Evidence‐Based Life Coaching for Senior High School Students

The subjective well-being of academically gifted students in the Chinese cultural context

“…As mentioned earlier, agency hope can be defined as one’s capability to meet past, present, and future goals. Green, Grant and Rynsaardt (2007) suggested that, providing cognitive-behavioral and solution-focused life coaching programs could be an effective way of enhancing one’s agency hope. Thus, it would be beneficial to provide these programs (i.e., cognitive-behavioral and solution-focused life coaching programs) for the academically gifted students in Chinese schools, so as to enhance their agency hope and to improve the overall development of academically gifted students.…”

Preparing Adolescents for Life after School (PALS) Project: A Randomised Controlled Trial of a Coaching Intervention for Young People with Acquired Brain Injury

“…There have been relatively few trials into the use of the coaching approach with clinical populations (Dawson & Guare, 2009; Izumi et al, 2007; Linder et al, 2003; Merriman & Codding, 2008; Sleeper-Triplett, 2008; Swartz et al, 2005) and adolescents with TBI in particular (Kennedy & Krause, 2011). Green, Grant and Rynsaardt (2007) explicitly stated that the coaching model was developed for non-clinical groups. One feature of coaching is its capacity to be delivered in a fairly fluid and naturalistic way, although such a mode of delivery may not be well suited to people with acquired cognitive impairments, whose best performances are often facilitated with prompts and structure (Ylvisaker, McPherson, Kayes, & Pellet, 2008).…”

“…Coaching offers an alternative to school-based practices for facilitating the school transition process, particularly in its emphasis on self-determination skills. Green, Grant, and Rynsaardt (2007) describe coaching as ‘a collaborative, solution-focused, results-orientated systematic process, in which the coach facilitates the enhancement of the coachee's life experience, goal attainment and well-being and fosters the self-directed learning and personal growth of people from normal (i.e. non-clinical) populations’ (p. 24).…”

“…The role of the coach is to help the person through this process (Grant, 2003). Green et al (2007) implemented a randomised controlled trial (RCT) of a 10-week group coaching programme with a non-clinical sample of high-school students and reported significant increases in goal striving, well-being and hope in the coaching group in comparison with the control waitlist group.…”

On-Campus Social Support and Hope as Unique Predictors of Perceived Ability to Persist in College

“…Just as supportive relationships can promote success through building both connections with the campus community and academic skills, our results suggest that another way to increase student achievement and retention may be through building hope. Because hope is closely tied to the tangible skills of goal setting and striving, hope building interventions often emphasize teaching participants how to set appropriate goals and to develop strategies to achieve them even in the face of challenges (Cheavens, Feldman, Gum, Michael, & Snyder, 2006;Green, Grant, & Rynsaardt, 2007;Pedrotti, Edwards, & Lopez, 2008). While hope skills can be taught with a good deal of success, like any successful intervention, these programs require sustained training over many sessions and iterations.…”