Coaching Psychology and Positive Education in Australia

Transcription

1 Coaching Psychology and Positive Education Title Saturday 10 October 2015, am Sandy Gordon, PhD, FAPS UWA Inaugural Positive Education Conference in Perth TOPICS Coaching Psychology Coaching Path/Frameworks Strengths-Based Coaching Sport example Positive Education Coaching Educators Coaching Learners Peer Coaching trial 1

2 Coaching Psychology A collaborative, solution focused, results-orientated and systematic process, in which the coach facilitates the enhancement of performance, life experience, self-directed learning and the personal growth of people from normal (non-clinical) populations Grant & Cavanagh (2007) Clinical Sub-Clinical Population Coaching Population worried well High Psychopathology / Low Functionality Low Psychopathology / High Functionality Degree of Psychopathology 2

3 Kocs Hungary = Coach A vehicle that transports people from where they are, to where they want to get to, in relative comfort.. I saw an angel in the stone and carved to set it free - Michelangelo To help individuals to Identify desired outcomes Establish specific goals Enhance motivation by identifying strengths and building self-efficacy Identify resources and formulate action plans Monitor and evaluate progress Modify action plans (where necessary) 3

4 Coaching Path/Frameworks 1. Establish conversation Introduce the session Establish rapport Create coaching climate/atmosphere 2. Identify topic and goal C.L.E.A.R model contract, listen, explore, action, review 3. Surface understanding & insight 4. Shape agreements & conclusions G.R.O.W. framework goal, reality, options, will O.S.K.A.R framework outcome, scaling, knowledge, action, review Appreciative Inquiry 4-D framework Solution-Focused Brief Coaching framework 5. Completion & close Summaries Checks/validation Next steps Theoretical Approaches Psychodynamic Cognitive Behavioural Solution-Focused Person-centred Gestalt Existential Ontological Narrative Transpersonal Positive Psychology Transactional Neuro-Linguistic Programming 4

5 Contexts/Genres of Coaching Skills, Performance, Developmental Transformational Executive/Leadership Business Career Creativity Relationships Life Health and Wellness Cross-cultural Spiritual Strengths-Based Coaching strengths coaching is both an approach to coaching, whereby strengths are used more effectively in the attainment of goals, and a value-adding outcome of coaching, whereby the coaching is used to enable the realisation and development of an individual client s strengths. - Linley, Woolston & Biswas-Diener (2009) 5

6 Strengths Finding StrengthsFinder 2.0 (2002; 34 strengths) Rath, T. (2007). Strengths finder 2.0. New York: Gallup. VIA Inventory of Strengths (2004; 24 strengths) Petersen, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: APA. Standout (2011; 9 strengths roles) Buckingham, M. (2011). StandOut. Dalls: Thomas Nelson CAPP Realise2 (2010; 60 strengths) Linley, A., Willars, J., & Biswas-Diener, R. (2010). The strengths book: be confident, be successful, and enjoy better relationships by realising the best of you. Coventry, UK: CAPP. CAPP Realise2 Model 6

7 Strengths Spotting Self-Assess Childhood memories: What do you remember doing as a child that you still do now but likely much better? Strengths have deep roots from early lives. Energy: What activities give you an energetic buzz when you are doing them? These activities are very likely calling on your strengths. Authenticity: When do you feel most like the real you? The chances are that you ll be using your strengths in some way. Ease: What activities come naturally to you, and at which you excel sometimes, it seems, without even trying. These will likely be your strengths. Rapid learning: What are the things that you have picked up quickly, learning them almost effortlessly? Rapid learning often indicates an underlying strength. Motivation: What motivates you? When you find activities that you do simply for the love of doing them, they are likely to be working from your strengths. To do lists: Notice the things that never make it on to your to do list. These things that always seem to get done often reveal an underlying strength that means we never need to be asked twice. 7

