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HughKearns hugh.kearns@flinders.edu.au What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self-sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive-behavioural coaching, an evidence-based strategy that we claim leads to significant and long-term behavioural change. An evaluation of the program indicates that it is very successful, improving students' ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.

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This study examined the efficacy of a modified form of cognitive behavioural therapy, known as cognitive behavioural coaching, in reducing levels of perfectionism and self-handicapping in a non-clinical population. Twenty-eight research higher degree students participated in an intensive workshop series held over 6 weeks. Perfectionism and self-handicapping were measured at the commencement and conclusion of the workshop series, and again 4 weeks later. Levels of perfectionism fell during the workshop series and this reduction was sustained at follow-up. Levels of self-handicapping did not fall during the workshop series but had fallen significantly by follow-up. Participants' level of satisfaction with their candidature progress also improved. This study demonstrates how the principles of CBT can be successfully modified and used with a nonclinical population.

With a view to developing support for university accreditation, this small-scale study assisted 18 special educational needs coordinators (SENCos) to identify significant learning at work and consider possibilities for accredited learning projects. Participants wrote and shared narratives of critical learning incidents, assessed the contribution of a range of learning influences and identified five role variations with corresponding priorities, preferences and opportunities for structured learning. SENCos with management status and curriculum development roles suggested a greater range of potential learning projects, and were more confident of the involvement of others than those with heavy teaching and support roles who preferred topics in which their own action tended to be a focus for research and development. The author argues that, for too many SENCos, their experiential learning remains confined within selective school functions, rather than part of a planned exposure to school leadership in all its forms. Advancing their use of APEL arrangements will continue to require extensive university support and understanding.