PERMA-powered coaching

Falecki, Daniela; Leach, Clive; Green, Suzy

doi:10.4324/9781315716169-7

Cited by 8 publications

(8 citation statements)

References 1 publication

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“…Previous research has indicated that all five elements of well-being as indexed by the PERMA model (i.e. positive emotions, engagement, positive relations, meaning and accomplishment) can protect against negative emotions, depression and anxiety and physical illness (Kern et al, 2015), and also enhance resilience and life satisfaction in youths (Falecki et al, 2018).…”

Section: Well-being and The Elements Of Permamentioning

confidence: 99%

Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Leontopoulou

2020

Psychology

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The PERMA theory brings together elements of the PERMA model, character strengths, and well-being. Set in the context of positive education this study set out to empirically test this multidimensional theory with emerging adults in higher education. 516 female and male students aged 18 to 29 years studying in Universities in Greece were asked to participate in a web-based survey of (a) the five elements of PERMA, i.e. positive emotions, engagement, relationships, meaning and accomplishment; (b) four character strengths, i.e. curiosity, gratitude, love for learning and humor; and (c) three well-being indicators, i.e. flourishing, resilience and positive perception. The patterning of associations within and between the three components of the theory was examined, leading to insights regarding both the multidimensionality of well-being and the specificity of relations between the three components. Conclusions were drawn regarding the theoretical and applied implications of the results for advancing positive youth development in higher education.

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Section: Well-being and The Elements Of Permamentioning

confidence: 99%

Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Leontopoulou

2020

Psychology

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“…As noted earlier, we have long argued that not only is evidence-based coaching a complementary partner to positive psychology, but that it is integral to both maximising and sustaining the benefits of applied positive psychology interventions (Falecki, Leach, & Green, 2018;Green, 2014;Leach & Green, 2016). The approach that we advocate for, and which has a significant evidence-base, is solution-focused cognitive behavioural coaching underpinned by the science of coaching psychology.…”

Section: Coachingmentioning

confidence: 95%

“…This approach applies relevant psychological and learning theories and techniques within a collaborative relationship that facilitates wellbeing, engagement, self-directed goal identification, goal striving, goal attainment, personal insight, self-regulation, and accountability within the normal or nonclinical population (Grant, 2007;van Nieuwerburgh, 2012). There has been growing recognition that coaching offers tremendous opportunity to build wellbeing (Falecki et al, 2018;Leach & Green, 2016). Indeed Anthony Grant refers to the emergence of the third generation of coaching, claiming that coaching is evolving towards a more holistic and developmental approach, where the focus is on supporting organisations to flourish, optimising the wellbeing and performance of individuals and the system (Grant, 2017a(Grant, , 2017bGrant & Spence, 2009).…”

Section: Coachingmentioning

confidence: 99%

Approaches to Positive Education

Green

Leach

Falecki³

2021

The Palgrave Handbook of Positive Education

Self Cite

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With the ongoing growth and development of positive education globally, there is increased interest and uptake in schools. Yet while there is considerable activity, there is little strategic orientation, with schools utilising a multitude of approaches, often with no overarching framework. There has also been a lack of guidance and implementation recommendations by key bodies, and a dearth of literature identifying and reviewing common approaches to the implementation of positive education, resulting in information overload and lack of clarity that may undermine the application and practice of positive education. This chapter first argues for the strategic integration of approaches and the need for cross-disciplinary collaboration. Second, we overview some of the current approaches to positive education, with a particular focus on social and emotional learning, character education, growth mindset, resilience and mental toughness, and coaching. Third, we provide a case study to highlight how the successful integration of these approaches can be implemented. Finally, practical recommendations are provided to inform the strategic implementation of positive education.

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“…For example, researchers have described an approach that draws heavily on ideas from positive psychology and the mindfulness literature, emphasizing a strengths-based approach characterized as 'positive psychology coaching' (Green & Palmer, 2018). More specifically, 'PERMA-powered coaching' provides a framework based on Seligman's PERMA model through which coaches can work with their clients to facilitate the experience of wellbeing through different components of PERMA including positive emotions, engagement (or psychological flow), social relationships, meaning and purpose and accomplishment (Falecki, Leach & Green, 2018). However, our framework moves beyond PERMA by encouraging reflection on collective wellbeing through for example, volunteering, and even planetary wellbeing through for example, activism.…”

Section: Practicementioning

confidence: 99%

Theories of wellbeing, practical applications and implications for coaching

Fisher¹,

Wilkie²,

Hamill³

et al. 2023

Preprint

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Wellbeing is a topic of great research interest, but also one of considerable debate. In this chapter we provide an overview of recent developments in wellbeing science. We summarise the literature around the term wellbeing, and introduce a theoretical framework – the GENIAL model – that we have developed over the last few years, bringing together often conflicting views. Following a discussion of the underpinning theory and research, we provide some practical examples of how our framework has been applied in the healthcare and education sectors and could be applied in the coaching context with a particular focus on two new tools – presented in a separate section within a tools-focused chapter – and their application. While we acknowledge that our work has been conducted within the context of clinical psychology and undergraduate teaching, we seek to highlight the overlap between developments in wellbeing science and coaching psychology throughout our chapter. Critically, we also point to emerging opportunities for coaching psychologists to support the inner development of clients that we hope will lay stronger foundations for progress on sustainable development goals.

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PERMA-powered coaching

Cited by 8 publications

References 1 publication

Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Approaches to Positive Education

Theories of wellbeing, practical applications and implications for coaching

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