, and indirect pathways to perfectionism to burnout were mediating by coaching style, significant. The results indicate that during the COVID 19 , athletes who are less able to organize performance standards and expectations of themselves and others, and who are more committed to meeting external demands, are at higher risk of burnout. One could develop coach-education programmes that challenge beliefs regarding the effectiveness of controlling coaching behaviors to reduce perfectionist tendencies and expectations in athletes. In doing so, one might curtail the risk of burnout in athlete during the COVID 19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The Covid-19 pandemic has been an existential boundary situation on a global scale. Existential resilience includes the ability to navigate through existential crises and creates resources to help people avoid paralysis as to keep moving in the face of existential calamity. There are practical ways in which they may foster existential resilience through explorations of past challenges, recognising existential themes in everyday life and through learning new coping strategies. Existential resilience is hence based on several assumptions that help to differentiate it from resilience in the context of more general challenges. There are numerous ways in which people may nurture existential resilience across several levels and which coaches may use as a framework for working with clients both during and post-pandemic. Existential resilience kicks in when existential themes are at the root of the adversity. Existential coaching presents a fertile ground to nurture existential resilience due to its defining characteristics grounded in existential philosophy and equips people to better deal with life's inevitable existential crises, including the effects of similarly inevitable future pandemics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This timely volume considers the benefits of bringing an existential approach to psychotherapy, coaching, supervision and leadership, particularly in times of crisis. The book uses an existential lens to examine the impact Covid-19 has had on our mental health and ways of being, making connections between situations that challenge our mental resources and the unique ways existential ideas can address those challenges. Featuring contributions from renowned existential thinkers and practitioners, the book connects personal experiences with clinical examples and philosophic ideas to explore concepts like anxiety, relatedness and uncertainty as they relate to key existential themes, helping to inform coaches and therapists in their work with clients. In Part one, individuals offer their self-reflection on their 'lived experience' during the pandemic, all using an existential-phenomenological framework as a baseline for their reflections and referring to some of the main existential themes such as, Anxiety, Authenticity, Emotions, Freedom and Responsibility, Meaning, Relatedness, Time and Temporality, Uncertainty, Values and Beliefs. The authors seeks to draw and share learning and meaning from their own personal journey during the pandemic. Part two changes the focus from reflecting on our own experiences, to looking at those of our clients. It draws from work in the fields of coaching and psychotherapy, sharing some reoccurring existential themes and considering the overall existential relevance of these approaches. It includes consideration of the required changes to therapeutic boundaries, including moving sessions online. The final part of the book focus outside of the therapeutic setting itself to the community and business world. It considers the relevance of existential coaching, and existentially informed organizational and leadership training, while seeking to identify some of the future challenges to business models post-Covid-19. It is important reading for coaches, therapists, psychologists and business leaders, as well for scholars and researchers interested in applied philosophy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 pandemic allowed for widespread implementation of telehealth as a delivery method for occupational therapy (OT) services. The purpose of this study was to investigate the perceptions of novice telehealth OT practitioners regarding telehealth as a delivery method for OT services. Quantitative data was collected through a modified version of the Telehealth Usability Questionnaire and analyzed via descriptive statistics. Qualitative data was collected by open-ended questions and analyzed via thematic analysis. OT practitioners' responses revealed four major themes: logistics of telehealth practice, role of client champions, capacity of the OT practitioner, and styles and approaches. The study revealed that OT sessions delivered via telehealth increased access to clients and continuity of services. Client champion engagement, effective coaching strategies, and practitioner flexibility supported the success of OT telehealth sessions. © 2023, University Library System, University of Pittsburgh. All rights reserved.
