Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "November 2006." Includes bibliographical references (leaves 96-104). Also available online in PDF format.

Li, Chau Wan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 53-57). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- Introduction --- p.1 / Coaching and Mentoring --- p.3 / Coaching in Organizations --- p.9 / Development of a Coaching Relationship --- p.12 / Hypotheses --- p.17 / Chapter CHAPTER TWO: --- Method --- p.20 / Participants --- p.20 / Measures --- p.20 / Chapter CHAPTER THREE: --- Results --- p.27 / Analysis Overview --- p.27 / Analysis Results --- p.30 / Chapter CHAPTER FOUR: --- Discussion --- p.44 / Managers and Coaching --- p.44 / Implications to Research and Practice --- p.46 / Limitation and Future Research --- p.49 / Conclusion --- p.51 / REFERENCES --- p.53

The purpose of this study was to describe the experience of critical self-reflection by life coaches. Life coaching is expanding within many disciplines including education, health care, business, social work, and wellness. Life coaching involves a coach working with an individual or groups aimed at effecting change for professional and personal development. This study addresses the gap in understanding the experience of critical self-reflection in the coaches’ practice. This was a qualitative study grounded in the phenomenology method. Data was collected from certified life coaches who were purposively sampled from referrals by certified life coaches within the United States. Data was collected from the participants through the use of critical incident questionnaires (CIQ), journal summaries, and a semi-structured final interview. The epoche phenomenological analysis was utilized to analyze the generated narratives (i.e., data). The results of the analysis emerged five themes (1) structure and discipline, (2) increased self awareness, (3) passionate purpose, (4) professional development, and (5) enhanced relationships with self and others. The findings revealed critical self-reflection provided an introspective self-analysis for the coaches to enhance and expand their coaching skills including presence, powerful questions, listening, strategic interventions, and self-management. The coaches identified increased energy for themselves between coaching sessions after completing the CIQ, which provided a mechanism to slow down, focus, and prepare for each coaching session. The focused attention on the coach’s behaviors, thoughts, and actions led to the coach’s increased awareness of how to redirect and course correct before and during a coaching session. This redirection and focus created a deeper connection with their clients. The coaches recommended critical self-reflection be taught in coach training schools and become a regular practice within the coach’s professional development. / Department of Educational Studies

Thesis (Ph. D.)--School of Psychology, Faculty of Science, University of Sydney, 2007. / Includes tables. Includes 2 published papers co-authored Cavanagh and Grant. Title from title screen (viewed June 12, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology, Faculty of Science. Degree awarded 2007; thesis submitted 2006. Bibliography: leaves 268-297. Also available in print form.

published_or_final_version / Buddhist Studies / Master / Master of Buddhist Studies

The purpose of this comparative study was to investigate the effect of coaching, as a nursing intervention, on comfort levels and blood sugar levels of individuals with diabetes. The hypothesis of the study was that individuals with diabetes who received coaching at specified intervals of time would have higher levels of comfort, as measured by the Diabetes Mellitus Comfort Questionnaire (DMCQ), and lower blood sugar levels, as recorded on the individual’s personal glucometer, than individuals with diabetes who did not receive coaching. Prior to conducting the study, approval of the university review board and hospitals was obtained. Participants were solicited from two accredited hospital-based diabetic education programs in a Midwestern city. Participation in the study was voluntary. The participants solicited from one hospital-based diabetic education program received coaching as a nursing intervention throughout the study while the participants from the other hospital-based diabetic education program did not. The participants were enrolled in the study the last day of the diabetic education program and completed a demographic data form, the DMCQ, and the Self Care InventoryRevised (SCI-R) to measure compliance. They also documented the average of their daily blood sugar levels from the past seven days as recorded on their personal glucometer. Two and four weeks after enrolling in the study participants from each group repeated the process of completing the DMCQ, the SCI-R, and documenting the average daily blood sugar levels over the past seven days as recorded on their glucometers. One hospital-based diabetic education group received coaching from the researcher via a telephone call two and four weeks after completing the formal diabetic education program and prior to completing the DMCQ, the SCI-R, and documenting their average daily blood sugar from the next seven days. Confidentiality of data collected from the participants was maintained. There was no risk of harm. Of the participants enrolled in the study, there were 30 participants who completed the study for one group and 35 participants who completed the study for the other group. Analysis of variance was used to analyze the data. Results showed no significant difference in comfort levels, compliance scores, or blood sugar levels between the two groups. The hypothesis of the study was not supported. Nonetheless, the information obtained from this study is valuable to nursing by contributing to the growing body of knowledge for developing cost-effective education and supportive strategies for individuals with diabetes to manage their condition. / Department of Educational Studies

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by DiAnne Borders; submitted to the School of Education. Title from PDF t.p. (viewed Aug. 12, 2009). Includes bibliographical references (p. 140-149).

Project report (D.Min.)--Golden Gate Baptist Theological Seminary, 2008. / Typescript. Description based on Print version record. Includes bibliographical references (leaves 107-109).

Thesis (Ph.D.)--Antioch University, 2010. / Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (June 19, 2004). Includes bibliographical references.