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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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The initial study in this series suggested that improving psychological well-being might influence rural GPs' intentions to leave rural practice. The current study confirms these suggestions by demonstrating that programs targeted at psychological and physical well-being do indeed impact on rural GPs' intentions to leave. The results of this study highlight the role of psychological well-being in retaining rural GPs and emphasise the value of developing psychologically based programs to not only boost the physical and mental health of GPs, but also to reduce departure from rural areas.

Objectives:The FeedForward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory (Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session.Design:We conducted a quasi-experimental longitudinal study allocating 54 participants randomly to either a FFI or Feedback-based coaching intervention.Methods:We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention.Results:Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction by treatment condition.Conclusions:The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations.