How to create local experts in school-based positive psychology interventions through ongoing coaching — ASN Events
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  2. Podium - Positive Psychology Interventions in Schools and Strengths-based Student Coaching
  3. How to create local experts in school-based positive psychology interventions through ongoing coaching

How to create local experts in school-based positive psychology interventions through ongoing coaching (#143)

Sarah Fefer 1 , Emily Barry 2 , Shannon Suldo 3 , Jacqueline Blass 1 , Kristen Mahony 3
  1. University of Massachusetts Amherst, Amherst, MA, United States
  2. Triumph Center, Reading , MA, United States
  3. University of South Florida, Tampa, FL , USA

Background

Past studies show that coaching is associated with improved practitioner skills and treatment adherence (Kretlow & Bartholomew, 2010), and higher intervention adherence predicts better outcomes for children served (Novins et al., 2013). However, there is much to learn about effective coaching for school-based implementation of positive psychology interventions, and there is little agreement around the critical elements of coaching (Ashworth et al., 2018)

Aims

Presenters will share an innovative model of ongoing coaching for school-based interventionists delivering the Well-Being Promotion Program (WBPP; Suldo, 2016), a small group positive psychology intervention to increase students’ subjective well-being. We have iteratively developed, implemented, and evaluated this coaching model that aims to: (a) maintain fidelity to intervention manual and (b) enhance group counseling skills. Our model draws from motivational interviewing (Miller & Rollnick, 2013), behavioral skills training (Miltenberger, 2012), and positive psychology (Seligman & Csikszentmihalyi, 2000).

Method

School-based interventionists (counselors, social workers, psychologists; n = 27) completed a 12-hour initial professional development in the WBPP, then participated in weekly coaching meetings throughout delivery of 13-15 sessions. We will share results from exit interviews conducted with interventionists on the acceptability and utility of coaching. Qualitative feedback from previous interventionists has been incorporated into the current coaching model.

Six coaches include two licensed psychologists and four credentialed school psychologists. Between each WBPP session, coaches listen to audiotaped sessions and prepare standardized written feedback to identify strengths and suggestions related to fidelity and group process. Coaches share this feedback with each interventionist in 30-minute meetings. 

Results

Results from interviews conducted with interventionists coached during 2020-2022 were analyzed and used for model improvement. Additional interviews (January 2023) will query interventionists’ perceptions of the updated coaching model, and how the focus on session fidelity and group counseling influenced their ability to deliver the WBPP successfully within their schools.  

Conclusion

Attendees will learn how to structure and conduct coaching to support school-based implementation of a small-group positive psychology intervention.

  1. Ashworth, E., Demkowicz, O., Lendrum, A., & Frearson, K. (2018). Coaching models of school-based prevention and promotion programmes: A qualitative exploration of UK teachers’ perceptions. School Mental Health: A Multidisciplinary Research and Practice Journal, 10(3), 287–300. https://doi.org/10.1007/s12310-018-9282-3
  2. Ginsburg, G. S., Becker, K. D., Kingery, J. N., & Nichols, T. (2008). Transporting CBT for childhood anxiety disorders into inner-city school-based mental health clinics. Cognitive and Behavioral Practice, 15(2), 148-158. https://doi.org/10.1016/j.cbpra.2007.07.001
  3. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279-299. https://doi.org/10.1177/0888406410371643
  4. Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (applications of motivational interviewing). Guilford Press.
  5. Miltenberger, R. G. (2012). Behavior modification: Principles and procedures (5th ed.). Belmont, CA: Wadsworth.
  6. Mufson, L., Dorta, K. P., Wickramaratne, P., Nomura, Y., Olfson, M., & Weissman, M. M. (2004). A Randomized Effectiveness Trial of Interpersonal Psychotherapy for Depressed Adolescents. Archives of General Psychiatry, 61(6), 577-584. https://doi.org/10.1001/archpsyc.61.6.577
  7. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
  8. Suldo, S. M. (2016). Promoting student happiness: Positive psychology interventions in schools. Guilford Publications.
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