Brief Coaching for Lasting Solutions
I Berg, P Szabó W. W. Norton & Company 2005
Cites in Google Scholar:
322
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Below is the stream related to your search. In the left-hand column are the references in the Research Portal that are in your search item. In the right-hand column are the citations that have referenced your search item. You can continue following this stream by clicking the “View stream” button on one of the Reference or Citation entries.
References (4 in Portal)
Back in Time
The psychology of coaching, mentoring and learning
H Law John Wiley & Sons 2013
Cites in Google Scholar:
289
Coaching--narrativecollaborative practice
R Stelter, H Law, N Allé , S Campus, W Lane International Coaching Psychology Review 2010
Cites in Google Scholar:
0
Coaching as a reflective space in a society of growing diversity-towards a narrative, postmodern paradigm
R Stelter International Coaching Psychology Review 2009
We live in a hypercomplex society where the individual faces growing diversity in all areas of life. The idea of a stable identity has become an illusion, and self-reflexivity has become the central basis when dealing with the post-traditional order of our society. We feel obliged to constantly develop – at work and in our private and ...
Cites in Google Scholar:
122
Third generation coaching: Reconstructing dialogues through collaborative practice and a focus on values
R Stelter International Coaching Psychology Review 2014
Third generation coaching unfolds a new universe for coaching and coaching psychology in the framework of current social research, new learning theories and discourses about personal leadership. Third generation coaching views coaching in a societal perspective. Coaching has become important as a form of dialogue because the (hyper)com...
Cites in Google Scholar:
77
Citations (5 in Portal)
Forward in Time
Re-Conceptualising Coach Education from the Perspectives of Pragmatism and Constructivism
T Bachkirova, P Jackson, J Gannon, I Iordanou, A Myers Philosophy of Coaching: An International Journal 2017
The aim of this paper is to offer a coherent philosophical position to underpin the task of the education of coaches. Our argument builds from an analysis of the specificity and issues concerning the development of coaches. We provide a potential explanation of these issues by identifying a significant discrepancy between two typical conc...
Cites in Google Scholar:
43
Coaching: Meaning-making process or goal-resolution process?
N Cunningham Philosophy of Coaching: An International Journal 2017
Two schools of thought exist about the purpose and process of coaching. One school of thought holds the strong belief or assumption that the purpose of coaching is to change behaviour through a goal-directed approach. The counterview has the underlying assumption that coaching is a meaning-making process, a shared journey that may or may ...
Cites in Google Scholar:
0
Conceptual framework for a positive psychology coaching practice
J Burke The Coaching Psychologist 2018
The complementary nature of positive psychology and coaching psychology has long been recognised by both researchers and practitioners. The last decade saw a tenfold increase of articles relating to positive psychology coaching and even more literature attempting to apply some of the findings from positive psychology in a coaching practic...
Cites in Google Scholar:
39
2.45 MB
Coming in from the cold: The experience of group coaching as a setting for entrepreneurial learning and change
E Ostrowski 2018
The challenges of entrepreneurship make learning integral to the entrepreneurial process. However, many entrepreneurs work in relative isolation and lack opportunities to engage with peers in ways that promote meaningful reflection and learning. This study explores the experience of group coaching as a setting for meaningful learning and ...
Cites in Google Scholar:
2
225 KB
Using Group Coaching to Foster Reflection and Learning in an MBA Classroom
E Ostrowski Philosophy of Coaching: An International Journal 2019
Group coaching may facilitate individual learning and change over time through the social processes of learning vicariously and learning through feedback. While anecdotal evidence shows there may be potential benefits of applying group coaching to a graduate school learning environment, there are several challenges which warrant consi...
Cites in Google Scholar:
8