8 Perth Wildcats/Lynx My PURPOSE MOTIVE Why I play basketball.. My strengths are I feel strong when.. I deliver my best and feel in my element when I am.. At practice things I can do to build on my strengths, put myself into more situations where I am in my element, are. Get best out of myself & teammates Offensively: Getting team in correct offense. Pick and roll game. Defensively: Frustrating opposition point guard. Not giving up open looks. Be a verbal leader both in the run of the game and during stoppages e.g., huddles. Put myself in a position to run on-balls In games to exploit my strengths I can need to Implement the game goals. Stick to game plan. Encourage huddles. Call plays to get everyone in their strongest positions. Strengths-Based Organisations Graeme Wood - CEO Western Australian Cricket Association (Inc.) Gordon, S. (2011). Building the optimal cricket operation. Appreciative Inquiry Practitioner, 13, 2, The Appreciative Inquiry approach we used to evaluate how cricket operations should operate in the future was extremely successful in allowing the key players to open up and be encouraged to volunteer their views on how the group could work more effectively together using their strengths to achieve the agreed vision. The session was instrumental in effecting change and managing the change process in an effective manner over the following three year period. As with all processes in this rapidly changing environment, we are constantly assessing the most effective structure to deliver our desired outcomes and the Senior Management Team has recently reviewed the WA Cricket Landscape and presented recommendations to the WACA Board for the next phase. 8

9 .. realising our strengths is the smallest thing we can do to make the biggest difference - Alex Linley (2010) Positive Education..umbrella term used to describe empirically validated interventions and programs from positive psychology that have an impact on student wellbeing teaching skills to buffer students before they need them.. White & Murray (2015) 9

10 Coaching Educators Barr & van Nieuwerburgh (2015). Teachers experiences of an introductory coaching training workshop in Scotland: An IPA analysis, ICPR 10, 2, Learning with others Working with a partner made it real; Feeling part of the group 2. Reflection the value of time to think Myself as coach and coachee; Coaching and other people; Making plans to start coaching and sharing In Scotland, a coaching approach to leadership and management has been embedded in professional standards and professional update by GTCS, which is likely to lead to an increase in teacher demand for coaching training to support colleagues with PRD. Coaching Educators contd. Coaching IMPROVED: Learning and teaching (core business of schools) through peer coaching and instructional coaching Goal attainment, well-being, resilience, constructive leadership and communication styles Implementation (of coaching in classrooms) rates Cornett & Knight, 2008; Grant, Green, & Rynsaardt, 2010; Knight & van Nieuwerburgh, 2012; Showers & Joyce,

11 Coaching Learners Coaching IMPROVED: Cognitive hardiness and hope, decreased depression Self-reported levels of engagement and hope Green, Grant & Rynsaardt, 2007; Madden, Green, & Grant, 2011 Peer Coaching Trial: RCT Purpose: To evaluate the effectiveness of Peer Coaching on: Yr 11 Coaches coaching skills, self-efficacy, self-compassion Yr 10 Coachees Academic Performance, self-efficacy, personal growth, wellbeing, self-compassion, stress. Hypotheses: Coaches: elevated coaching skills (5 areas), self-compassion (3 levels) and hope/self-efficacy (agency/pathway) Coachees: improvement in academic performance, elevated hope/efficacy, personal growth, wellbeing, and selfcompassion, and lowered stress. 11

12 Methods and Procedures Year 11 Coaches (n=24) 3 x 3 hour coach training sessions 7 (T1), 11, 14 June (T2) 3 reflection sessions on coaching (staff) 21 June, 16 August, 25 October (T3) Final debrief 6 November Data collection x 3: Pre-/post- coach training (T1/T2) post program (T3). Measures: State Hope Scale Goal Focussed Coaching Skills Questionnaire Self-Compassion Inventory Year 10 Coachees (n=24) 7 coaching sessions approximately 2 week intervals leading through to end of Year exams 20 June (T1), 4 July, 1, 15, 29 August, 12 September, 24 October (T2) Final debrief 6 November (T3) Data collection x 3: Pre-/Post-coaching program (T1/T2), + end of program (T3). Measures: State Hope Scale Personal Growth Initiative Scale DASS 21 WEMWBS Self-Compassion Inventory Academic Performance Coaching Framework GROW-TH Model Goal Reality Options Will Tactics Habits GOAL REALITY OPTIONS WILL TACTICS HABITS What do you want to achieve? What is happening now? What could you do? What will you do? What s next? How and when will you do it? How will you sustain your success? 12

