Development and evaluation of an integrated education program based on the Solution-focused Coaching (SFC):The relationship between the SFC, the PGIS-II and the SFI
■国際心理学会ICP2016 クリエイティブ・フロー(創造的なフロー尺度)の開発。創造性のスキルと自己効力感(自信) Development and va...Yoga Tokuyoshi
Tokuyoshi,Y., (2016) Development and validity of the Creative Flow Scale in skills and self-efficacy (CFS)
クリエイティブ・フロー(創造的なフロー尺度)の開発。創造性のスキルと自己効力感(自信)
ビックファイブパーソナリティ,一般的自己効力感尺度との関係性。
Presentation based on paper submitted to a Work-Integrated Learning (WIL) conference, co-authored with Bhavana Mehta.
Paper published in the proceedings was substantially cut, losing important details. Interested individuals should contact me for detail on the Critical Thinking curriculum and assessment regime / scales.
TS4-5: Yuan Ma from Japan Advanced Institute of Science and TechnologyJawad Haqbeen
Please listen to the presentation, read detailed slides and return to first post to make your comments below the corresponding paper author's post.
Session Chair: Takeo Higuchi
Session Theme: Idea Evaluation and Innovation
Session Number: 4
Paper No: 17
Session and Talk No: TS4-5
Type: Full
Co-authors: Yuan Ma, Xiaoying Zhang and Tsutomu Fujinami
Title: A Comparative Study of Self-reporting Methods for Assessing Mind-wandering State
■国際心理学会ICP2016 クリエイティブ・フロー(創造的なフロー尺度)の開発。創造性のスキルと自己効力感(自信) Development and va...Yoga Tokuyoshi
Tokuyoshi,Y., (2016) Development and validity of the Creative Flow Scale in skills and self-efficacy (CFS)
クリエイティブ・フロー(創造的なフロー尺度)の開発。創造性のスキルと自己効力感(自信)
ビックファイブパーソナリティ,一般的自己効力感尺度との関係性。
Presentation based on paper submitted to a Work-Integrated Learning (WIL) conference, co-authored with Bhavana Mehta.
Paper published in the proceedings was substantially cut, losing important details. Interested individuals should contact me for detail on the Critical Thinking curriculum and assessment regime / scales.
TS4-5: Yuan Ma from Japan Advanced Institute of Science and TechnologyJawad Haqbeen
Please listen to the presentation, read detailed slides and return to first post to make your comments below the corresponding paper author's post.
Session Chair: Takeo Higuchi
Session Theme: Idea Evaluation and Innovation
Session Number: 4
Paper No: 17
Session and Talk No: TS4-5
Type: Full
Co-authors: Yuan Ma, Xiaoying Zhang and Tsutomu Fujinami
Title: A Comparative Study of Self-reporting Methods for Assessing Mind-wandering State
Development of a tool and an intervention program based on Cognitive Behavior...Yoga Tokuyoshi
Development of a tool and an intervention program based on Cognitive Behavior Coaching (CBC) The 3rd World Congress on Positive Psychology in Los Angeles
@kateboshier used this presentation to model to a group of teachers how they could conduct action research in school, as part of www.researchingteachers.wordpress.com
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
MODELLING TRAINING EFFECTIVENESS AND ITS IMPACT ON DEVELOPMENT OF MANAGERS IN...IAEME Publication
The study made attempt to evaluate the effectiveness of training provided and its impact in the manager’s development. The banking employees designated as managers, branch managers, asst. Branch managers are consider for this study. A draft Questioner was consists of 6 different set of question. They are personal and demographic profile (6), Training session (6), training content (5), and training aspects (5), transfer of learning (6), manager’s development (8). The conceptual questions are anchored with 7 point linker scale and the Questionnaire was issued to the managers randomly to collect a primarily information as the results were good. Finally, the data analysis with statistical namely IBM SPSS 22 and IBM SPSS AMOS 22. At first frequency table was tabulated for personal and demographic profile. Secondly structure equation model was applied to evaluate the impact of training effectiveness in manager development.
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
University Cooperative Extension Evaluation 2.0Luke Erickson
Evaluation doesn’t have to be painful, confusing or a waste of your time. If done right, evaluation is merely a natural extension of what you’re already doing. Evaluation is about telling a meaningful story about your programs with strong data to validate that story. In this session, we’ll focus on the five levels of evaluation based on the principles of Kirkpatrick, Kirkpatrick, and Philipps. The workshop will focus on the principles of each level of evaluation and give participants opportunities to fine tune some evaluation questions for their own programs. These principles can be used to gather data that is more meaningful to your work, your administrators, legislators and other decision makers. It will also make it easier to publish your program impact data since it will tell a stronger, more coherent story.
