Developmental Coaching: Facilitating Positive Transitions
CONTENT
This two-day programme includes the theory, skills and applications of developmental coaching. The course covers a range of relevant theories, covering adult development, stress and coping and transitions. Positive psychology is integral both in terms of theory and practice. Different life transition points are explored, such as becoming a parent and retirement. The application of developmental coaching in a range of contexts will be covered, including workplace coaching and educational settings.
A manual, handouts and pre-course reading are provided.
For the purposes of skills training, learners should be prepared to discuss one problem in small group work. Normal rules of confidentiality apply.
AIMS
• To become knowledgeable about adult development theories
• To increase knowledge about the subjective experience of transitions
• To provide practitioners with a practical framework when working with individuals during transitions, rooted in positive psychology
• To enhance coaching skills through practical exercises
OBJECTIVES
The course objectives are to:
• Define developmental coaching in the context of life transitions and developmental milestones
• Have an understanding of the various theories underpinning developmental coaching, with a particular focus on positive psychology, including an outline of PERMA and knowledge of positive psychology interventions (PPI)
• Explore the main themes and characteristics of key life transition points
• Have an awareness of, and opportunity to practise, coaching skills to facilitate positive transitions
• Encourage awareness of broader cultural and social factors impacting the experience of life transitions
• Increase understanding of the practical positive psychology INSIGHT framework and its application to developmental coaching and positive transitions
• Explore how developmental coaching can be applied in a range of contexts and settings
TRAINERS
Trainers include Dr Siobhain O’Riordan, Sheila Panchal and Professor Stephen Palmer.