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In this paper, the perception of COVID-19 situation amongst coaching, mentoring, and supervision practitioners is analyzed based on the survey conducted by European Mentoring Coaching Council (EMCC Global) with the participation of (476) people from various countries. Based on the data obtained, ‘word cluster analysis-emotional text mining' and ‘correlation analysis' are performed. The major empirical findings are summarized as follows: firstly, correlations are calculated among the most repetitive words in the statements of participants by using the Euclidian distance approach. In this respect, participants describe COVID-19 related feelings with the most frequent words they use as coaching, work, anxiety, clients, working, fear, time, business, home, and stress respectively. This indicates that COVID-19 epidemic related issues leads participants to think about their clients. They have the most common feelings of anxiety, stress, and fear at work, business and home. They are sensitive about the time as well. Secondly, cluster dendrogram is applied and this indicates that there are five major categories defined with strong correlation between them such that: coaching, work, anxiety, change, issues, crisis, will, managing, new, people, management, client, working, fear, uncertainty, future, time, stress, business, home. In conclusion, policy recommendations are made regarding the pandemic period all over the world in order to contribute relevant literature based on the empirical findings of EMCC Global's survey. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Introduction: The COVID-19 pandemic has laid bare the need for mental health treatment and the shortage of available providers. Internet-based, asynchronous mental health programs that incorporate coaching with a licensed provider address this widespread challenge. This study provides an in-depth exploration of both the patient and provider experience in webSTAIR, a coached, internet-based psychoeducational program, where coaching took place over video-telehealth. We focus on how patients and licensed mental health providers understood their coaching relationship in an internet-based mental health program. Materials and Methods: We interviewed a purposive sample of 60 patients who completed the coached, internet-based program and all 9 providers who provided coaching from 2017 to 2020. The project team and interviewers took notes during interviews. Patient interviews were studied using content and matrix analysis. Coach interviews were studied using thematic analysis. Results: Interviews across patients and coaches reveal the continued importance of relationship building and rapport and emphasized the central role of the coach in providing content clarification and application of skills. Discussion: For patients, coaches were critical for understanding and completing the internet-based program. As well, positive relationship with their coach further enhanced their experience in the program. Providers echoed the importance of relationship building and rapport for program success and saw their main role as helping patients to understand content and apply skills.
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The prevalence of dementia is growing as the population and longevity increase. Caregivers of adults with dementia report stress and fatigue and often neglect their health. They also indicate the need for information to address health-related issues, including nutritional problems, of their family members with dementia (FMWD). This study examined the impact of coaching to improve family caregiver (FCG) stress and well-being and to increase the protein intake of both FCGs and their FMWD. All participants received nutrition education including a protein prescription (1.2 g/kg body weight/day) and FCGs received stress-reduction materials. Coached-group randomized participants also received weekly diet coaching and stress-reduction coaching. At baseline and 8 weeks, anthropometrics, a mini-nutritional assessment questionnaire, and diet (protein intake) were assessed in FCGs and FMWD; well-being, fatigue and strain were assessed in FCGs. Repeated two words measures analysis of variance and Fisher's exact tests examined within group and intervention effects. Twenty-five FCGs (13 coached group, 12 not-coached group) and 23 FMWD (12 coached group, 11 not-coached group) completed the study. No significant differences were found between coached and not-coached FCGs and FMWD at baseline. After 8- weeks, FCGs' protein intake significantly increased from 1.00 ± 0.17 to 1.35 ± 0.23 g/kg/body weight in the coached group and from 0.91 ± 0.19 to 1.01 ± 0.33 g/kg/body weight in the not-coached group; there was also an intervention effect (p=.01, η2 = .24). The percentage of FCGs with baseline protein intake less than prescription guidelines and with an end-of-study protein intake meeting/exceeding the prescription significantly differed, with 60% of coached FCGs versus 10% of not coached FCGs meeting the prescription. No intervention effects were shown for protein intake in FMWD or for well-being, fatigue or strain among FCGs. Diet coaching with nutrition education successfully assisted FCGs with improving their protein intake versus nutrition education alone.
