Building capacities for change: Wellness coaching as a positive approach to student development

Abstract

The purpose of this paper is to explore what leadership theories are implicit in a coach approach. The authors begin by identifying organizational coaching trends to provide a framework for the exploration of several leadership theories. These leadership theories could inform coaching practice for executive, leadership and business coaches (Grodzki & Allen, 2005). The paper closes with a discussion of what comprises a coach approach.

Interventions to support the mental health and wellbeing of engineering students: A scoping review.

“…In terms of reporting, none of the sources fully adhered to the TIDieR guidelines (Hoffmann et al, 2014), with key items missing that limit the uptake and From the interventions reported in this review there was similarity to mental health and wellbeing interventions that are used in general higher education student populations such as introducing mindfulness and health promotion (Hassed et al, 2009), coaching, (Larcus et al, 2016) and breathing exercises (Cho et al, 2016) although specific engineering mental health and wellbeing interventions should also be considered to address issues that are more common to engineering students such as mathematics anxiety (Vitasari et al 2010) and delayed help-seeking (Deziel, 2013).…”

The student experience in higher education reshaped by the pandemic: The autoethnographic perspective of a business school staff member

“…Self-awareness and self-acceptance combined with creativity help design responses to adapt to our current situation (Greening, 1992). Creative people can find a new purpose and grow toward self-actualisation, fulfilling their full potential (Larcus et al, 2016;Maslow, 1943). Pervin and Rubin (1967) contended that students achieve satisfaction when their perceived self-awareness converges toward self-actualisation.…”

“…Warmth is an element associated with "growth" and a characteristic of self-actualisers who develop deep, caring relationships with others. Hence, students find meaning in The student experience in higher education reshaped by the pandemic https://doi.org/10.21428/8c225f6e.f20508b2 these interactions and might discover their wants, purpose and increase their well-being (Knowles et al, 2005;Larcus et al, 2016;Wang & Delaquil, 2020). However, due to Covid-19, when students moved from physical to online interactions, they seemed to have lost bearings, their sense of accountability, engagement, and sense of belonging (Wilson et al, 2020).…”

Novice Health and Wellness Coaches: Implication for Professional Preparation

“…Effective coaches cultivate their own empathy, mindfulness, and active pursuit of a wellness lifestyle (Diamond, 2014). Self-development strongly resonates with undergraduates and can positively alter the trajectory of their professional development (Larcus, Gibbs, & Hackmann, 2016). The goal is to promote the personal attributes and dispositions helpful for successful coaching through self-development.…”

“…While many health promotion professionals could be available, few may be experienced and credentialed coaches. Creating health and wellness coaching services for the university community is an area of growing practice and may provide useful opportunities for experiential learning (Larcus et al, 2016).…”