Solution-focused cognitive–behavioral coaching for sustainable high performance and circumventing stress, fatigue, and burnout.

Positive CBT integrates positive psychology and solution-focused brief therapy within a cognitive-behavioral framework. It focuses not on reducing what is wrong, but on building what's right. This fourth wave CBT, developed by Fredrike Bannink, is now being applied worldwide for various psychological disorders. An introductory chapter explores the three approaches incorporated in positive CBT. Next, the book presents research into the individual treatment protocol for use with clients with major depressive disorder by Nicole Geschwind and colleagues at Maastricht University. The last chapters describe two 8-session treatment protocols for positive CBT, one for use with individuals and one for use with groups. The treatment protocols provide therapists with a step-by-step guide on how to apply positive CBT with individual clients and in group therapy. This approach goes beyond symptom reduction and instead focuses on the client’s preferred future, on finding exceptions to problems and identifying competencies. Topics such as self-compassion, optimism, gratitude, and behavior maintenance are explored. In addition to the protocols, two workbooks for clients are available online for download by therapists.

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Counseling Students Who Are Gifted

Counseling Special Populations in Schools ◽

10.1093/med:psych/9780199355785.003.0007 ◽

2016 ◽

pp. 103-117

Author(s):

Emily S. Fisher ◽

Kelly S. Kennedy

Keyword(s):

Career Counseling ◽

Behavioral Therapy ◽

Gifted Students ◽

Counseling Students ◽

Vulnerable Population ◽

Cognitive Behavioral ◽

Emotional Needs ◽

Social And Emotional ◽

Solution Focused Brief Therapy ◽

Solution Focused

This chapter reviews strategies for working with students who are gifted. It stresses that gifted students can be a vulnerable population because, without proper academic, social, and emotional support, they may not reach high levels of achievement and recognize their potential in school and beyond. Also, because gifted students’ social and emotional needs are often unrecognized and unmet, it is important for counselors to familiarize themselves with the characteristics associated with giftedness. The chapter describes the types of challenges that may be faced by gifted students, including perfectionism, underachievement, motivation, and multipotentiality. It also suggests counseling strategies to address these concerns such as cognitive-behavioral therapy, solution-focused brief therapy, career counseling, and group counseling.

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Effectiveness of SPACE Model of Cognitive Behavioral Coaching in Management of Occupational Stress in a Sample of School Administrators in South-East Nigeria

Journal of Rational-Emotive & Cognitive-Behavior Therapy ◽

10.1007/s10942-019-00334-2 ◽

2019 ◽

Vol 38 (3) ◽

pp. 345-368

Author(s):

Francisca N. Ogba ◽

Charity N. Onyishi ◽

Moses O. Ede ◽

Christian Ugwuanyi ◽

Bonaventure N. Nwokeoma ◽

...

Keyword(s):

Occupational Stress ◽

School Administrators ◽

Cognitive Behavioral ◽

Space Model ◽

Behavioral Coaching

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Effects of Group-Focused Cognitive-Behavioral Coaching Program on Depressive Symptoms in a Sample of Inmates in a Nigerian Prison

International Journal of Offender Therapy and Comparative Criminology ◽

10.1177/0306624x16687046 ◽

2017 ◽

Vol 62 (6) ◽

pp. 1589-1602 ◽

Cited By ~ 8

Author(s):

Chiedu Eseadi ◽

Mabel A. Obidoa ◽

Shulamite E. Ogbuabor ◽

Amaka B. Ikechukwu-Ilomuanya

Keyword(s):

Depressive Symptoms ◽

Repeated Measures ◽

Primary Outcome ◽

Primary Outcome Measure ◽

Cognitive Behavioral ◽

Control Group ◽

Depression Symptoms ◽

Behavioral Coaching ◽

Male Inmates ◽

And Control

This study investigated the effects that a group-focused cognitive-behavioral coaching program had on depressive symptoms of a sample of inmates from Nsukka Prisons, Enugu State, Nigeria. The design of the study was pretest–posttest control group . The participants were 30 male inmates, experiencing high levels of depressive symptoms, and randomly assigned to treatment and control groups. The primary outcome measure was depression symptoms as measured using Beck’s Depression Inventory. Repeated-measures ANOVA and the Mann–Whitney U Test were used for data analysis. Results show that exposing inmates to the group-focused cognitive-behavioral coaching program significantly reduced the depressive symptoms of inmates in the treatment group compared with those in the control group. Our results support the use of cognitive-behavioral coaching interventions designed to assist the severely depressed inmates in Nigeria. Further studies should be conducted both in other states of Nigeria and in other countries.

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Effects of Rational Emotive Cognitive Behavioral Coaching on Depression Among Type 2 Diabetic Inpatients

Journal of Rational-Emotive & Cognitive-Behavior Therapy ◽

10.1007/s10942-017-0266-2 ◽

2017 ◽

Vol 35 (4) ◽

pp. 363-382 ◽

Cited By ~ 5

Author(s):

Chiedu Eseadi ◽

Gloria T. Onwuka ◽

Mkpoikanke S. Otu ◽

Prince C. I. Umoke ◽

Kay C. N. Onyechi ◽

...

Keyword(s):

Cognitive Behavioral ◽

Behavioral Coaching ◽

Rational Emotive ◽

Type 2 Diabetic

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Coaching in Visegrad Four Countries: A Comparison to other European countries

Journal of East European Management Studies ◽

10.5771/0949-6181-2020-4-792 ◽

2020 ◽

Vol 25 (4) ◽

pp. 792-809

Author(s):

Pavlína Honsová ◽

Jonathan Passmore ◽

Eva Jarošová ◽

Hazel Brown

Keyword(s):

Well Being ◽

European Countries ◽

Humanistic Psychology ◽

Learning Theories ◽

Social Challenges ◽

Performance Coaching ◽

Behavioral Coaching ◽

Formed Part ◽

Solution Focused ◽

Visegrad Group

The Visegrad Four countries (the Czech Republic, Slovakia, Poland, and Hungary) share common traits in economics (Capik/Drahokoupil 2011), common history (Fawn 2013) and some political and social challenges (Förster/György Tòth 1997). In this article, we seek to determine common trends in the relatively narrow field of (executive) coaching. In the introduction, we explain the psychological background rooted in different learning theories (e.g., Kolb model, ELT) and psychotherapeutic approaches related to coaching such as humanistic psychology or solution-focused approach. The study itself formed part of a European-wide research project, where almost 3000 respondents from 51 European countries answered a questionnaire regarding professional coaching and mentoring. Answers from 419 Visegrad coaches and 1745 coaches from other European countries were compared to determine the trends and traits of the Visegrad Group-based coaching. Key insights from the study included significant differences in the use of methods of reflection such as reading coaching research, attending peer networks, using a mentor or attending webinars. There were also significant differences in the areas in which coaches pursue. Visegrad Four coaches coach significantly more in the area of life and well-being coaching and education coaching and less in the area of performance coaching. We also explored the coaching approaches and found that cognitive-behavioral coaching, NLP, transactional analysis and gestalt coaching are significantly more popular in the European sample while a solution-focused approach is used more in the Visegrad Four countries sample.

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