Coaching – narrative-collaborative practice

Abstract

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.

The Impact of Mindful Learning on Subjective and Psychological Well-Being in Postgraduate Students

“…Cultivating attitudes of mindfulness enhanced students' self-awareness and self-acceptance, for them to embrace moment-to-moment sensational experiences, thoughts, purposes, and emotions openly and non-judgmentally [64,81,88]. Narrative coaching facilitated students' development of positive personal stories and self-congruence and strengthened self-directed learning [64,81,117]. Overall, MLC was effective in increasing the students' mindful learning that led to a higher level of self-efficacy, self-awareness, self-determination, and self-regulation through which they experienced higher SWB and PWB [81,107,116,118].…”

The impact of mindful learning on subjective and psychological well-being in postgraduate students

“…Cultivating attitudes of mindfulness enhanced students' self-awareness and self-acceptance, for them to embrace moment-to-moment sensational experiences, thoughts, purposes, and emotions openly and non-judgmentally (Kabat-Zinn, 2003;Peng & Wang, 2019;. Narrative coaching facilitated students' development of positive personal stories and selfcongruence, and strengthens self-directed learning (Peng & Wang, 2019;Stelter & Law, 2010;. Overall, MLC was effective in increasing the students' mindful learning that led to a higher level of self-e cacy, self-awareness, selfdetermination, and self-regulation through which they experienced higher SWB and PWB (Messersmith & Schulenberg, 2010;Miquelon & Vallerand, 2006;Peng & Wang, 2019;Schaufel et al, 2002).…”

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

“…This educational approach helps students develop critical thinking skills and selfreflection (Alrø and Dahl, 2015;Stelter and Law, 2010) and equips them with the skills considered prerequisites for academic success. Several studies have recorded the effectiveness of AC, including positive outcomes such as improved academic achievement, Landscape of academic coaching retention, graduation rates and personal development (Capstick et al, 2019;Kleen, 2021;Robinson and Gahagan, 2010).…”