Making Positive Change: A Randomized Study Comparing Solution-Focused vs. Problem-Focused Coaching Questions

Grant, Anthony M.

doi:10.1521/jsyt.2012.31.2.21

Cited by 87 publications

(118 citation statements)

References 25 publications

(20 reference statements)

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“…This could reflect the more positive stance of the solution-focused approach, which increases clients' expectations and hopes for a positive change (Bozeman, 1999;as cited in McKeel, 2011), positive affect and selfefficacy (Grant, 2012) more than interventions based on the problem-focused approach.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, there are no data about the effectiveness of such self-help tools. On the other hand, rare studies show that self-answering to the solution-focused questions improves emotional state and self-efficacy (Grant, 2012), while solution-focused self-reflection (SFSR) tends to stimulate personal growth (Čepukienė & Pakrosnis, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Solution-focused self-help for improving university students’ well-being

Pakrosnis

Čepukienė

2014

Innovations in Education and Teaching International

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Along with positive developments in psychology, the self-help movement is becoming widespread, based on the belief that people are capable of growing and achieving positive change with only minimal help. This article addresses the potential of a solution-focused self-help tool to improve university students' well-being by comparing its outcome to a cognitive restructuring self-help tool. The study sample consisted of 173 undergraduate Lithuanian psychology students, assigned to three different study conditions: solution-focused self-reflection (SFSR), cognitive restructuring self-reflection (CRSR) and free observation (FO). Subjective measures of well-being were used twice within a 12-day period. Both intervention groups did better on all applied measures, compared to the FO group. Furthermore, SFSR was found to be superior to the CRSR with regards to the subjective evaluation of the condition of the life area chosen by participants for change as well as the evaluation of usefulness and acceptability of the intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Solution-focused self-help for improving university students’ well-being

Pakrosnis

Čepukienė

2014

Innovations in Education and Teaching International

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“…In the context of coaching, recent years have seen an increasing number of studies using similar solution-focused approaches and the results suggest that solution-focused CBC is effective for a number of indicators (e.g. Grant, 2012). Such indicators include positive and negative affect, self-efficacy, action plan and motivation, which research has shown that are closely linked to self-esteem (Caprara, Alessandri, Barbaranelli, & Vecchione, 2013;E.…”

Section: Resultsmentioning

confidence: 99%

Self-esteem within cognitive behavioural coaching: a theoretical framework to integrate theory with practice

Dinos

Palmer²

2015

Coaching: An International Journal of Theory, Research and Prac

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The usefulness of the cognitive behavioural model in dealing with low self-esteem has been documented in many studies. Research suggests that individuals gather information about themselves by engaging in self-evaluation processes, which in turn are significantly related to global feeling of self-worth. Domains or attributes that individuals evaluate themselves on and find as more personally important have a more profound impact on global self-esteem than less important ones. Using a cognitive behavioural framework, the present paper discusses the variety of self-evaluation processes that individuals engage in and the importance attached to the evaluated domains in regulating global self-esteem. The paper links theory with practice by identifying specific strategies and tools for use in coaching in order to help a coachee to identify, examine, challenge and modify unhelpful self-evaluative thinking with balanced and relative thinking. Practice points. This article is directly relevant to coaching theory and practice using a cognitive behavioural framework. . The paper incorporates findings from self-esteem theory and research within a cognitive behavioural and rational emotive behavioural framework and provides tools for coaches in dealing with low self-esteem in coaching. . Self-esteem issues in one self-domain (e.g. work) are very likely to be accompanied by self-esteem issues in other self-domains and therefore it is important for a coach to explore functioning in different areas of one's life and self. Very often working with the concept of self-esteem can be limiting and, therefore, an alternative concept to facilitate psychological robustness in coaching is that of unconditional self-acceptance. Research has shown that cognitive behavioural coaching (CBC) is effective for a number of indicators that are closely related to self-esteem (e.g. positive and negative affect, self-efficacy, action plan and motivation) and this paper offers a number of tools that practitioners can use to work with self-esteem issues.

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“…Solution-focused coaching uses a positive strengths approach to problem solving and goal setting (Grant, 2012;Green, Grant, & Rynsaardt, 2007).…”

Section: Coachingmentioning

confidence: 99%

Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

Phillips¹

2017

The Open Journal of Occupational Therapy

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Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42) improving significantly at posttest (M = 58). Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

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Making Positive Change: A Randomized Study Comparing Solution-Focused vs. Problem-Focused Coaching Questions

Cited by 87 publications

References 25 publications

Solution-focused self-help for improving university students’ well-being

Solution-focused self-help for improving university students’ well-being

Self-esteem within cognitive behavioural coaching: a theoretical framework to integrate theory with practice

Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

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