Bedürfniskarten im Coaching

Schiemann, Sandra; König, Vicky; Brantl, Maximilian M. A.; Jonas, Eva

doi:10.1365/s40896-020-00033-1

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…Moreover, the needs could also be measured qualitatively with picture cards (e.g. need coaching cards;Schiemann et al, 2020) or picture interpretations (e.g. Operant Motive Test;Scheffer et al, 2003) as qualitative results can give deep insights into coaching processes…”

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confidence: 99%

Supporting students with coaching or training depending on their basic psychological needs

Diller

Muehlberger

Braumandl

et al. 2020

IJMCE

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PurposeThis study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.Design/methodology/approachReal-life coaching (N1 = 110) and training (N2 = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.FindingsThe results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.Research limitations/implicationsThe research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.Practical implicationsThe results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.Originality/valueSupporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

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confidence: 99%

Supporting students with coaching or training depending on their basic psychological needs

Diller

Muehlberger

Braumandl

et al. 2020

IJMCE

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“…Both the participants and the occupational therapists then chose a card which reflected their feelings on the day of the session. The purpose of this exercise was to help participants share their experiences and reflections on their own situation [33,34].…”

Section: Pre and Post Individual Meetingsmentioning

confidence: 99%

Daily life coping—Helping stress-afflicted people manage everyday activities

Kolind

Vinkler²,

Kristensen³

et al. 2022

Scandinavian Journal of Occupational Therapy

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Background: Symptoms of stress are widespread in the working population and associated with long-term sickness absence and poor work functioning. Occupational therapy (OT)-based interventions are effective in improving returnto-work (RTW)-rates in stress-afflicted long-term sickness benefit beneficiaries (SBBs). No Danish standard on OT-RTW for stress-afflicted SSBs exists. Aims: To describe and evaluate the feasibility of a seven-week OT-RTW intervention for stress-afflicted SBBs. Material and Methods: Daily Life Coping (DLC) utilizes peer-learning and salutogenetic perspectives to address occupational imbalances experienced by long-term SBBs.Stress-afflicted SBBs (n=54) in the municipality of Hilleroedwere enrolled. Self-efficacy and well-being were measured before and after intervention using the general self-efficacy (GSE) scale and WHO-5 Well-being Index (WHO-5). RTW-rates were measured at one-year follow-up. Participant feedback was collected using standardized evaluation forms.Results: Following the intervention, WHO-5 improved 13.7±16.5 points and GSE improved 4.3±4.8 points. Participant feedback was positive. At one-year follow up, employment status data was available for 51 SSBs of these 58.8% achieved employment. High post-test GSE and WHO-5 scores were associated with employment at follow-up.Conclusion: DLC led to significant improvements in self-efficacy and well-being.Preliminary results indicate benefits on RTW-rates.

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Visuelle Methoden in der virtuellen Beratung und Therapie

Seidl,

Woltmann

2023

Weiterbildung Und Forschung Der SRH Fernhochschule – The Mobile University

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Bedürfniskarten im Coaching

Cited by 5 publications

References 26 publications

Supporting students with coaching or training depending on their basic psychological needs

Supporting students with coaching or training depending on their basic psychological needs

Daily life coping—Helping stress-afflicted people manage everyday activities

Visuelle Methoden in der virtuellen Beratung und Therapie

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