Explore the vast range of titles available.

ABSTRACT Twenty-five to sixty percent of physicians report burnout across all specialties. Changes in the healthcare environment have created marked and growing external pressures. In addition, physicians are predisposed to burnout due to internal traits such as compulsiveness, guilt, and self-denial, and a medical culture that emphasizes perfectionism, denial of personal vulnerability, and delayed gratification. Professional coaching, long utilized in the business world, provides a results-oriented and stigma-free method to address burnout, primarily by increasing one’s internal locus of control. Coaching enhances self-awareness, drawing on individual strengths, questioning self-defeating thoughts and beliefs, examining new perspectives, and aligning personal values with professional duties. Coaching utilizes established techniques to increase one’s sense of accomplishment, purpose, and engagement, all critical in ameliorating burnout. Coaching presumes that the client already possesses strengths and skills to handle life’s challenges, but is not accessing them maximally. Although an evidence base is not yet established, the theoretical basis of coaching’s efficacy derives from the fields of positive psychology, mindfulness, and self-determination theory. Using a case example, this article demonstrates the potential of professional coaching to address physician burnout.

Coaches play a major role in helping people understand their values and the values of their surroundings and helping them make choices and adapt. Sometimes the choice may be to find a situation more in sync with your values. Or it may mean working hard on yourself or in concert with your partner, team, or organization. Whatever we need to do to attain it, a positive fit makes for a happier person, and a happier person will be more successful. This accessible and practical book will help coaches, educators, leaders, and managers understand the philosophy, methodology, and tools that can be used to make a person happier, healthier, and more productive at work and in life in general. This book compiles short vignettes from over a dozen global academics and celebrated executive coaches, sharing information about aligning values in different settings. Based on years of research and written for readers from all walks of life, you will learn that when you understand your core values, place them on a triaxial template, and align them with your definition of success, everything changes. It will help you come out of your comfort zone in order to embrace the future and enhance the quality of your life. For this, you need a concept, a methodology, and effective tools, all of which are offered in this book. Rich with practical step-by-step methodologies and tools to facilitate values-led leadership, coaching, and mentoring, this book is essential for any change agent, be it a coach, a leader, an educator, or any person who is interested in learning how to become more effective, improve their practice, and engage in self or professional coaching. At the same time, it will enhance leadership qualities.

Background: Optimal mental health yields many benefits and reduced costs to employees and organizations; however, the workplace introduces challenges to building and maintaining mental health that affect well-being. Although many organizations have introduced programming to aid employee mental health and well-being, the uptake and effectiveness of these efforts vary. One barrier to developing more effective interventions is a lack of understanding about how to improve well-being over time. This study examined not only whether employer-provided coaching is an effective strategy to improve mental health and well-being in employees but also how this intervention changes well-being in stages over time. Objective: The goal of this study was to determine whether BetterUp, a longitudinal one-on-one virtual coaching intervention, improves components of mental health and psychological well-being, and whether the magnitude of changes vary in stages over time. This is the first research study to evaluate the effectiveness of professional coaching through three repeated assessments, moving beyond a pre-post intervention design. The outcomes of this study will enable coaches and employers to design more targeted interventions by outlining when to expect maximal growth in specific outcomes throughout the coaching engagement. Methods: Three identical assessments were completed by 391 users of BetterUp: prior to the start of coaching, after approximately 3-4 months of coaching, and again after 6-7 months of coaching. Three scales were used to evaluate psychological and behavioral dimensions that support management of mental health: stress management, resilience, and life satisfaction. Six additional scales were used to assess psychological well-being: emotional regulation, prospection ability, finding purpose and meaning, self-awareness, self-efficacy, and social connection. Results: Using mixed-effects modeling, varying rates of change were observed in several dimensions of mental health and psychological well-being. Initial rapid improvements in the first half of the intervention, followed by slower growth in the second half of the intervention were found for prospection ability, self-awareness, self-efficacy, social connection, emotional regulation, and a reduction in stress (range of unstandardized β values for each assessment: .10-.19). Life satisfaction improved continuously throughout the full intervention period (β=.13). Finding purpose in meaning at work and building resilience both grew continuously throughout the coaching intervention, but larger gains were experienced in the second half of the intervention (β=.08-.18), requiring the full length of the intervention to realize maximal growth. Conclusions: The results demonstrate the effectiveness of BetterUp virtual one-on-one coaching to improve psychological well-being, while mitigating threats to mental health such as excessive and prolonged stress, low resilience, and poor satisfaction with life. The improvements across the collection of outcomes were time-dependent, and provide important insights to users and practitioners about how and when to expect maximal improvements in a range of interrelated personal and professional outcomes.