逆境に対する成長と変化のためのスキル自己効力感尺度の開発
Development and validity of the Growth and Change Skills and Self-efficacy Scale for Overcoming adversities (GCSES)
Key words: Growth, Change, Self-efficacy
【日本語要約】500文字
本研究の目的は,逆境に対する成長と変化のためのスキルと自己効力感尺度(GCSES)の開発である。GCSESは,相関分析,信頼性分析,古典的テスト理論や項目反応理論に基づいて分析が行われた。
GCSESは,レジリエンスの理論、変化の理論、ポジティブ心理学を基盤に逆境に対する成長と変化のスキル及び自己効力感の文脈において12項目で構成された。
GCSESはWEB調査にて行われた(16030名, 平均年齢26歳(SD=9)) 。GCSESは,探索因子分析及び確証的因子分析,相関分析が実施された。
その結果,GCSESの構成は4因子を示し,適合度はCFI=.97, TLI=.96, RMSEA=.075であった。相関分析では,GCSESは,ブリーフレジリエンス尺度(Smith et al, 2008)との間で正の相関が見られた。
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Development and evaluation of an integrated education program based on the solution focused coaching (SFC)
1. www.bps.org.uk
Development and evaluation of an
integrated education program based on
the Solution-focused Coaching (SFC)
:The relationship between the SFC, the PGIS-II and the SFI
Yoga TOKUYOSHI
Syoichi IWASAKI
Tohoku University
SGCP 4th International Congress of Coaching Psychology 2014
http://www.icp2016.jp/
2. 【Objective】
Recently, the Intervention studies of the
Solution-focused Coaching (SFC) have
increased.
However, there have been few studies
that focus and evaluate an education
program of the SFC. This study focuses
and reports on the development and
evaluation of an integrated
education program of the SFC.
3. September, 2013 Tokyo and Sendai in Japan
This Study was conducted to assess the effect of the
short education program using a semi-structured interview,
a self-report questionnaires based on the
GF-PRACTICE model (Tokuyoshi et al., 2013) and the
original Coaching Card Game based on the SFC.
4. Method of the experiment
Participants (N=28) were randomly
assigned to Intervention and Control.
Conditions of the intervention
◆Intervention Group received a short education
program of SFC and filled out the interview sheet
and then was interviewed by the Coach.
◆Control Group did not do anything
during the intervention.
The effect of the intervention was assessed with
PGIS-II and SFI by comparing pre- and post-
intervention scores.
5. Pre-Test
◆Intervention (n=15)
1.Guidance of the SFC
2.Education of the SFC
3.Practice of the SFC using
Coaching Psychology Card and
Interview Sheet.
Post-Test
【Questionnaire】
(1)PGIS-II
(Robitscheck, 2012)
(2)SFI
(Grant et al., 2012)
【Questionnaire】
(1)PGIS-II
(2) SFI
Figure Flow chart of this study.
◆Control (n=13)
Main Subject
Random assignment (RCT)
◆n=28 Mean age=41.4 (SD=10.0)
◆Data analysis
1: ANCOVA: Post-test (Bound variables), Pre-test(Covariate) 2 conditions(Fixed Factor)
2:ANOVA: 2 conditions: Intervention, Control & 2 intervention phase (Pre, Post)
3: Effect Size (Cohen’s d) :It was derived from & Intervention phase (Pre, Post)
6. Flow of the SFC Education
■(1) Guidance of the SFC
■(2) Education of the SFC
■(3) Introduction of the skills of the SFC
■(4) Practice of the question skills.
e.g. Scaling question.
■(5) Practice using the questionnaire
coaching cards based on the SFC
■(6) Practice using the Interview sheet.
IS-GF-PRACTICE (Tokuyoshi et al., 2013)
7. ◆Introduction of Framework
all over the world.
PRACTICE(Palmer, 2008, 2011)
OSKAR (Jackson & McKergow, 2007)
SIMPLE (Jackson & McKergow, 2007)
SOLUTION(Williams, Palmer, & O’Connell, 2011)
FOCUS(Williams, Palmer, & O’Connell, 2011)
CIGAR(Greene & Grant,2003)
7
8. 【Scaling Question】
Visser, C.F. (2009). Doen wat werkt. Oplossingsgericht werken, coachen en managen.
Van Duuren Management, 2e druk.
9. Using the Coaching Card Game
(1) Practitioners can learn the SFC through playing Card Games.
(2) Coaching Cards are highly structured based on the SFC.
(3) Coaching Cards can be combined with some Keywords of the SFC.
10. Coaching Card Game for the SFC
to learn concepts of the SFC.
Solution
focused
Positive
Reframing
Personal
Growth
Stop the bad
practice
Internal
Resource
Focus for
the
solutions
than
problems.
Change
one's point
of view
Develop a
strategy for
growth for
solutions
Stop if
something
goes wrong.
Search the
Internal
Resource and
Strength
External
Resource
Goal setting Future
focused
Looking for
exceptions
More
Simple
Search the
External
Resource
and
Strength
Set a Goal
for one ‘s
future.
Focused
one’s future.
Continue
being active if
something
goes good
exceptionally
Make less
complex.
11. Interview Sheet of the SFC
We made an Interview Sheet of the SFC.
Applying the Practice model (Palmer, 2007; 2009; 2011).
◆What is the difference between this Interview sheet
and Practice model?
The rule of wanting to be more is "maximum effect with
minimum intervention“
GF-PRACTICE model
(1)It is used within one coaching session.
