Dissertationenhttps://kobra.uni-kassel.de:443/handle/123456789/20110323368212024-03-29T14:41:32Z2024-03-29T14:41:32ZOn the Path to Professionalization in Coaching: From Coaches' Attitudes for Participating in Coaching Research to Improving Coachees' Reflective CapacityHinn, Denise Elisabethhttps://kobra.uni-kassel.de:443/handle/123456789/155962024-03-25T08:50:06Z2024-01-01T00:00:00ZThis dissertation aims to advance the professionalization of coaching by advancing coaching research. It does this by meeting the demand for methodological grounding and examining coaches' motives for participating in coaching research, thereby contributing to the generation of larger and more-realistic samples (Study 1), by conducting theory-driven research based on psychotherapy research, and by using an observer-based method to evaluate behavioral data (Study 2). At the same time, it contributes to improving the professionalism of coaches by answering the question of whether coaching promotes the reflection of coachees and thus provides insights for coaches in their professional practice (Study 3).; Ziel dieser Dissertation ist es, die Professionalisieru Professionalisierung von Coaching durch die Förderung von Coaching Coaching-Forschung voranzutreiben. Sie tut dies, indem sie der Forderung nach methodischer Fundierung nachkommt und die Beweggründe von Coaches für die Teilnahme an Coaching-Forschung untersucht und damit zur Generierung größerer und realistischerer Stichproben beiträgt (Studie 1), indem sie theoriegeleitete Forschung auf der Basis der Psychotherapieforschung durchführt und indem sie eine beobachterbasierte Methode zur Messung der Reflexionsfähigkeit anhand von Verhaltensdaten verwendet (Studie 2). Gleichzeitig trägt sie zur Verbesserung der Professionalität von Coaches bei, indem sie die Frage beantwortet, ob Coaching die Reflexionsfähigkeit von Coachees fördert und damit Erkenntnisse für Coaches in ihrer beruflichen Praxis liefert (Studie 3).
2024-01-01T00:00:00ZHinn, Denise ElisabethThis dissertation aims to advance the professionalization of coaching by advancing coaching research. It does this by meeting the demand for methodological grounding and examining coaches' motives for participating in coaching research, thereby contributing to the generation of larger and more-realistic samples (Study 1), by conducting theory-driven research based on psychotherapy research, and by using an observer-based method to evaluate behavioral data (Study 2). At the same time, it contributes to improving the professionalism of coaches by answering the question of whether coaching promotes the reflection of coachees and thus provides insights for coaches in their professional practice (Study 3).
Ziel dieser Dissertation ist es, die Professionalisieru Professionalisierung von Coaching durch die Förderung von Coaching Coaching-Forschung voranzutreiben. Sie tut dies, indem sie der Forderung nach methodischer Fundierung nachkommt und die Beweggründe von Coaches für die Teilnahme an Coaching-Forschung untersucht und damit zur Generierung größerer und realistischerer Stichproben beiträgt (Studie 1), indem sie theoriegeleitete Forschung auf der Basis der Psychotherapieforschung durchführt und indem sie eine beobachterbasierte Methode zur Messung der Reflexionsfähigkeit anhand von Verhaltensdaten verwendet (Studie 2). Gleichzeitig trägt sie zur Verbesserung der Professionalität von Coaches bei, indem sie die Frage beantwortet, ob Coaching die Reflexionsfähigkeit von Coachees fördert und damit Erkenntnisse für Coaches in ihrer beruflichen Praxis liefert (Studie 3).The Acceptance of Serious Games by Mental Health Service Users and Mental Health Professionals: An International Comparison StudyHuss, Jessica Helenhttps://kobra.uni-kassel.de:443/handle/123456789/134692021-12-23T12:10:08Z2021-01-01T00:00:00ZResearch aim. This study investigates which determinants predict the intention to use SG in psychotherapeutic settings among both relevant application groups: mental health service users (individuals with psychotherapy experience either currently or in the past) and mental health professionals. Since ethnicity, socioeconomic status, and culture highly interplay with (e-mental health) technology uptake (Clough et al., 2019), SG acceptability was assessed in several countries (N = 13) by particularly considering the influence of collectivistic and individualistic culture on usage intentions (Hofstede, 2011; Lee et al., 2013).