In this study we investigated how demographic factors, personality traits, leadership qualities, and general work performance predicted the evaluation and selection criteria for coaches. Specifically, we identified key predictors that influenced various selection criteria and highlighted those with a significant impact on specific selection criteria, including (a) coaching results for athletes, (b) the coach's personal achievements, (c) the design and implementation of coaching programs, (d) competition management, (e) psychological support for athletes, and (f) commitment to the club. The study sample consisted of 585 coaches employed by 237 amateur sports clubs in Attica, Greece. Data were collected using measures of demographics, personality, leadership, general work performance, and coach selection criteria. A three-step hierarchical multiple regression analysis was performed to identify the significant predictors of coach selection criteria in the context of amateur sports. The results indicate that specific demographic factors (such as primary professional occupation, age, professional experience, and previous athletic experience), personality traits (conscientiousness and openness to experience), leadership qualities (intellectual stimulation and administrative skills), and general work performance significantly influence and predict the selection criteria used by amateur sports clubs. Amateur sports clubs involved in this study prioritized coaches who had coaching as their primary profession, had extensive coaching and athletic experience, exhibited high levels of conscientiousness and openness to experience, and demonstrated strong intellectual stimulation and general work performance. The study shows that the selection of coaches in amateur sports settings involves a careful consideration of the knowledge, skills, competencies, and individual characteristics essential for effective coaching. It also provides valuable insights for sports clubs regarding coach selection criteria and offers important guidance for coaches working in this environment.

This yearlong qualitative case study examines the successful collaborative partnership between a first year academic coach and a teacher in a rural school setting. The partnership became a source of interest as a means to understanding how rural school partnerships are developed and sustained. Data was collected through thirty-four site visits utilizing formal and informal interviews, observations, artifact collection, and detailed field notes. Characteristics that were associated with a successful rural school collaborative partnership include life experiences, personality, a willingness to change, empathy, trust and confidentiality, respect, and persistence. The partnership was also impacted by personal and professional needs, many of which were rural in context. The findings present a nuanced look inside a rural school collaborative partnership.

Change is a necessary, though sometimes challenging part of staying relevant, being engaged and seeking ways to flourish in one's life.Coaching helps individuals develop coherent strategies for their life and work and to tap into their strengths and inspiration.

Introduction/Objectives: Coaching is emerging as a form of facilitation in health professions education. Most studies focus on one-on-one coaching rather than team coaching. We assessed the experiences of interprofessional teams coached to simultaneously improve primary care residency training and interprofessional practice. Methods: This three-year exploratory mixed methods study included transformational assistance from 9 interprofessional coaches, one assigned to each of 9 interprofessional primary care teams that included family medicine, internal medicine, pediatrics, nursing, pharmacy and behavioral health. Coaches interacted with teams during 2 in-person training sessions, an in-person site visit, and then as requested by their teams. Surveys administered at 1 year and end study assessed the coaching relationship and process. Results: The majority of participants (82% at end of Year 1 and 76.6% at end study) agreed or strongly agreed that their coach developed a positive working relationship with their team. Participants indicated coaches helped them: (1) develop as teams, (2) stay on task, and (3) respond to local context issues, with between 54.3% and 69.2% agreeing or strongly agreeing that their coaches were helpful in these areas. Cronbach’s alpha for the 15 coaching survey items was 0.965. Challenges included aligning the coach’s expertise with the team’s needs. Conclusions: While team coaching was well received by interprofessional teams of primary care professionals undertaking educational and clinical redesign, the 3 primary care disciplines have much to learn from each other regarding how to improve inter- and intra-professional collaborative practice among clinicians and staff as well as with interprofessional learners rotating through their outpatient clinics.

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.