PosterPDF Available

Active ingredients within the group coaching relationship for improving the resilience and mental wellbeing of young people

Authors:
Liz Robson-Kelly at Worth-it Positive Education CIC
Liz Robson-Kelly
  • Worth-it Positive Education CIC
Download file PDF
Read file
Download citation

Abstract

This study sought to identify how the group coaching relationship applied through an integrated intervention which combined positive psychology and coaching psychology could help to young people develop skills and strategies which support the development of resilience and mental wellbeing.
Content uploaded by Liz Robson-Kelly
Author content
All content in this area was uploaded by Liz Robson-Kelly on Mar 17, 2017
Content may be subject to copyright.
Liz Robson-Kelly MSc (Dist)
CEO & Founder, Worth-it Projects
Research Method
Grounded theory was employed to develop understanding of the active ingredients within the group coaching relationship
developed from the initial theoretical model of coaching at risk young people, Robson-Kelly, L & van Nieuwerburgh, C. (2016).
This was followed by a further iteration and comparison against the most closely related literature to crystallise ndings.
Ingredient: Skills of the Coach
• Positivity
• Equality
• Objectivity
• Supportive
• Listening
• Asking not telling
• Challenge
• Perspective
• Non-judgment
Ingredient: Engagement
Coach engages young
people into the coaching
relationship through
explaining and making the
intervention accessible.
Ingredient: Positive Emotions
A place to experience positive emotions
• Hope
• Awe
• Inspiration
• Pride
• Tru s t
Ingredient: Experience of Group Coaching
Creates a process, a positive relationship and a set of
skills where the young person gains skills and strategies
which help develop resilience and mental wellbeing.
Ingredient: Process of Group Coaching
A safe place where skills are practiced and gained:
• Inter-personal skills
• Self-awareness
• Discover solutions
• Provide dierent perspectives
• Challenge unhelpful thinking
• More condence
• Greater control of emotions and
reactions
• How to deal with situations
Ingredient: Positive Relationships
• Experience of positive relationships
• Helpful, friendly and comfortable
• Feeling safe to open up
• Trusted relationship
• Supportive peer
relationships
References
Campbe ll, M. & Gar dner, S. (200 5). A pilot study to assess the e ects of l ife
coaching with yea r 12 students i n M. Cavanagh, A.M. G rant & t. Kemp 9eds.),
Evidenc e-based coaching, Volu me 1, Theor y research and practi ce from
the behav ioural sciences (pp.159–169). Bowen hills, Queensl and: Australia n
Academic Press.
Grajfoner, D. (2009). M anagin g chang e: Role of coaching psychology in gender
transi tion. Th e Coachi ng Psychologist , 5(2), 69–75.
Robson – Kelly, L. & van Nieuwerburgh, C. (2016). What doe s coachi ng have to
oer to young people at risk of developing menta l health proble ms? A groun ded
theor y study/ International Co aching Psychology Review,11(1), 75-92
Pritcha rd, M. & van Nieuwerb urgh, C. (2016). Th e perce ptual ch anges i n
life experience of at-risk adoles cent girls following an integrate d coachi ng
and positive psych ology interve ntion gr oup programme: A n interp retive
Phenomenological Analysi s. International Coaching Psychology Rev iew,11(1),
57– 74
Torbrand, P. & Ellam-Dyson, V. (2015). The experience of cog nitive be havioural
group coaching with college stud ents: An I PA study exploring it s eecti veness.
Interna tional C oachin g Psychol ogy Review, 10(1), 76–93.
Active ingredients within the group coaching
relationship, for improving the resilience and
mental wellbeing of young people.
Conclusion
The study results in a more in-depth understanding of the active
ingredients within the group coaching relationship for young
people, which through the experience of the relationship helps
young people develop skills and strategies which increase
resilience and improve mental wellbeing.
This suggests that the coaching relationship itself could be a
positive psychology intervention.
Contact Details
Email: liz@worth-itprojects.co.uk
Tel: 07749125877
@worthitprojects
@pospsyccoach
ResearchGate has not been able to resolve any citations for this publication.
A pilot study to assess the effects of life coaching with Year 12 students
Article
Full-text available
A pilot study was conducted to assess the effects of life coaching on Year 12 students’ personal and academic development, specifically evaluating emotional well being, problem solving ability, relationships and academic performance. Students were randomly selected from consenting students within pastoral care groups. Two control groups of matched students were then selected from consenting students and from students who elected not to participate in the coaching. Data were collected from all students early in the year, before coaching and at a mid year point. No significant differences on any of the measures were found. Further data collection points will be at the end of twelve months and a follow-up one year after the students have left school.
View
