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Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--York University, 1997. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 212-249). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ22928.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 168-189). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ39287.

Thesis (M.A.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2009/06/12). Includes bibliographical references.

Paper one: The use of coaching programmes is on the increase, including within the field of education. However critics have raised concerns regarding the limited research base concerning their use and the fact many models do not appear to be underpinned by a theoretical basis. One psychological approach to coaching used within the education sector are Solution Focused Approaches, with psychologists including Educational Psychologists taking on the role of ‘executive’ coaches. This paper explores the experiences of school staff and executive coaches involved in one such Solution Focused coaching programme delivered within schools. The paper focuses on exploring the impact of and relationship between contextual, process and outcome factors. Key findings included the fact school staff were not always clear about the aims and purpose of the coaching, that factors such as relationship building and increasing coachees’ sense of ownership were central processes within sessions and that measuring the outcomes of the coaching presented a range of challenges. Within the paper the findings are explore in relation to psychological perspectives including Self-determination theory. Paper two:Following the increased popularity and use of coaching approaches, including within the education sector there is evidence that training courses are being marketed to school staff wishing to implement peer coaching programmes ‘in-house’. Educational Psychologists (EPs) are one group of professionals involved in the delivery of such training and in supporting school staff in implementing coaching following training. This paper focused on exploring the experiences of school staff involved in a Solution Focused peer coaching programme, following training from EPs. Particular focus was placed on exploring the impact of and relationship between contextual, process and outcome factors. Key findings included evidence of potential challenges related to schools not commissioning follow up sessions after training and a perception that the peer coaching had resulted in improvements in OFSTED ratings. Implications for practice include the importance of EPs drawing on and sharing research literature regarding factors which may promote or inhibit changing practice and EPs supporting staff in developing outcome measures which can sit within a SF framework.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Solution-focused therapy is a postmodern strength-based counselling intervention which focuses on the discovery of client strengths, resources and abilities to empower clients to bring about positive change in their lives. My research employed a pragmatic case study (PCS) method to systematically study the self-efficacy experiences of four New Zealand adolescents throughout the solution-focused process. Each client participated in up to five counselling sessions. Following the PCS method my study began with a presentation of my guiding conception which detailed my theoretical approach and the ways in which solution-focused skills and techniques would be applied throughout the study. Case data included analysis of all client counselling sessions and final interviews which were video-recorded, as well as the consideration of a quantitative measurement in the form of the Outcome Rating Scale (ORS). Through analysis of outcome results and using three inductively derived themes to guide cross-case analysis, it was found that the solution-focused counselling process, assisted adolescents in discovering and developing their knowledge and awareness of their personal strengths and resources; encouraged adolescents to feel empowered to act upon these resources, therefore enhancing self-efficacy; and used the quality of the therapeutic relationship to give adolescents a sense of being a co-participator in the counselling process and as a result gave adolescents a ‘boost’ towards taking action, therefore increasing self-efficacy. Process and thematic results, supported by a brief quantitative measure, showed that all four clients made significant progress towards achieving their goals for counselling. Overall the results suggest that the solution-focused process contributed to positive therapeutic outcome and gains in self-efficacy. All four clients demonstrated the confidence to take action to bring about positive change in relation to their counselling goals, supporting enhanced self-efficacy.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1994. / Includes bibliographical references (leaves 122-125).

Thesis (M.S.W.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 141-[144]).