Methods. Two web-based surveys (Eichenberg et al., 2016a) – one survey version for each sample – compiling experiences with and attitudes toward psychotherapeutic SG use were conducted between 2016 and 2020 in the following countries: Australia, Canada, China, Finland, Germany, Italy, Mexico, the Netherlands, New Zealand, Russia, Slovenia, South Africa, and the United Kingdo
2021-01-01T00:00:00ZHuss, Jessica HelenResearch aim. This study investigates which determinants predict the intention to use SG in psychotherapeutic settings among both relevant application groups: mental health service users (individuals with psychotherapy experience either currently or in the past) and mental health professionals. Since ethnicity, socioeconomic status, and culture highly interplay with (e-mental health) technology uptake (Clough et al., 2019), SG acceptability was assessed in several countries (N = 13) by particularly considering the influence of collectivistic and individualistic culture on usage intentions (Hofstede, 2011; Lee et al., 2013).
Methods. Two web-based surveys (Eichenberg et al., 2016a) – one survey version for each sample – compiling experiences with and attitudes toward psychotherapeutic SG use were conducted between 2016 and 2020 in the following countries: Australia, Canada, China, Finland, Germany, Italy, Mexico, the Netherlands, New Zealand, Russia, Slovenia, South Africa, and the United KingdoWhat Do Coaches Actually Do? A Context-Sensitive Approach to Workplace CoachingDiermann, Isabellhttps://kobra.uni-kassel.de:443/handle/123456789/131792021-08-30T09:30:06Z2021-01-01T00:00:00ZVor dem Hintergrund einer noch wenig fortgeschrittenen Forschung zu Wirkfaktoren von Coaching, zielt diese Dissertation darauf ab, die in neueren Forschungsarbeiten skizzierten Forschungslücken hinsichtlich Coach-Verhalten und Kontextfaktoren zu schließen. Um den Blickwinkel auf relevante Kontextfaktoren zu erweitern, liegt der Fokus auf dem Verhalten von Coaches in zwei verschiedenen Arten von Kontexten: dem Beginn von Coaching-Prozessen (d.h. der Eingangsdiagnostik) und Coaching für Gründer*innen.
Diese Dissertation verfolgt dementsprechend zwei vorrangige Ziele. Erstens soll das Verhalten von Coaches in diesen beiden Kontexten, nämlich während der Eingangsdiagnostik und im Coaching für Gründer*innen, erforscht und systematisiert werden. Zweitens zielt sie darauf ab, Coaching für Gründer*innen zu evaluieren und umfassend zu charakterisieren, um dessen Spezifika zu extrahieren. Bezugnehmend auf den aktuellen Forschungsstand wurde sowohl für Studie 1 als auch für Studie 2 ein explorativer Forschungsansatz gewählt, der auf halbstrukturierten Tiefeninterviews und einer anschließenden qualitativen Inhaltsanalyse beruht. Aufbauend auf den Ergebnissen von Studie 2 und im Zuge einer Forschungslandschaft, die durch vereinzelte, wenig integrierte Einzelstudien geprägt ist, wurde in Studie 3 ein Systematic Literature Review (SLR) durchgeführt, um ein ganzheitliches Bild von Coaching für Gründer*innen zeichnen zu können.
Durch die Analyse der Interviewdaten in Studie 1 und Studie 2 konnten Rahmenmodelle entwickelt werden, die das Verhalten der Coaches systematisieren. Die Rollen der Coaches wurden für das Coaching von Gründer*innen in Studie 2 herausgearbeitet. Dies ermöglichte es, Coaching für Gründer*innen als ein Subformat von Workplace Coaching zu charakterisieren und es in Bezug auf verwandte Formate zu positionieren. Das SLR in Studie 3 konnte die Ergebnisse von Studie 2 größtenteils bestätigen.
Zusammengenommen weisen die Ergebnisse der drei Studien auf Unterschiede im Verhalten von Coaches in Abhängigkeit vom jeweiligen Kontext hin und verdeutlichen damit dessen Relevanz für den Erfolg von Coaching.
2021-01-01T00:00:00ZDiermann, IsabellVor dem Hintergrund einer noch wenig fortgeschrittenen Forschung zu Wirkfaktoren von Coaching, zielt diese Dissertation darauf ab, die in neueren Forschungsarbeiten skizzierten Forschungslücken hinsichtlich Coach-Verhalten und Kontextfaktoren zu schließen. Um den Blickwinkel auf relevante Kontextfaktoren zu erweitern, liegt der Fokus auf dem Verhalten von Coaches in zwei verschiedenen Arten von Kontexten: dem Beginn von Coaching-Prozessen (d.h. der Eingangsdiagnostik) und Coaching für Gründer*innen.
