Cognitive Behavioral Approaches

Palmer, Stephen; Williams, Helen

doi:10.1002/9781118326459.ch17

Cited by 6 publications

(6 citation statements)

References 60 publications

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“…At best, one might reasonably conclude that the coaching relationship itself might be a more relevant factor in coaching contexts that resemble therapy (e.g., addressing anger management, aggression, or personal values) and less of a factor in contexts that resemble training (e.g., addressing strategic thinking or learning other management skills). Palmer (2007) also argued against the primacy of the relationship as the causal mechanism of coaching's effectiveness, pointing out that many of the techniques used in coaching are effective even when a coach is not involved. Using a randomized experimental design, Grbcic and Palmer (2006) found statistically significant improvement in the group using self-coaching with specific cognitive-behavioral techniques and no improvement in the control group.…”

Section: The Coaching Relationshipmentioning

confidence: 99%

Executive coaching: A critical review and recommendations for advancing the practice.

Peterson¹

2011

APA Handbook of Industrial and Organizational Psychology, Vol 2: Selecting and Developing Members for the Organization.

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Special thanks to Sheldon Zedeck for his insightful and extremely useful feedback, comments, and suggestions. I also express my appreciation to PDI Ninth House's senior leadership, especially Cindy Marsh and R. J. Heckman, for their ongoing support. 1This chapter refers to coaching participants rather than coachees, a commonly used term that characterizes executives as passive recipients of the coach's actions rather than as active learners and fully engaged partners in a collaborative working relationship.

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Section: The Coaching Relationshipmentioning

confidence: 99%

Executive coaching: A critical review and recommendations for advancing the practice.

Peterson¹

2011

APA Handbook of Industrial and Organizational Psychology, Vol 2: Selecting and Developing Members for the Organization.

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“…[ 12 , 13 ] Cognitive-behavioral coaching is one of the most widely used coaching models in coaching psychology. [ 14 , 15 ] It is motivated by cognitive-behavioral therapy (CBT) principles, which state that emotions are a result of how people perceive situations, not the situations themselves, [ 16 ] and that the ultimate goal of therapy (or coaching, in the case of CBC) is to assist the client in developing autonomy and becoming their own therapist (or coach). [ 17 ] The purpose of this study was to determine the effect of cognitive-behavioral coaching on maladaptive academic perfectionism in Nigerian preservice historians.…”

Section: Introductionmentioning

confidence: 99%

“…Evidence suggests that a cognitive behavior coaching intervention that targets unhelpful thinking patterns and behaviors associated with perfectionism can be beneficial [12,13] . Cognitive-behavioral coaching is one of the most widely used coaching models in coaching psychology [14,15] . It is motivated by cognitive-behavioral therapy (CBT) principles, which state that emotions are a result of how people perceive situations, not the situations themselves, [16] and that the ultimate goal of therapy (or coaching, in the case of CBC) is to assist the client in developing autonomy and becoming their own therapist (or coach) [17] .…”

Section: Introductionmentioning

confidence: 99%

Intervention for Nigerian preservice historians’ maladaptive academic perfectionism

et al. 2022

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Background: Individuals enrolled in a university program that will lead to a degree in history are considered preservice historians in the context of this study. Their goal is to become professional historians after graduating from the university. The purpose of this study was to determine whether cognitive behavioral coaching (CBC) had an effect on maladaptive academic perfectionism in Nigerian preservice historians. Method: The study included a randomized sample of 98 preservice historians from Nigerian public universities in the country's Southeast zone [49 preservice historians were assigned to the cognitive behavioral coaching group—CBC Group, while 49 preservice historians were assigned to the waitlist control group—Waitlist control Group]. Results: The finding indicate that preservice historians’ maladaptive academic perfectionism decreased significantly following cognitive behavioral coaching. There was also a significant interaction effect of time and group on the reduction of preservice historians’ maladaptive academic perfectionism. Conclusion: This study suggests that cognitive behavioral coaching is an effective intervention for preservice historians who struggle with maladaptive academic perfectionism. The study's implications for history lecturers were discussed. Future study could investigate how maladaptive academic perfectionism affects postgraduate history students and how CBC can help them.

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“…The terms inner dialog and self-talk were used by Beck (1976) and Meichenbaum (1977) mainly to refer to the critical inner voice that tends to encourage caution and self-doubt and can over time negatively impact upon self-esteem and self-worth (Palmer and Williams, 2013). In sport, the term self-talk is applied to a variety of processes that can occur simultaneously (Boudreault et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

et al. 2019

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This study prospectively followed the experiences of skilled athletes who were involved in an innovative reflexive self-talk online intervention targeting goal-directed self-talk. Four experienced female athletes between the ages of 20 and 40 years were invited to an initial interview, a 4-week intervention, and two post-intervention interviews. Two applied sport psychologists used an online Socratic questioning approach to encourage their athletes to describe challenging scenarios, think about their use of self-talk and its effectiveness, and explore alternative self-statements that could be used in future situations. Data were multi-sourced stemming from the psychologists, athletes, and third parties (e.g., coach). Three athletes completed the intervention, whereas one athlete withdrew prematurely, mainly because the Socratic questioning approach and the online mode of delivery did not meet her preferences. From the three athlete who had completed the intervention, there was endorsement and constructive criticism of the intervention and its online delivery mode. The intervention, largely due to the accompanying raised awareness of self-talk use and refined content, seemingly benefited a range of variables including emotions, motivation, and confidence, both inside and outside of the athletes’ sports life domain. Accordingly, this new type of online intervention warrants further consideration in the literature.

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Cognitive Behavioral Approaches

Cited by 6 publications

References 60 publications

Executive coaching: A critical review and recommendations for advancing the practice.

Executive coaching: A critical review and recommendations for advancing the practice.

Intervention for Nigerian preservice historians’ maladaptive academic perfectionism

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

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