13 Reflective Listening An invaluable skill. A reflection seeks to summarise your (coach) understanding of what the coachee means. It makes a guess. It promotes clarification and elaboration. A good reflection is a statement, not a question. Study skills My study skills are awful. Always have been. I m pretty hopeless. My problem is I have too many things going on at once.. I m not sure if I can change my way of studying. Not sure I can get out of the habits I ve had for years. How can learn new skills in such a short period of time? Are your study skills that good? Coach: Seems you have been concerned about your study skill habits for a while and you wonder if you are capable of changing them especially in a short period of time. I used to think that myself If not learning new study skills, are there habits you use already that seem to help you study? What s already working, even just a little bit, that perhaps you could do more of? 13

14 Handling stress I get stressed out a lot and don t let others know such as family, friends and counsellors. I m going to need some help especially next year. I m always physically tired because of poor sleep patterns. I don t seem to have acquired habits that help me get quality sleep. I stress about fuelling my brain properly and getting enough sleep so one thing seems to be related to the other. Not sure I know enough about stress management or sleep hygiene and wonder if its too late to learn anyways? Do you always manage stress well at school and get quality sleep? Coach: So, like me last year you d like to talk to someone about stress management skills like sleep hygiene and nutrition as you are always tired. PAPA permission, ask, provide, ask: Is it ok to discuss solutions to this? (yes) What do know about student counselling services at School? Did you know..? What will you do with this information? Use your RICk radar Readiness Importance Confidence knowledge } Action How to know when a coachee is ready to take action? How to know when a coachee is not ready? 14

15 Table 1. Means and SD of Yr 10 inventories and academic performance results pre- and post-coaching. Variables Study (N=24) Baseline Control (N=64) p- value Study (N=23) Endpoint Control (N=63) M SD M SD M SD M SD Self-Reported Assessments Personal growth initiative State Hope Self-kindness Self-judgment ** Feelings of common humanity Feelings of isolation * ** Mindfulness Over-identification ** Total self-compassion ** Depression Anxiety * Stress # Well-being Academic Performance English Math * ** Advance Math # ** Biology Chemistry ** Physics ** * Denotes p<0.05 compared to study group at baseline; # denotes p>0.06<0.08 ** Denotes p<0.05 compared to control group at baseline p-value Table 2. Coaches perspectives of goal-focused coaching skills before and after coach training Before Coach Training (n=28) After Coach Training (n=28) Categories Mean SD Mean SD Change p-value Outcomes of Coaching * 0.01 Working Alliance * 0.01 Solution Focus * 0.01 Goal-Setting * 0.01 Managing Process and Accounting

16 Peer Coaching: Results Hypotheses: I. Coaches: elevated coaching skills (5 areas), self-compassion (3 levels) and hope/self-efficacy (agency/pathway) II. Coachees: improvement in academic performance, elevated hope/efficacy, personal growth, wellbeing, and self-compassion, and lowered stress. Results: Coaches coaching skills significantly elevated in 4 areas. Coachees academic performance reduced significantly less than control group. SUMMARY Coaching Psychology Coaching Path/Frameworks Strengths-Based Coaching Sport example Positive Education Coaching Educators Coaching Learners Peer Coaching trial 16

17 Positive Education Programs....(require) the integration of coaching psychology and positive psychology in the school setting to facilitate student, staff, and whole-school optimal functioning and well-being. Green, Oades & Robinson (2012) 17