Diese Dissertation verfolgt dementsprechend zwei vorrangige Ziele. Erstens soll das Verhalten von Coaches in diesen beiden Kontexten, nämlich während der Eingangsdiagnostik und im Coaching für Gründer*innen, erforscht und systematisiert werden. Zweitens zielt sie darauf ab, Coaching für Gründer*innen zu evaluieren und umfassend zu charakterisieren, um dessen Spezifika zu extrahieren. Bezugnehmend auf den aktuellen Forschungsstand wurde sowohl für Studie 1 als auch für Studie 2 ein explorativer Forschungsansatz gewählt, der auf halbstrukturierten Tiefeninterviews und einer anschließenden qualitativen Inhaltsanalyse beruht. Aufbauend auf den Ergebnissen von Studie 2 und im Zuge einer Forschungslandschaft, die durch vereinzelte, wenig integrierte Einzelstudien geprägt ist, wurde in Studie 3 ein Systematic Literature Review (SLR) durchgeführt, um ein ganzheitliches Bild von Coaching für Gründer*innen zeichnen zu können.
Durch die Analyse der Interviewdaten in Studie 1 und Studie 2 konnten Rahmenmodelle entwickelt werden, die das Verhalten der Coaches systematisieren. Die Rollen der Coaches wurden für das Coaching von Gründer*innen in Studie 2 herausgearbeitet. Dies ermöglichte es, Coaching für Gründer*innen als ein Subformat von Workplace Coaching zu charakterisieren und es in Bezug auf verwandte Formate zu positionieren. Das SLR in Studie 3 konnte die Ergebnisse von Studie 2 größtenteils bestätigen.
Zusammengenommen weisen die Ergebnisse der drei Studien auf Unterschiede im Verhalten von Coaches in Abhängigkeit vom jeweiligen Kontext hin und verdeutlichen damit dessen Relevanz für den Erfolg von Coaching.Towards A Better Understanding of Workplace Coaching: On Goal Activities, Exploration Practices, and Coaches’ Life SatisfactionMüller, Alessa Antoniahttps://kobra.uni-kassel.de:443/handle/123456789/124022021-06-23T14:24:18Z2020-01-01T00:00:00ZWhereas there is a high and ever-increasing demand for coaching worldwide (International Coach Federation, 2016) and meta-analytical findings suggest that coaching is generally effective (e.g., Jones et al., 2016; Sonesh, Coultas, Lacerenza et al., 2015), little is still known about standards for “good” coaching practice (e.g., Bono et al., 2009; Vandaveer et al., 2016). Across three studies, this dissertation investigates relevant facets of coaching practice. It addresses the questions of how coaches practice workplace coaching and how their coaching practice in turn relates to their life satisfaction.
Study 1 addresses the question of the relevance of goal activities in workplace coaching. A systematic literature review was conducted to summarize the extant empirical findings on working with goals in coaching. The results of 24 studies that investigate (a) the occurrence of goal activities in workplace coaching and/or (b) the relationship between goal activities and coaching outcomes were synthesized. The findings indicate that goal activities take a wide range of different forms within coaching practice and research (e.g., goal setting, setting action/development plans, goal-focused relationship between coach and coachee). Coaches report working with goals frequently, while coachees report this occurring less frequently. Some study findings suggest a positive relationship between working with goals and coaching outcomes, whereas other studies report no significant association. Initial findings point to possible moderating variables (e.g., coachee characteristics, initiator of goal activity) and potential challenges in involving organizational stakeholders in goal activities.
Study 2 focuses on exploration practices in workplace coaching, more specifically, on methods that coaches utilize and topics that they address during the initial exploration of coaching engagements. German-speaking workplace coaches (N = 218) with various backgrounds completed an online survey. Five dimensions of exploration practices emerged: Exploration of the coachee’s (1) professional context (e.g., coachee’s professional position) and (2) personal context (e.g., coachee’s current family situation), using (3) standardized methods (e.g., personality inventories) and (4) active and creative methods (e.g., roleplaying), and (5) clarification of coaching issues and goals (e.g., exploration of “hidden” coaching issues). The coach’s background (i.e., gender, coaching experience, academic education, coach or psychotherapy training, and coaching approach) was analyzed to gain insight into how this relates to the reported exploration practices. Certain aspects of these
practices could be predicted by coaches’ coaching experience, their affiliation with certain coaching approaches (i.e., psychoanalytic/psychodynamic, cognitive-behavioral, transactional analysis, and neuro-linguistic programming), whether the coach holds a degree in social sciences/education and whether they attended coach training.
