Integrating Coaching and Positive Psychology in Education

Supporting the Supporters of Unaccompanied Migrant Youth

“…In addition, promoting relationship duration, structure and mentor skills lead to a better quality of the mentoring relationship [51], which prevents and decreases problematic behaviours of at-risk youth [35]. Enhancing adult caregivers' wellbeing and resilience lead as well to more effective support of young people [38] (e.g., by preventing the risk of secondary trauma [70]). In addition, joint care pathways and a well-working coordination and exchange between caregivers helps to find specific solutions for the young person, which also promotes a better mental health (e.g.…”

Approaches to Positive Education

“…As noted earlier, we have long argued that not only is evidence-based coaching a complementary partner to positive psychology, but that it is integral to both maximising and sustaining the benefits of applied positive psychology interventions (Falecki, Leach, & Green, 2018;Green, 2014;Leach & Green, 2016). The approach that we advocate for, and which has a significant evidence-base, is solution-focused cognitive behavioural coaching underpinned by the science of coaching psychology.…”

“…We believe the key to maximising the benefits of character strengths lies in the strategic and mindful use in line with the mission and values of the institution (Allen, Kern, Vella-Brodrick, & Waters, 2018). One way to enhance the stickability of a strengths approach may be through the use of evidence-based coaching and coaching conversations whereby strengths can be regularly applied to facilitate awareness and appropriate use by providing space for individual reflection, strengths-based goal setting, action planning, and accountability (Leach & Green, 2016;Madden, Green, & Grant, 2011).…”

“…This approach applies relevant psychological and learning theories and techniques within a collaborative relationship that facilitates wellbeing, engagement, self-directed goal identification, goal striving, goal attainment, personal insight, self-regulation, and accountability within the normal or nonclinical population (Grant, 2007;van Nieuwerburgh, 2012). There has been growing recognition that coaching offers tremendous opportunity to build wellbeing (Falecki et al, 2018;Leach & Green, 2016). Indeed Anthony Grant refers to the emergence of the third generation of coaching, claiming that coaching is evolving towards a more holistic and developmental approach, where the focus is on supporting organisations to flourish, optimising the wellbeing and performance of individuals and the system (Grant, 2017a(Grant, , 2017bGrant & Spence, 2009).…”

The impact of peer-to-peer coaching on self-esteem, test anxiety and perceived stress in adolescents

“…Previous research has shown that peer coaching benefits the coach as well as the coachee, with the coach experiencing a range of benefits through exposure to a different method of problem solving and approaching difficult situations (van Nieuwerburgh, 2012). Peer coaching in secondary schools has been found to impact positively on emotional intelligence, academic achievement and attitudes to learning for both parties (Leach & Green, 2015). For students, peer-to-peer coaching brings benefits to both coaches and coachees, including improvements to grades and attitudes to learning (van Nieuwerburgh & Passmore, 2012), developing new communication skills and problem-solving skills and an increase in confidence (Passmore & Brown, 2009) Self-esteem Rosenberg (1965a) defines self-esteem as a positive or negative attitude towards the self which varies across situations and contexts.…”