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COVID-19 , Dementia , Mentoring , Telemedicine , Adult , Humans , Body Weight , Caregivers/education , Dietary Proteins , Family , FatigueABSTRACT
The authors present this article as a blend of facts and the authors' experiences since little is currently known about interactions within the virtual world. Employees are finding that virtual meetings occur too often. In most cases, they are uninteresting and lack engagement for the participants. These combined factors lead to virtual meeting burnout and participants' multitasking instead of involvement. Continuous virtual meetings cause stress and, subsequently, other health issues;this article is a call to OD practitioners to help develop techniques to alleviate these issues. Engagement may be the solution to lessening these virtual meeting problems. The first part of the article describes what we know about virtual meetings. The last part of the article gives specific coaching directions for your clients in ways that they can increase engagement in a variety of meetings. Virtual meetings will remain in our lives and may be one of the major ways people communicate with each other. Organization development professionals in the past were the ones that increased the effectiveness and human potential of in-person meetings through the development of techniques and research. Because virtual meetings happen daily, there is a belief that we know a great deal about this form of interaction, but there is little research confirming this belief. We provide some next steps for organization development consultants and scholar-practitioners to start thinking creatively about this media, research, write, and develop innovative technology. Virtual meetings need engagement, and we are the ones with the skills to make a difference.
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Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching for children on the autism spectrum in publicly funded early intervention systems. This study evaluated providers' use of parent coaching in an early intervention system. Twenty-five early intervention sessions were coded for fidelity to established caregiver coaching techniques. We found low use of coaching techniques overall, with significant variability in use of coaching across providers. When providers did coach caregivers, they used only a few coaching strategies (e.g., collaboration and in vivo feedback). Results indicate that targeted training and implementation strategies focused on individual coaching components, instead of coaching more broadly, may be needed to improve the use of individual coaching strategies. A focus on strengthening the use of collaboration and in vivo feedback may be key to improving coaching fidelity overall.
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The purpose of this narrative inquiry is to hear stories from principals in relation to their assistant superintendent supervision and coaching and professional development through principal professional learning communities and resulting efficacy, particularly during times of crisis such as the COVID-19 pandemic. The literature from the field has been reviewed including research into current statistics on student performance, teacher coaching, principal development, and both assistant superintendent and central administration as well as the effects of the entire system in provoking and growing principals thus increasing student growth.Seven campus leaders consisting of elementary and secondary principals from school districts in Texas were chosen and interviewed. This inquiry will give insight into principal views of supervisory coaching, determine whether it resulted in principal efficacy, particularly during a crisis. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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PURPOSE: The primary objective was to investigate the feasibility of a synchronous, online-delivered, group-based, supervised, exercise oncology maintenance program supported with health coaching. METHODS: Participants had previously completed a 12-week group-based exercise program. All participants received synchronous online delivered exercise maintenance classes, and half were block randomized to receive additional weekly health coaching calls. A class attendance rate of ≥ 70%, a health coaching completion rate of ≥ 80%, and an assessment completion rate of ≥ 70% were set as markers of feasibility. Additionally, recruitment rate, safety, and fidelity of the classes and health coaching calls were reported. Post-intervention interviews were performed to further understand the quantitative feasibility data. Two waves were conducted - as a result of initial COVID-19 delays, the first wave was 8 weeks long, and the second wave was 12 weeks long, as intended. RESULTS: Forty participants (n8WK = 25; n12WK = 15) enrolled in the study with 19 randomized to the health coaching group and 21 to the exercise only group. The recruitment rate (42.6%), attrition (2.5%), safety (no adverse events), and feasibility were confirmed for health coaching attendance (97%), health coaching fidelity (96.7%), class attendance (91.2%), class fidelity (92.6%), and assessment completion (questionnaire = 98.8%; physical functioning = 97.5%; Garmin wear-time = 83.4%). Interviews highlighted that convenience contributed to participant attendance, while the diminished ability to connect with other participants was voiced as a drawback compared to in-person delivery. CONCLUSION: The synchronous online delivery and assessment of an exercise oncology maintenance class with health coaching support was feasible for individuals living with and beyond cancer. Providing feasible, safe, and effective exercise online to individuals living with cancer may support increased accessibility. For example, online may provide an accessible alternative for those living in rural/remote locations as well as for those who may be immunocompromised and cannot attend in-person classes. Health coaching may additionally support individuals' behavior change to a healthier lifestyle. TRIAL REGISTRATION: The trial was retrospectively registered (NCT04751305) due to the rapidly evolving COVID-19 situation that precipitated the rapid switch to online programming.