(2)The imagery technique was added to run a simulation.
(3) The Flow (Csikszentmihalyi et al., 1990) concept was added.
(4) The evaluation of Confidence,
Self-efficacy of SF was added.
12. PRACTICE model(Palmer, 2007; 2008; 2011)
P:(Problem identification)
R:(Realistic, relevant goals developed)
(EX:SMART model)
A:(Alternative solutions generated )
C:(Consideration of consequence)
T:(Target most feasible solution(s))
IC:(Implementation of Chosen solution(s)
E:(Evaluation)
12
13. ■PGIS-II was developed for
the Counseling that necessitates
an approach based on a Personal Growth.
【16 items with 6-point Likert scale. 4 subscales】
◆【Using Resources】: 3 items
(e.g., “I ask for help when I try to change myself.”)
◆【Readiness for Change】 : 4 items
(e.g., “I can tell when I am ready to make specific changes in myself.”)
◆【Intentional Behavior】:4 items
(e.g., “I take every opportunity to grow as it comes up.”)
◆【Planfulness】: 5 items
(e.g., “I set realistic goals for what I want to change about myself.”)
Personal Growth Initiative Scale-II
(Robitscheck et al., 2012)
14. Solution-focused Inventory (Grant et al., 2012)
■SFI was developed for a Solution focused approach.
【12 items with 6-point Likert scale. 3 subscales】
◆【Goal Orientation】: 4 items
A focus towards desired goal states.
◆【Resource activation】 : 4 items
A focus on recognizing and utilizing strengths and
resources.
◆【Problem disengagement】:4 items
A focus on disengaging from problems and
problems-focus thinking.
15. Result N=28, Mean Age=41.4 (SD=10.0)
◆pre data :2 condition & Gender : t-test (No significance)
◆t-test between PGIS-II pre total score and 2 conditions:
t= -.46, df= 25.2, P = .65 (no significance)
◆t-test between SFI pre total score and 3 conditions
t= -1.88, df= 25.2 P= .07 (Marginally significance)
Results showed no significance differences in pre 2 conditions.
Condition N
Intervention 15
Control 13
18. DeLong‘s test for two correlated ROC curves
Intervention(1),Control(0) and Post data.
SFI Total
Cut Off Point : 50
Area under the curve: 0.818
95% CI: 0.65-0.98
Specificity=0.92
Sensitivity=0.67
PGIS-II Total
Cut Off Point : 78
Area under the curve: 0.823
95% CI: 0.67-0.98
Specificity=0.85
Sensitivity 0.73
20. 【Feedback & comment of the Intervention】
◆Total
・「This workshop was very easy to understand.
・「This approach has objective evidence, and I understood
that the SFC is a simple method of the SFC.
◆About the Caching Psychology Card
・「I have become increasingly aware of the feeling of
oneness with coach.」
・「I can do the SFC meaningfully without Coaching Skills.」
◆About the IS-GF-PRACTICE training
・「I understood the issue in my life」
・「This work was useful to crystallize my solutions」
21. Control Intervention
PGIS-II Pre Post d Pre Post d F
PGIS-II
Total
M 4.2 4.1 -.06 4.3 5.0 1.12 35.0***
SD 0.7 0.8 0.6 0.6
Intentional
Behavior
M 4.8 4.8 .06 4.8 5.2 .69 5.3*
SD 1.0 0.9 0.6 0.5
Readiness for
Change
M 3.8 3.8 -.04 4.0 4.9 1.18 34.1***
SD 0.9 1.0 0.9 0.8
Planfulness M 3.9 3.9 -.08 4.0 4.9 1.10 34.1***
SD 0.5 0.7 0.9 0.7
Using Resources M 4.2 4.0 -.18 4.5 5.0 .56 9.4**
SD 1.0 1.1 0.8 0.8
Results of the PGIS-II
22. Control Intervention
SFI Pre Post d Pre Post d F
SFI
Total
M 42.3 42.5 .03 46.2 49.8 .63 6.4*
SD 5.6 4.9 5.4 6.5
Goal Orientation M 14.1 14.1 .00 14.4 16.5 .75 7.2*
SD 3.3 3.0 3.1 2.8
Resource
Activation
M 16.2 16.7 .16 16.7 19.1 .79 4.5*
SD 3.1 3.0 2.0 2.0
Problem
disengagement
M 12.0 11.7 -.08 14.2 14.1 .00 0.7
SD 3.9 4.0 3.3 3.6
Results of the SFI
23. Main Reference
• Grant, A. M., Cavanagh, M. J., Kleitman, S., Spence, G.B., Lakota, M. & Yu, N.
(2012). Development and validation of the solution-focused inventory. The
Journal of Positive Psychology, 7 (4), 334-348.
• Grant, A. (2013). Steps to Solutions: A process for putting solution-focused
coaching principles into practice. The Coaching Psychologist, 9(1), 36-44.
• Palmer, S. & Whybrow, A. (2007). Handbook of Coaching Psychology: A guide
for practitioners. Routledge.
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