The impact of cognitive-behavioural stress management coaching on changes in cognitive appraisal and the stress response: a field experiment

References

• American Psychological Association. (2017). Stress in America: The State of Our Nation. Stress in AmericaTM Survey. https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf
   Google Scholar
• Biberacher, L. (2010). Evaluation einer Coachingausbildung [Evaluation of a coaching formation] [Unpublished diploma thesis]. University of Regensburg, Regensburg, Germany.
   Google Scholar
• Biron, C., Burke, R. J., & Cooper, C. L. (2014). Creating healthy workplaces: Stress reduction, improved well-being, and organizational effectiveness. London: Routledge.
   Google Scholar
• Bowling, N. A., & Eschleman, K. J. (2010). Employee personality as a moderator of the relationships between work stressors and counterproductive work behavior. Journal of Occupational Health Psychology, 15(1), 91–103. https://www.ncbi.nlm.nih.gov/pubmed/20063961. https://doi.org/10.1037/a0017326
   PubMed Web of Science ®Google Scholar
• Bozer, G., & Jones, R. J. (2018). Understanding the factors that determine workplace coaching effectiveness: A systematic literature review. European Journal of Work and Organizational Psychology, 1–20. https://doi.org/10.1080/1359432x.2018.1446946
   Web of Science ®Google Scholar
• Braumandl, I., Amberger, B., Falkenberg, F., & Kauffeld, S. (2013). Coachen mit Struktur – Konzeptcoaching. Ausbildung zum Coach für Karriere- und Lebensplanung (CoBeCe). Konzept, Theorie und Forschungsresultate [Coaching with structure—Concept-coaching. Training to become a coach for career- and life-planning. Concept, theory, and research results]. In R. Wegener, A. Fritze, & M. Loebbert (Eds.), Coaching-Praxisfelder. Forschung und Praxis im Dialog (pp. 73–83). Springer Verlag.
   Google Scholar
• Braumandl, I., & Dirscherl, B. (2005). Karrierecoachingkonzept für Studierende [Careercoaching-concept for students] [Unpublished course concept]. University of Regensburg, Regensburg, Germany.
   Google Scholar
• Burt, D., & Talati, Z. (2017). The unsolved value of executive coaching: A meta-analysis of outcomes using randomised control trial studies. International Journal of Evidence Based Coaching and Mentoring, 15(2), 17–24. doi:10.24384/000248.
   Web of Science ®Google Scholar
• Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11(4), 377–400. https://doi.org/10.1521/jscp.1992.11.4.377
   Web of Science ®Google Scholar
• CompassPoint Nonprofit Services. (2003). Executive coaching project: Evaluation of findings. http://www.compasspoint.org/
   Google Scholar
• Dallner, M., Elo, A.-L., Gamberale, F., Hottinen, V., Knardahl, S., Lindström, K., Skogstad, A., & Orhede, E. (2000). Validation of the general Nordic questionnaire (QPS-Nordic) for psychological and social factors at work. Nordic Council of Ministers.
   Google Scholar
• David, O. A., Ionicioiu, I., Imbăruş, A. C., & Sava, F. A. (2016). Coaching Banking managers through the financial crisis: Effects on stress, resilience, and performance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(4), 267–281. https://doi.org/10.1007/s10942-016-0244-0
   Web of Science ®Google Scholar
• de Haan, E., Grant, A. M., Burger, Y., & Eriksson, P.-O. (2016). A large-scale study of executive and workplace coaching: The relative contributions of relationship, personality match, and self-efficacy. Consulting Psychology Journal: Practice and Research, 68(3), 189–207. https://doi.org/10.1037/cpb0000058
   Google Scholar
• De Meuse, K. P., Dai, G., & Lee, R. J. (2009). Evaluating the effectiveness of executive coaching: Beyond ROI? Coaching: An International Journal of Theory, Research and Practice, 2(2), 117–134. https://doi.org/10.1080/17521880902882413
   Google Scholar
• Ellis, A. (1962). Reason and emotion in psychotherapy. Lyle Stuart.
   Google Scholar
• Farrington, D. P. (2003). Methodological quality standards for evaluation research. The ANNALS of the American Academy of Political and Social Science, 587(1), 49–68. https://doi.org/10.1177/0002716202250789
   Web of Science ®Google Scholar
• Gaab, J., Rohleder, N., Nater, U. M., & Ehlert, U. (2005). Psychological determinants of the cortisol stress response: The role of anticipatory cognitive appraisal. Psychoneuroendocrinology, 30(6), 599–610. https://www.ncbi.nlm.nih.gov/pubmed/15808930. https://doi.org/10.1016/j.psyneuen.2005.02.001
   PubMed Web of Science ®Google Scholar
• Grant, A. M. (2001). Towards a psychology of coaching: The impact of coaching on metacognition, mental health and goal attainment [Dissertation]. Macquarie University, Sydney, Australia. Retrieved from https://www.researchgate.net/publication/228598134.