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AIMS AND OBJECTIVES: This study aimed to gain insight into the experiences and needs of certified nursing assistants regarding their coaching by bachelor-educated registered nurses in nursing homes. BACKGROUND: Certified nursing assistants are key in providing day-to-day nursing home care. They are, however, not trained to meet the increasingly complex needs of nursing home residents. For certified nursing assistants to respond to high-complexity care, coaching by bachelor-educated registered nurses may be appropriate. Yet, knowledge of how bachelor-educated registered nurses can provide valid coaching is lacking. DESIGN: An explorative qualitative design was adopted. METHODS: Certified nursing assistants (n = 13) were purposively selected from 10 Dutch nursing homes. Semi-structured interviews were conducted in 2020 and 2021, and thematic analysis was applied. RESULTS: Two main themes emerged: connecting with certified nursing assistants, and the coaching activities themselves. Certified nursing assistants deemed several aspects important for bachelor-educated registered nurses to connect with them: respecting the autonomy of certified nursing assistants, being visible and reachable, adapting communication, clarifying own job description, and participating in care. Certified nursing assistants perceived coaching by bachelor-educated registered nurses as valuable when they fulfil their needs through activities such as empowering, teaching, and mediating between management and certified nursing assistants. CONCLUSIONS: Valid coaching of certified nursing assistants appears possible and requires specific competencies of bachelor-educated registered nurses. RELEVANCE TO CLINICAL PRACTICE: Coaching certified nursing assistants is one way of addressing complex care needs in nursing homes, and coaching can contribute to both professional and team development. As coaching requires specific competencies of bachelor-educated registered nurses, nursing education profiles should be enriched with this most important role. Management can facilitate coaching by providing bachelor-educated registered nurses with a clear job description. PATIENT OR PUBLIC CONTRIBUTION: Experts on coaching in nursing home settings informed the topic list. Furthermore, member check was performed.
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Mentoring , Nurses , Nursing Assistants , Humans , Nursing Homes , Qualitative ResearchABSTRACT
The COVID-19 pandemic and racial reckoning of 2020-2021 have led many faculty in higher education to see the profession and their place in it in a new light (Walton 2022). While people are broadly engaged in a large-scale cultural re-evaluation of work, labor conditions, and equity, this awakening has posed an existential threat to many academics' senses of identity, purpose, and community. Through autoethnographic narratives, the authors make meaning of this tipping point through the feminist intersections of space, power, and consciousness. The authors explore coaching and mutual mentoring as strategies for creating and holding space for disrupting these norms and expectations and for reimagining mentoring, collaboration, and collective action in ways that respond to our current realities and to changing academic work, moving us toward professional work that supports faculty flourishing.
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Changes in American public education can be linked to wider social movements. New policies and practices have historically emanated from a variety of social problems such as racism and the marginalization and exclusion of populations of children who differ by ability, economic class, and ethnic heritage. In the era of a global pandemic (COVID-19), the authors embrace the context of civil unrest in the United States as it directly relates to the factors necessary to build effective collaborative relationships in public institutions shaped by history and culture. In this chapter, we position school inclusion in the United States as an issue of social justice. In sharing our positionality and professional experiences as educators, we discuss instructional coaching as a collaborative lever to support inclusion in American classrooms. Our experiences, combined with the literature, serve as evidence that the formation of deeply meaningful professional relationships rooted in authentic empathy may serve as a powerful collaborative action to transform unjust structures. These relationships as actions in and of themselves, thus, form a psychological foundation (community consciousness) needed to effect positive change. The chapter is organized into three sections that examine instructional coaching for inclusion on marcopolicy, mezzo-academic, and microsituational levels. The chapter ends with a call to action applicable to PK-12 educators and leaders, as well as instructors and professors in teacher preparation programs.
