Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818765
Title: Evaluating Solution-Focused Drama-Based Coaching : an integrated intervention for managing conflict more effectively and promote student flourishing in higher education
Author: Colebrook, Christopher
ISNI:       0000 0004 9355 9689
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2020
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Abstract:
This research project’s primary intention was to evaluate the effectiveness of Solution-Focused Drama-Based Coaching (SFDC), an integrated performance-based coaching intervention, asking the following question within group learning in higher education contexts: “What can performance-based interventions do to promote prosocial relationships and enable students to thrive in their future experiences of group learning in higher education”? A secondary intention of this project was to provide an in-depth, cross-disciplinary examination of student experiences of group activities. The research was interdisciplinary, drawing together techniques from education, applied psychology and applied theatre, aimed at: i) expanding on previous studies that explored challenges within group activities (Colbeck, 2000; Colebrook, 2014; Hassanien, 2007), as some students can find responding to interpersonal conflicts difficult leading negative group learning experiences; ii) building on Lancer & Eatough (2018), develop coaching practices further for addressing student challenges within higher education, as an early intervention before issues become more severe requiring therapeutic support; iii) providing a new direction for application of positive psychology and drama-based practices beyond corporate settings from studies by Dassen (2015) for students to flourish in future group activities. Research findings uncovered a wide range of interconnected issues leading to ineffective experiences of group work expanding on previous studies. Findings also provided preliminary insights of the usefulness of performance-based interventions to expand students’ behavioural repertoires as SFDC enabled three participants to identify new responses to improve their future interpersonal experiences of group activities. The implications of these findings for higher education and coaching practices are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.818765  DOI: Not available
Keywords: LC Special aspects of education
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