   Google Scholar
• Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition and mental health. Social Behavior and Personality: an International Journal, 31(3), 253–263. https://doi.org/10.2224/sbp.2003.31.3.253
   Web of Science ®Google Scholar
• Grant, A. M. (2012). An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice. International Coaching Psychology Review, 7(2), 146–165.
   Google Scholar
• Grant, A. M. (2014). The efficacy of executive coaching in times of organisational change. Journal of Change Management, 14(2), 258–280. https://doi.org/10.1080/14697017.2013.805159
   Google Scholar
• Grant, A. M. (2017). Solution-focused cognitive–behavioral coaching for sustainable high performance and circumventing stress, fatigue, and burnout. Consulting Psychology Journal: Practice and Research, 69(2), 98–111. https://doi.org/10.1037/cpb0000086
   Google Scholar
• Grant, A. M., & Cavanagh, M. J. (2007). Evidence-based coaching: Flourishing or languishing? Australian Psychologist, 42(4), 239–254. https://doi.org/10.1080/00050060701648175
   Web of Science ®Google Scholar
• Grant, A. M., Curtayne, L., & Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. The Journal of Positive Psychology, 4(5), 396–407. https://doi.org/10.1080/17439760902992456
   Web of Science ®Google Scholar
• Grant, A. M., Green, L. S., & Rynsaardt, J. (2010). Developmental coaching for high school teachers: Executive coaching goes to school. Consulting Psychology Journal: Practice and Research, 62(3), 151–168. https://doi.org/10.1037/a0019212
   Google Scholar
• Grant, A. M., & Hartley, M. (2013). Developing the leader as coach: Insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice, 6(2), 102–115. https://doi.org/10.1080/17521882.2013.824015
   Google Scholar
• Grant, A. M., Studholme, I., Verma, R., Kirkwood, L., Paton, B., & O’Connor, S. (2017). The impact of leadership coaching in an Australian healthcare setting. Journal of Health Organization and Management, 31(2), 237–252. https://www.ncbi.nlm.nih.gov/pubmed/28482767. https://doi.org/10.1108/JHOM-09-2016-0187
   PubMed Web of Science ®Google Scholar
• Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology, 1(3), 142–149. https://doi.org/10.1080/17439760600619849
   Google Scholar
• Gyllensten, K., & Palmer, S. (2005a). Can coaching reduce workplace stress? A Quasi-experimental study. International Journal of Evidence Based Coaching and Mentoring, 3(2), 75–85.
   Google Scholar
• Gyllensten, K., & Palmer, S. (2005b). The relationship between coaching and workplace stress: A correlational study. International Journal of Health Promotion and Education, 43(3), 97–103. https://doi.org/10.1080/14635240.2005.10708048
   Google Scholar
• Hamlin, R. G., Ellinger, A. D., & Beattie, R. S. (2008). The emergent ‘coaching industry’: A wake-up call for HRD professionals. Human Resource Development International, 11(3), 287–305. https://doi.org/10.1080/13678860802102534
   Google Scholar
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
   Google Scholar
• International Labour Organization. (2018). Psychosocial risks and work-related stress. http://www.ilo.org/safework/areasofwork/workplace-health-promotion-and-well-being/WCMS_108557/lang–en/index.htm
   Google Scholar
• Jones, R. J., Woods, S. A., & Guillaume, Y. R. F. (2016). The effectiveness of workplace coaching: A meta-analysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology, 89(2), 249–277. https://doi.org/10.1111/joop.12119
   Web of Science ®Google Scholar
• Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research. Annual Review of Clinical Psychology, 3(1), 1–27. https://www.ncbi.nlm.nih.gov/pubmed/17716046. https://doi.org/10.1146/annurev.clinpsy.3.022806.091432
   PubMed Web of Science ®Google Scholar
• Kotte, S., Hinn, D., Oellerich, K., & Möller, H. (2016). Der Stand der Coachingforschung: Kernergebnisse der vorliegenden Metaanalysen. Organisationsberatung, Supervision, Coaching, 23(1), 5–23. https://doi.org/10.1007/s11613-016-0444-6
   Google Scholar
• Ladegård, G. (2011). Stress management through workplace coaching: The impact of learning experiences. International Journal of Evidence Based Coaching and Mentoring, 9(1), 29–43.
   Google Scholar
• Lazarus, R. S. (1990). Theory-based stress measurement. Psychological Inquiry, 1(1), 3–13. https://doi.org/10.1207/s15327965pli0101_1
   Google Scholar
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
   Google Scholar
• Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1(3), 141–169. https://doi.org/10.1002/per.2410010304
   Google Scholar
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
   PubMed Web of Science ®Google Scholar
• MacKie, D. (2014). The effectiveness of strength-based executive coaching in enhancing full range leadership development: A controlled study. Consulting Psychology Journal: Practice and Research, 66(2), 118–137. https://doi.org/10.1037/cpb0000005
   Google Scholar
• Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37(7), 1401–1415. https://doi.org/10.1016/j.paid.2004.01.010
   Web of Science ®Google Scholar
• Moen, F., & Skaalvik, E. (2009). The effect from executive coaching on performance psychology. International Journal of Evidence Based Coaching and Mentoring, 7(2), 31–49.
