Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches

The career penalty for professional women who become mothers is well known, while research scrutiny of career decision-making itself appears to have been largely overlooked. This study explores the experience of six London-based professional women, using Interpretative Phenomenological Analysis (IPA) techniques to develop insights into the high-commitment behaviours which underpin female professional career identity; the effects of group norms, cultural messages and employer practices on women’s decision-making; and, the solitary experience of establishing new narratives as a professional mother. It develops insights and implications for organisations and the coaching profession, to better support new mothers with their career decisions

Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis

Objectives: This study sought to explore teachers’ experiences of a coaching psychology intervention — an introductory coaching training workshop that included a positive psychology intervention and episodes of narrative-collaborative group coaching. Design: A qualitative design was applied to explore the participants’ experiences. The data was analysed using interpretative phenomenological analysis (IPA). Method: The study took place in Scotland, where revised teaching standards require school leaders to use coaching skills. The participants were five teachers who had attended the workshop. Data collection was through semi-structured interviews. Results: Two main themes emerged from the analysis. The first theme, ‘Learning with others — the value of collaboration’, had two sub-themes: ‘Working with a partner made it real’ and ‘Feeling part of the group’. The second theme, ‘Reflection — the value of time to think’ had three sub-themes: ‘Myself as coach and coachee’, ‘Coaching and other people’, and ‘Making plans to start coaching and sharing’. Conclusions: The participants reported that their learning was enhanced by collaborating with others and having time for reflection. The limitations of the study are discussed and areas for future research are proposed

The experience of positive psychology coaching following unconscious bias training: An Interpretative Phenomenological Analysis

This study explored the lived experience of four professionals who engaged in positive psychology coaching following an implicit association test and unconscious bias training. Unconscious bias training focuses on a human limitation, avoidance goals, and can result in defensiveness. In contrast, positive psychology coaching leverages strengths, intrinsically motivated approach goals and positive affect. Interpretative phenomenological analysis was applied to analyse data gathered via semi-structured interviews. Findings reveal that participants were self-conscious about being perceived negatively and they experienced deep introspection and reflexivity. Participants also reported increased self-efficacy, motivation to improve and feeling safe to discuss previously avoided personal issues

The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis

The study aimed to expand the understanding of the experience of people who self-identify their character strengths. The data came from semi-structured interviews held after a coaching intervention using strengths cards. Analysis using Interpretative Phenomenological Analysis (IPA) revealed four themes: Identifying strengths is instinctive, yet complex; experiencing the subjective self; identifying strengths is multi-faceted; and strengths are brought into awareness. The findings suggest that the lived experience of self-identifying strengths is complex and positive. This study may provide coaches and positive psychology practitioners insights about how strengths identification tools and interventions are experienced subjectively

Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis

There is a global increase in the teaching of positive psychology at postgraduate level. Anecdotally, it has been suggested that university-based positive psychology programmes can be “life changing”. This exploratory qualitative study aimed to enhance our understanding of the positive life experiences of students registered on a Masters in Applied Positive Psychology (MAPP) programme. The researcher interviewed five postgraduate students undertaking a MAPP at the University of East London. Interpretative phenomenological analysis was used to identify emerging themes before these were analysed and clustered into a number of overarching themes. Participants reported experiencing a number of positive life changes as a result of the MAPP programme. Key themes that emerged were the sense that there were “myriad different thoughts and potential opportunities”; that studying positive psychology was “like coming home”; that participants enjoyed having time for reflection; and the sense that “it’s all about the people”. This study raised the question of whether the MAPP programme could, in itself, be considered a positive psychological intervention