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The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.

Purpose:This paper aims to provide both the theoretical foundation and formulation of practice for narrative coaching. We advocate that coaching as narrative-collaborative practice should form the new wave (third generation) of coaching practice and encourage coaching and coaching psychology communities to engage in its practice and research.Methods:In providing the theoretical foundation for coaching as narrative-collaborative practice, we first draw on its societal and cultural foundation. We argue that narrative coaching can support self-created and reflective leadership, provide continuous development of coaching methodology as it focuses on values, gives opportunities for meaning-making and provides a reflective space for the unfolding of narratives in terms of the construction of reality and the concept of meaning.Results:From the above foundations, we develop a general narrative coaching methodology by integrating the general characteristics of ‘externalising conversation’ and ‘re-authoring’ (two common forms of narrative methods) and highlight its collaborative properties including narrative coaching in groups.Conclusion:We summarise the purpose of this paper and conclude that coaching as a narrative-collaborative practice can provide empowerment and social acknowledgments to coachees’ self-identity and re-iterate our call to promote coaching as a narrative-collaborative practice.

This paper aims to highlight the technique used to develop a generic peer practice coaching framework, based on our paper, ‘Coaching psychology in practice: Developing a generic framework for good practice in coaching community groups’, presented in the 3rd European Coaching Psychology Conference, 2011. We hope this technique will generate interests to develop appropriate frameworks underpinned by relevant theories to enhance good peer practice in coaching.

This paper invites readers to reflect on and review the current developments and interventions in response to the Covid-19 pandemic and climate crisis, drawing from the established theory of planned behaviour, ecopsychology research, coaching and transpersonal psychology, and discusses the future action and practice in the realms of mindfulness and psychological intervention. We propose transpersonal coaching as the fourth wave psychological intervention to leverage positive change. We conclude with a call for action to encourage the reader to consider how they can apply the approach in their everyday life.