The perceptual changes in life experience of at-risk adolescent girls following an integrated coaching and positive psychology intervention group programme: An Interpretative Phenomenological Analysis
Article
  • Mar 2016
Objectives: The research sought to analyse the perceptual life changes and perceived quality of life (PQoL) subsequent to participating in an integrated coaching and PPI programme. Design: A qualitative approach was employed and Interpretative Phenomenological Analysis (IPA) was utilised to analyse the data. Method: Three girls from an inner-city London school were selected to participate. Semi-structured interviews were used. Results: Three key themes emerged: the ability to control emotions/reactions; increased experience of positive emotions/thoughts; and the identification of purpose and meaning to life. Conclusion: The participants reported that participating in the programme brought the benefit of an improved perception of quality of life.
View
Managing Change: Role of coaching psychology in gender transition
Article
  • Dec 2009
This paper reports the results from the first group coaching course ‘Managing Change’ for male to female transsexuals. Gender transition is one of the most radical changes in one’s life. Psychosocial adaptation and social integration in the new gender role is crucial for sustaining well-being. The focus of this course was to explore whether group coaching can increase the well-being of clients while going through gender transitions by setting a goal and planning step-by-step actions. Six participants attended the course, which took place on nine consecutive weeks with 120-minute sessions each week. Individual goals referred mainly to disclosure and social integration in the new role. Self-assessment on goal achievement over nine weeks showed significant progress. At the end of the course the participants reported increased confidence, a positive outlook on the future and social acceptance within the group. The results indicate that using coaching psychology may contribute to improving well-being and decreasing mental health issues in transsexuals (TS).
View
The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness
Article
  • Mar 2015
Objectives This pilot study aimed to investigate whether Cognitive Behavioural Coaching (CBC) can be used with A-level students in order to reduce procrastination and avoidance behaviours. Group coaching was used to promote more adaptive thinking patterns, leading to enhanced performance and well-being. Design A qualitative approach was taken, using Interpretative Phenomenological Analysis (IPA) in order to explore the meaning making and personal experiences of CBC. A quantitative measure in the form of a 12-item procrastination questionnaire assessed pre- and post-coaching was also used. Methods The study took place at a Further Education college in London with one Sixth-Form Psychology class consisting of seven students. Based upon levels of procrastination, students were selected for four one-hour long coaching sessions. Students receiving coaching were compared to students with similar levels of procrastination, not receiving coaching. Results The study found four main themes emerging as based upon the experience of coaching. These were Feeling Supported, Raising Awareness, Increased Motivation, and Improved Performance. Quantitative measures showed a reduction in procrastination levels for students receiving CBC. This did not occur for procrastinators not receiving coaching. Conclusion This study suggests that coaching can be a time and cost-effective tool to use with low performing A-level students, to increase performance and well-being. This is an important finding, as there is a strong demand to reduce procrastination in a situation where resources are limited. Consideration is given to future research, including larger samples, and to training teachers in how to deliver group-coaching with students.
View
What does coaching have to offer to young people at risk of developing mental health problems? A grounded theory study
Article
  • Mar 2016
Abstract Objectives: This study sought to identify what coaching psychology has to offer young people at risk of developing mental health problems. Design: The study used a semi-structured interview design and self-reflective data analysis within a qualitative approach. Method: Grounded theory was employed to analyse the transcripts and self-reflective data from coaches and young people and to build a series of descriptive and conceptual codes, and in the creation of a theoretical model. Results: The study results in a theoretical model, which suggests the experience of coaching creates a process, a positive relationship and a set of skills where the young person, through growing accountability, awareness and responsibility, develops choice and control over their thoughts, feelings and behaviour. This helps them to deal with their situations. Conclusions: The study results in an initial theoretical model to assist with the application of coaching interventions, targeted specifically at young people at risk of developing mental health problems. It provides a tentative theoretical understanding that requires further research.
View