Positive Psychological Coaching Definitions and Models: A Systematic Literature Review

Zyl, Llewellyn Ellardus van; Roll, Lara Christina; Stander, Marius W.; Richter, Stefanie

doi:10.3389/fpsyg.2020.00793

Cited by 46 publications

(36 citation statements)

References 56 publications

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“…Positive psychology applied to coaching allows the coachee to be conscious of his personal resources, and provides the conditions for the development of skills and abilities beyond the usual or prescribed professional roles ( Castiello and Antonio, 2018 ). van Zyl et al (2020) propose a definition of positive psychological coaching based on positive psychological evidence-based approaches that describes a collaborative relationship between coach and coachee focused on discovering, cultivating, and applying personal resources to enhance positive states and facilitate personal/professional growth. In general, coaching has always focused on strengths because of their explicit use as tools for personal development ( Biswas-Diener, 2010 ).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Positive Psychology Micro-Coaching Intervention: Effects on Psychological Capital and Goal-Related Self-Efficacy

2021

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Positive Psychological Coaching is receiving increasing attention within the organizational field because of its potential benefits for employees’ development and well-being (Passmore and Oades, 2014). The main aim of this study was to test the impact of a Positive Psychological Micro-Coaching program on non-executive workers’ psychological capital, and analyze how goal-related self-efficacy predicts goal attainment during the coaching process. Following a control trial design, 60 non-executive employees (35 in the experimental group and 25 in the waiting-list control group) from an automotive industry company participated in a Positive Psychological Micro-Coaching program over a period of 5 weeks. The intervention was grounded in the strengths-based approach and focused on setting a specific goal for personal and professional growth. The program consisted of a group session, three individual coaching sessions, and individual inter-session monitoring. Pre, post, and 4-month follow up measurements were taken to assess the impact on the study variables. Our results reveal that psychological capital increased significantly at post and follow-up times compared to baseline levels. In addition, results confirmed that goal-related self-efficacy predicted goal attainment during the micro-coaching process. Practical implications suggest that short-term positive psychological coaching is a valuable method for developing personal resources, such as psychological capital and to facilitate the goal achievement in non-executive employees, in order to reach work-related goals.

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Section: Theory and Hypothesesmentioning

confidence: 99%

Positive Psychology Micro-Coaching Intervention: Effects on Psychological Capital and Goal-Related Self-Efficacy

2021

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“…Multi-modal intervention approaches could therefore be useful. These interventions would aim to develop holistic humility through a combination of self-administered intentional activities (e.g., self-help activities and workbooks), group developmental initiatives (e.g., training or positive growth groups), accountability partners, and individually focused interventions (e.g., strengths-based coaching) that can be facilitated both online and offline Van Zyl et al, 2020).…”

Section: Humility Interventionsmentioning

confidence: 99%

The Future of Evidence-Based Temperance Interventions

Worthington

Zyl

2021

Front. Psychol.

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Positive psychology has accumulated a large and ever-growing body of scientific knowledge about human strengths and virtues. However, research on positive psychology interventions (PPIs) to develop such is still in its infancy. In this brief position paper, we summarize the status of PPIs in one of the positive psychology’s most important virtues: temperance. Temperance refers to the capacity to manage habits and protect against excess and is composed of forgiveness, humility, and (we include) patience. Specifically, we examine the current state-of-the-science in the conceptualization of temperance, explore the efficacy of temperance interventions, and reflect upon what the future may hold in this research domain. In this paper, we first highlight the challenges and opportunities for expanding the theoretical conceptualization of temperance and reflect upon the challenges in temperance-related PPIs. For each aspect of temperance, we propose a specific research agenda. Second, we explore what is needed for PPIs to promote temperance and how growth in temperance intervention research can be fostered. Generally, while forgiveness interventions are well established, we recommended that both humility and patience interventions need more viable evidence-based research on existing and new interventions. Third, we advanced several recommendations regarding how to promote more research in new interventions. These recommendations included attracting more funders to the area, developing new interventions, and employing new technology. Because intervention research in temperance is in its infancy, the future looks rosy for PPI researchers as we move into a second generation of positive psychology research.

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“…Despite these findings, most academic research has focused on the awareness-, identification-or possession of strengths, rather than the actual use thereof (Wood et al, 2011;Huber et al, 2017). This is further indicated by the vast array of propriety psychometric instruments used to identify or assess strengths (Richter et al, 2020). These include, but are not limited to, the Clifton Strengths-Finder (Rath, 2007), the VIA Signature Strengths Inventory for adults (Peterson and Seligman, 2004) and children (Ruch et al, 2014), the Signature Strengths Questionnaire-72 (Rashid et al, 2017), the Personal Strengths Inventory (Kienfie Liau et al, 2011), the Realise2 Strengths Finder (Linley et al, 2010), and the Employee Strengths At Work Scale (Bhatnagar, 2020).…”

Section: Literature Review Conceptualization and Measurement Of Strengths Usementioning

confidence: 99%

“…Strengths develop out of adversity and are essential to one's definition of self, are effortless in their enactment and energizing when activated (Matsuguma and Niemiec, 2020 ). Therefore, psychological strengths can be seen as positive, trait-like capacities that define good character and highlight “what is right” about an individual (Richter et al, 2020 ). These ideas are in line with Linley and Harrington's ( 2006 , p. 86) definition of strengths as “natural capacities for behaving, thinking or feeling in a way that allows optimal functioning and performance in the pursuit of valued outcomes.” These capacities are universally valued by society as they lead to positive outcomes and benefits for both the self (e.g., positive mental health) and others (e.g., positive community climate) (Huber et al, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The Strengths Use Scale: Psychometric Properties, Longitudinal Invariance and Criterion Validity

et al. 2021

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Strengths use is an essential personal resource to consider when designing higher-educational programs and interventions. Strengths use is associated with positive outcomes for both the student (e.g., study engagement) and the university (e.g., academic throughput/performance). The Strengths Use Scale (SUS) has become a popular psychometric instrument to measure strengths use in educational settings, yet its use has been subjected to limited psychometric scrutiny outside of the U.S. Further, its longitudinal stability has not yet been established. Given the wide use of this instrument, the goals of this study were to investigate (a) longitudinal factorial validity and the internal consistency of the scale, (b) its equivalence over time, and (c) criterion validity through its relationship with study engagement over time. Data were gathered at two-time points, 3 months apart, from a sample of students in the Netherlands (n = 360). Longitudinal confirmatory factor analyses showed support for a two-factor model for overall strengths use, comprised of Affinity for Strengths and Strengths Use Behaviors. The SUS demonstrated high levels of internal consistency at both the lower- and upper bound limits at both time points. Further, strict longitudinal measurement invariance was established, which confirmed the instrument's temporal stability. Finally, criterion validity was established through relating strengths use to study engagement at different time stamps. These findings support the use of the SUS in practice to measure strengths use and to track the effectiveness of strengths use interventions within the higher education sector.

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Positive Psychological Coaching Definitions and Models: A Systematic Literature Review

Cited by 46 publications

References 56 publications

Positive Psychology Micro-Coaching Intervention: Effects on Psychological Capital and Goal-Related Self-Efficacy

Positive Psychology Micro-Coaching Intervention: Effects on Psychological Capital and Goal-Related Self-Efficacy

The Future of Evidence-Based Temperance Interventions

The Strengths Use Scale: Psychometric Properties, Longitudinal Invariance and Criterion Validity

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