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Semiotic Coaching: Roles/Attitudes as Transitory Identities in the Semiotic Process of Self-Transformation and Empowerment

Reputable evidence-based academic sources provide limited information on the term Semiotic Coaching. To establish and enhance this term, this longitudinal, constructionist qualitative study designed a twenty-month, three-phase semiotic coaching development study (2022-2024) to train three female coaches in Roles/Attitudes (Fontanille, 2003 [2006]) as transitory identities. The study aims to explore the experiences of the coaches regarding Roles/Attitudes trajectory through Semiotic Coaching, and its impact on both their personal and professional lives. The study adopts Braun & Clarke’s (2006) inductive reflexive thematic analysis using semi-structured one-to-one interviews. Results indicate significant empowerment and self-transformation under four main themes: competence/being, performance/doing, self-transformation/becoming, and self-realization.

Status: Live|Last updated:May 24, 2024 6:11 PM
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Change agent or neutral bystander? An exploration of how the coaching practices of internal coaches in Higher Education Institutions support organisational change

The study explores how internal coaches working in the HE sector manage the interplay of individual change and organisational change, and the implications for undertaking a change agency role during the coaching process. It is a qualitative study using constructivist grounded theory. The context for the research is Higher Education institutions operating internal coaching and mentoring services. The research offers a conceptual framework for how internal coaching supports organisational change, integrating three models constructed from the findings: the wayfaring organisational change model, the coach as change mediator model, and the coaching fulcrum model.

Status: Live|Last updated:May 24, 2024 3:14 PM
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Using Q Methodology to Harness Dyslexic Strengths for a Doctoral Study

This article presents an argument for considering the strengths of the cognitive processing style of the dyslexic brain when choosing a research methodology. I use my doctoral research, which used Q methodology (Q) to explore views on coach development as a case study to discuss this issue. I suggest that Q is a dyslexic brain-friendly methodology as it requires holistic and divergent thinking and offers opportunities for intuitive reasoning, which are core strengths of an individual with dyslexia. In doing so, I aim to demystify Q and make it more accessible to novice neurodiverse or neurotypical coaching researchers.

Status: Live|Last updated:May 24, 2024 3:13 PM
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Shattering Silence: Autistic Women Redefining Coaching and Inclusion in the Workplace

This article investigates the workplace challenges of autistic women and the effectiveness of coaching in addressing their needs. It underscores systemic biases and a lack of understanding within coaching practices that impede professional growth and well-being. Through qualitative interviews with autistic women in the UK, the article reveals the necessity for coaches to grasp autism's nuances and for workplaces to adopt autism-inclusive cultures. It calls for a paradigm shift towards neuro-affirmative coaching and organisational cultures that value autistic women's distinct contributions, and aims to contribute to the literature gap on coaching practices for autistic women with actionable insights.

Status: Live|Last updated:May 24, 2024 2:06 PM
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Evidence-based Good Practice for Youth Mentoring Programmes

Comfort (2023) identified the potential benefits of youth mentoring experienced by young people, using a qualitative methodology. This paper outlines the programme, mentor and mentee practices that were identified during the research. Following these practices will offer young people emotional support as well as new and potentially transformational opportunities. The practices will help develop the assets, or protective characteristics, innate in young people. They will help mentees activate their assets to access support and resources from the networks around them, allowing young people to gain the most from being mentored.

Status: Live|Last updated:May 24, 2024 11:31 AM
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The experience of coaching for women with a late diagnosis of attention deficit hyperactivity disorder (ADHD)

An ADHD diagnosis can be disorientating, unsettling and validating. Females are less likely to be diagnosed in childhood and, despite being recommended as part of multi-modal treatment plans, there is little research into coaching for women with adult ADHD diagnoses. This study employed a qualitative interpretative phenomenological analysis (IPA) approach, and utilised a heuristic framework for data analysis. Participants found coaching beneficial in identity reconstruction post-diagnosis, particularly through psychoeducation, executive function training, and exploring the impact of undiagnosed ADHD on self-esteem. This research sheds light on women's experiences with later-life ADHD diagnosis and coaching, contributing to an understanding of the process.

Status: Live|Last updated:May 23, 2024 4:21 PM
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Coaching in the Digital Age: Exploring Digitalisation's Impact on Executive Coaching: A Theoretical Framework and Proposed Agenda Shift

Digitalisation forces emerging from the fourth industrial revolution significantly impact executive coaches and the coaching industry. Despite this, executive coaching literature has historically overlooked the impact of socio-contextual factors on the practice, leaving a research gap. A qualitative study of 25 executive coaches through constructivist grounded theory found that digitalisation significantly impacts executive coaching, but most coaches struggle to understand it holistically. Coaches encounter digitalisation-driven changes directly and indirectly, suggesting a need to adapt the coaching agenda towards the challenges of the digital age. This study positions digitalisation as a crucial socio-contextual factor, proposing a theoretical model to comprehend its impact holistically and initiate discussions on its anticipated effects.

Status: Live|Last updated:May 23, 2024 11:36 AM
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A systematic review of socio-cognitive mindfulness interventions and its implications for wellbeing coaching

This review investigates the relevance of socio-cognitive mindfulness (Langer, 1989) to wellbeing coaching by systematically synthesising the evidence to understand how socio-cognitive mindfulness interventions work. The search yielded 2,867 peer-reviewed studies with twelve papers meeting the eligibility criteria. The interventions induced socio-cognitive mindfulness with non-clinical adults via one or more psychological processes to achieve intrapersonal, interpersonal and environmental wellbeing. Six of the studies employed exercises to produce boosts in wellbeing, whilst six conducted extended programmes, of which three demonstrated sustained wellbeing improvements. The findings indicate that socio-cognitive mindfulness could provide valuable insights for practitioners and synergistic benefits for wellbeing coaching.

Status: Live|Last updated:February 12, 2024 2:07 PM
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The experience of an embodied metaphor-based positive psychology coaching intervention for transformation and insight

This research investigates an embodied metaphor-based positive psychology coaching intervention created as a method to transform perceptions and generate change. Six participants were recruited to work with the metaphor intervention; data was collected via participant journals and semi-structured interviews, with analysis completed using interpretative phenomenological analysis methodology. Results indicate that this metaphor process led to significant breakthroughs for participants under three themes: meta-position provides rationality and relieves pressure; agency prompts transformation from contractive to expansive energy; and insight is gained about one’s self and situation. This study provides evidence for using metaphor as an effective coaching or positive psychology intervention.

Status: Live|Last updated:February 12, 2024 1:54 PM
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How coaching interactions transform leader identity of young professionals over time

This longitudinal qualitative study explores how social interactions between young professionals and their leadership coach develop leader identity. Examining eleven pairs of coaches and clients participating in a three-to-six-month leadership development programme, this exploratory research found five general interaction types that form the basis of leader identity development. We explain how coaching interaction types are combined to create a powerful adult learning process for navigating leadership transitions in an original leader identity transformation framework. The findings expand the understanding of coaching processes and leader identity transformation, providing insights for researchers and practitioners to help young professionals navigate leadership.

Status: Live|Last updated:February 12, 2024 1:44 PM
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