Study 3 concerns how satisfied workplace coaches are with their lives (i.e., job, leisure time, financial situation), the extent of their experienced mental strain related to their coaching practice, and whether coaching supervision influences coaches’ job satisfaction. An online survey (N = 110) was conducted. The findings indicate that workplace coaches were rather satisfied with their life and that they experienced relatively low work-related mental strain. However, if coaches experienced a high amount of work-related mental strain, use of supervision has a significant buffering effect on the coaches’ job satisfaction. It therefore seems that coaching supervision might be an effective reflective practice and useful strategy when it comes to coaches’ self-care.
Taken together, this dissertation strives to approach important and hitherto neglected areas of empirical research on coaching practice. The results of the respective studies are discussed and implications for different stakeholders are explored.
2020-01-01T00:00:00ZMüller, Alessa AntoniaWhereas there is a high and ever-increasing demand for coaching worldwide (International Coach Federation, 2016) and meta-analytical findings suggest that coaching is generally effective (e.g., Jones et al., 2016; Sonesh, Coultas, Lacerenza et al., 2015), little is still known about standards for “good” coaching practice (e.g., Bono et al., 2009; Vandaveer et al., 2016). Across three studies, this dissertation investigates relevant facets of coaching practice. It addresses the questions of how coaches practice workplace coaching and how their coaching practice in turn relates to their life satisfaction.
Study 1 addresses the question of the relevance of goal activities in workplace coaching. A systematic literature review was conducted to summarize the extant empirical findings on working with goals in coaching. The results of 24 studies that investigate (a) the occurrence of goal activities in workplace coaching and/or (b) the relationship between goal activities and coaching outcomes were synthesized. The findings indicate that goal activities take a wide range of different forms within coaching practice and research (e.g., goal setting, setting action/development plans, goal-focused relationship between coach and coachee). Coaches report working with goals frequently, while coachees report this occurring less frequently. Some study findings suggest a positive relationship between working with goals and coaching outcomes, whereas other studies report no significant association. Initial findings point to possible moderating variables (e.g., coachee characteristics, initiator of goal activity) and potential challenges in involving organizational stakeholders in goal activities.
Study 2 focuses on exploration practices in workplace coaching, more specifically, on methods that coaches utilize and topics that they address during the initial exploration of coaching engagements. German-speaking workplace coaches (N = 218) with various backgrounds completed an online survey. Five dimensions of exploration practices emerged: Exploration of the coachee’s (1) professional context (e.g., coachee’s professional position) and (2) personal context (e.g., coachee’s current family situation), using (3) standardized methods (e.g., personality inventories) and (4) active and creative methods (e.g., roleplaying), and (5) clarification of coaching issues and goals (e.g., exploration of “hidden” coaching issues). The coach’s background (i.e., gender, coaching experience, academic education, coach or psychotherapy training, and coaching approach) was analyzed to gain insight into how this relates to the reported exploration practices. Certain aspects of these
practices could be predicted by coaches’ coaching experience, their affiliation with certain coaching approaches (i.e., psychoanalytic/psychodynamic, cognitive-behavioral, transactional analysis, and neuro-linguistic programming), whether the coach holds a degree in social sciences/education and whether they attended coach training.
Study 3 concerns how satisfied workplace coaches are with their lives (i.e., job, leisure time, financial situation), the extent of their experienced mental strain related to their coaching practice, and whether coaching supervision influences coaches’ job satisfaction. An online survey (N = 110) was conducted. The findings indicate that workplace coaches were rather satisfied with their life and that they experienced relatively low work-related mental strain. However, if coaches experienced a high amount of work-related mental strain, use of supervision has a significant buffering effect on the coaches’ job satisfaction. It therefore seems that coaching supervision might be an effective reflective practice and useful strategy when it comes to coaches’ self-care.
Taken together, this dissertation strives to approach important and hitherto neglected areas of empirical research on coaching practice. The results of the respective studies are discussed and implications for different stakeholders are explored.