   Google Scholar
• Mühlberger, M. D., & Traut-Mattausch, E. (2015). Leading to effectiveness: Comparing dyadic coaching and group coaching. The Journal of Applied Behavioral Science, 51(2), 198–230. https://doi.org/10.1177/0021886315574331
   Web of Science ®Google Scholar
• Neenan, M. (2008). From cognitive behaviour therapy (CBT) to cognitive behaviour coaching (CBC). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(1), 3–15. https://doi.org/10.1007/s10942-007-0073-2
   Google Scholar
• Noblet, A., & Lamontagne, A. D. (2006). The role of workplace health promotion in addressing job stress. Health Promotion International, 21(4), 346–353. https://www.ncbi.nlm.nih.gov/pubmed/16880197. https://doi.org/10.1093/heapro/dal029
   PubMed Web of Science ®Google Scholar
• Ogbuanya, T. C., Eseadi, C., Orji, C. T., Ohanu, I. B., Bakare, J., & Ede, M. O. (2017). Effects of rational emotive behavior coaching on occupational stress and work ability among electronics workshop instructors in Nigeria. Medicine (Baltimore), 96(19), e6891. https://www.ncbi.nlm.nih.gov/pubmed/28489795. https://doi.org/10.1097/MD.0000000000006891
   PubMed Web of Science ®Google Scholar
• Richardson, K. M., & Rothstein, H. R. (2008). Effects of occupational stress management intervention programs: A meta-analysis. Journal of Occupational Health Psychology, 13(1), 69–93. https://www.ncbi.nlm.nih.gov/pubmed/18211170. https://doi.org/10.1037/1076-8998.13.1.69
   PubMed Web of Science ®Google Scholar
• Schneider, S., Kingsolver, K., & Rosdahl, J. (2014). Physician coaching to enhance well-being: A qualitative analysis of a pilot intervention. EXPLORE, 10(6), 372–379. https://www.ncbi.nlm.nih.gov/pubmed/25240635. https://doi.org/10.1016/j.explore.2014.08.007
   Google Scholar
• Schulz, P., Schlotz, W., & Becker, P. (2004). Das Trierer Inventar zum chronischen stress (TICS) [Trier Inventory for Chronic Stress (TICS)]. Hogrefe.
   Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.
   Google Scholar
• Sonesh, S. C., Coultas, C. W., Lacerenza, C. N., Marlow, S. L., Benishek, L. E., & Salas, E. (2015). The power of coaching: A meta-analytic investigation. Coaching: An International Journal of Theory, Research and Practice, 8(2), 73–95. https://doi.org/10.1080/17521882.2015.1071418
   Google Scholar
• Spence, G. B. (2007). GAS powered coaching: Goal attainment scaling and its use in coaching research and practice. International Coaching Psychology Review, 2(2), 155–167.
   Google Scholar
• Spence, G. B., Cavanagh, M. J., & Grant, A. M. (2008). The integration of mindfulness training and health coaching: An exploratory study. Coaching: An International Journal of Theory, Research and Practice, 1(2), 145–163. https://doi.org/10.1080/17521880802328178
   Google Scholar
• Theeboom, T., Beersma, B., & van Vianen, A. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18. https://doi.org/10.1080/17439760.2013.837499
   Web of Science ®Google Scholar
• van der Klink, J. J. L., Blonk, R. W. B., Schene, A. H., & van Dijk, F. J. H. (2001). The benefits of interventions for work-related stress. American Journal of Public Health, 91(2), 270–276. https://doi.org/10.2105/AJPH.91.2.270
   PubMed Web of Science ®Google Scholar
• Vanhove, A. J., Herian, M. N., Perez, A. L. U., Harms, P. D., & Lester, P. B. (2016). Can resilience be developed at work? A meta-analytic review of resilience-building programme effectiveness. Journal of Occupational and Organizational Psychology, 89(2), 278–307. https://doi.org/10.1111/joop.12123
   Web of Science ®Google Scholar
• Willms, J.-F. (2004). Coaching zur Umsetzung persönlicher Ziele. Entwicklung, Durchführung und Evaluation. Universität Osnabrück.
   Google Scholar
• Wood, R., & Locke, E. A. (1990). Goal setting and strategy effects on complex tasks. In B. Staw, & L. Cummings (Eds.), Research in organizational behavior (pp. 73–109). JAI Press.
   Google Scholar
• Zanchetta, M., Junker, S., Wolf, A.-M., & Traut-Mattausch, E. (2020). “Overcoming the fear that haunts your success” – the effectiveness of interventions for reducing the impostor phenomenon. Frontiers in Psychology, 11(405), 1–15. https://doi.org/10.3389/fpsyg.2020.00405.
   PubMedGoogle Scholar
• Zanchetta, M., Pömmer, M., & Traut-Mattausch, E. (2020). A cognitive-behavioural stress management coaching. Manuscript in Preperation.
   Google Scholar