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By adapting methods used to measure anxiety in physical employment interview, this study in the first stage identifies levels of anxiety induced in a computer-mediated interview setting. In the second stage, the study examines the mediating role of practice interview process in reducing interview anxiety and explores the moderating effects of gender and prior work experience on the relationship between remote interview anxiety and performance outcome. It utilizes partial least squares structural equation modeling to test the direct and mediation effect based on 245 responses received from job aspirants. As in a physical interview, anxiety in a remote situation is related to one's level of preparation and perception of interviewing self-efficacy. The results reveal a significant positive effect of preparation satisfaction on self-efficacy perception of interview performance and significant negative effect of self-efficacy perception and preparation satisfaction on remote interview anxiety. Practice-interview process significantly mediated the performance outcome;however, the moderating effect of gender and work experience was found to be insignificant. Practical implications: Findings from this study have far-reaching implications for educators and professionals working toward mitigating anxiety during the employment selection processes in computer-mediated setting.
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Purpose: This article reports the results of a randomized field experiment that tested the effects of a new business intervention among managers of small- and medium-sized enterprises (SMEs) in England. Design/methodology/approach: Individual managers (learners) were randomly assigned in clusters (companies) to either an intervention group (265 learners;40 SMEs) receiving a novel virtual, blended training program designed to stimulate a change in management behavior or a no-intervention group (118 learners;22 SMEs). Findings: The results show that the primary objective of changing management behavior to use more of an Operational Coaching™ style of management has been achieved (to a statistically significant level), and this is against the backdrop of the devastating COVID-19 pandemic. Positive trends in SME productivity metrics were also observed in the intervention group companies. Originality/value: These important results could be indicative of the economic and productivity impact that a change in management behavior could have, and they warrant serious further investigation. © 2023, Michela Tinelli, Dominic Ashley-Timms, Laura Ashley-Timms and Ruth Phillips.
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In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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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. [ FROM AUTHOR] Copyright of Coaching: An International Journal of Theory, Research & Practice is the property of Routledge 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 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 . (Copyright applies to all s.)
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The aims of this thesis were to better understand how coaches perceived and accessed sport science knowledge and to determine the role of National Governing Bodies (NGBs) and further and higher education (FHE) in facilitating coach training and education in sport science. Additionally, studies sought to identify any barriers to more effective access and implementation to such knowledge within this population. Firstly, adopting a loosely structured interview approach, eight expert sport coaches were interviewed about their perceptions of sport science knowledge and practice. Thematic analysis of the interviews revealed three first-order themes;knowledge acquisition (KA), knowledge translation (KT), and qualities of practitioners and coaches (QPC). Formal methods of KA included Higher Education and National Governing Body (NGB) training, whilst blind faith and mentoring were both revealed to be sources of informal KA. Conceding advantage and complexity of language (de-jargonising) were both revealed to be barriers to KT, whilst the use of virtual learning environments and traditional workshops were both favoured as means to disseminate and translate knowledge. Opportunity, research lag and accessibility, and casual employment were all identified as barriers to successful KT. The most valued QPC in practitioners were expertise, knowledge of the sport, building rapport and humility, whilst an open mindset and clarity of performance objectives were identified for coaches. Much of the findings from the first study corroborate previous research examining coach training and education and the salient characteristics of sport science practitioners that support successful translation of knowledge into sport coaching practice. In addition, these expert coaches displayed features of adaptive expertise in their decision-making and approaches to sourcing new knowledge. To understand these results in the professional domain, a larger sample of sport coaches was surveyed on the location of sport science topics and disciplines in coach training and education, actual and preferred sources of knowledge, and the role and function of FHE, NGBs and Continued Professional Development (CPD) in coach development. A mixture of mostly non-formal, online methods were identified as popular actual sources of sport science knowledge, whilst informal methods were the most popular preferred source. This may be in part owing to COVID-19 restrictions, but also substantiates previous research investigating learning in sport coaching. Sport psychology and skill acquisition were rated the most important sport science disciplines, with a number of statistical differences observed between routine (Level 1 and 2) and adaptive (Level 3 and 4) experts in the level of importance placed on key sport science topics. No differences were observed between expertise level and location of these topics in the coaching curriculum. A number of recommendations are made in accordance with recent policy initiatives to re-evaluate and professionalise sport coaching in the UK. (PsycInfo Database Record (c) 2023 APA, all rights reserved)