@article{Piedade,2024Early,
abstract = {Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.},
author = {Piedade, F. and Alves, D. and Lemos, A. and Grande, M. and Guedes, C. and Leal, T.},
title = {‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being},
journal = {COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND Family Practice },
keywords = {Coaching; positive psychology; well-being; positive behaviour support; early childhood education and care},
pages = {1-19},
year = {2024},
language = {English},
url = {www.tandfonline.com/doi/full/10.1080/17521882.2024.2412653?src=exp-la}
}