Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños
Palabras clave:
entorno, productividad, coaching, transformación personal, análisis retrospectivo
Resumen
El poder del entorno en la formación de la productividad de los niños es verdaderamente notable. Hoy en día, muchos niños están absortos en actividades triviales y entretenimiento artificial, a menudo pasando por alto el mundo real que los rodea. Como escribió Tolstoi, „Todo el mundo piensa en cambiar el mundo, pero nadie piensa en cambiarse a sí mismo“. El coaching, como habilidad, ha ganado una importante popularidad a nivel mundial. Al dominar esta habilidad, las personas pueden embarcarse con valentía en su transformación personal y navegar por el „juego interior“ dentro de sus mentes. Esta investigación se basa en la literatura eslovena y extranjera junto con la investigación empírica que utiliza métodos estadísticos. Adopta un enfoque retrospectivo, examinando influencias pasadas a través de la evaluación de datos cuantitativos, incluidas encuestas con niños y maestros. El tema actual tiene como objetivo iluminar la importancia positiva y el impacto de las habilidades de coaching en los niños. Además, pretende introducir un nuevo conjunto de habilidades en las instituciones educativas, integrando así las habilidades de coaching en el proceso de enseñanza.
Descargas
La descarga de datos todavía no está disponible.
Citas
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (vol. 4, pp. 71-81). Academic press.
Belsky, J. (1980). Child maltreatment: An ecological integration. American psychologist, 35(4), 320-335. https://doi.org/10.1037/0003-066X.35.4.320
Bergin, A. E., & Garfield, S. L. (Eds.). (1994). Handbook Of Psychotherapy And Behavior Change (4th Ed.). John Wiley & Sons.
Brackett, M. A., & Rivers, S. E. (2014). Transforming students‘ lives with social and emotional learning. Phi delta kappan, 96(2), 8-13. https://doi.org/10.4324/9780203148211
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual review of psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual review of psychology, 58(1), 175-199. https://doi. org/10.1146/annurev.psych.58.110405.085551
Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children‘s math and reading achievement in middle childhood? Child development, 80(5), 1329-1349. https://doi.org/10.1111/j.1467-8624.2009.01336.x
Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
Evans, G. W. (2006). Child development and the physical environment. Annual review of psychology, 57, 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057
García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child development, 67(5), 1891-1914. https://doi.org/10.2307/1131600
Gladwell, M. (2008). Outliers: The story of success. Little, Brown and Company.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam books.
Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition, and men- tal health. Social Behavior and Personality: An International Journal, 31(3), 253-263. https://doi.org/10.2224/sbp.2003.31.3.253
Grant, A. M. (2016). The third ‚generation‘ of coaching: Creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-52. https://doi.org/10.1080/17521882.2016.1266005
Green, L. S., Oades, L. G., & Grant, A. M. (2007). 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
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (3rd ed.). Allyn and Bacon.
Jones, R. J., Woods, S. A., & Guillaume, Y. R. F. (2015). 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
Lane, D. A. (2007). Training school psychologists to be child advocates: Implementing an ecological perspective. In M. E. Getz & J. L. Pretti-Frontczak (Eds.), early childhood education: becoming a professional (pp. 199-214). Pearson Education.
Schroeder, N. L., & Cenkci, A. T. (2020). Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments? A systematic review. Journal of educational psychology, 112(2), 254-270. https://doi.org/10.1037/edu0000372
Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: A decade of progress and what’s to come. Coaching: an international journal of theory, research and practice, 4(2), 70-88. https://doi.org/10.1080/17521882.2011.596484
Reynolds, A. J., & Ou, S. R. (2011). Pathways to early educational achievement and behavior: The role of family, school, and community. In K. McCartney & D. Phillips (Eds.), Handbook of early childhood development (pp. 339-366). Blackwell Publishing.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed.) (pp. 571-645). John wiley & sons.
Rucska, A., Lakatos, C., & Perge, A. (2021). Mental Health Status of the Population of a Hungarian Disadvantaged Region. Studies in Educational Management, 9, 30-42. https://doi. org/10.32038/sem.2021.09.03
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). Academic Press.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
Haryanto, S., Jemmy, Rumbiak, H., Batubara, F. A., & Apriyanti, E. (2024). Evaluation the impact of digital technology on children’s mental health and psychological wellbeing. World psychology, 3(2), 219-232. Retrieved from https://www.researchgate.net/publica- tion/382447636_Evaluation_the_Impact_of_Digital_Technology_on_Children‘s_Mental_ Health_and_Psychological_Wellbeing
Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study. The journal of positive psychology, 2(3), 185-194. https://doi.org/10.1080/17439760701228896
Stober, D. R., & Grant, A. M. (2006). Evidence-based coaching handbook: Putting best practices to work for your clients. John wiley & sons.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report. Department for education and skills. Research report rr578.
Whitmore, J. (2002). Coaching for performance: Growing human potential and purpose (3rd ed.). Nicholas brealey publishing.
World Health Organization. (2021). Mental health of adolescents. Retrieved from https:// www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Belsky, J. (1980). Child maltreatment: An ecological integration. American psychologist, 35(4), 320-335. https://doi.org/10.1037/0003-066X.35.4.320
Bergin, A. E., & Garfield, S. L. (Eds.). (1994). Handbook Of Psychotherapy And Behavior Change (4th Ed.). John Wiley & Sons.
Brackett, M. A., & Rivers, S. E. (2014). Transforming students‘ lives with social and emotional learning. Phi delta kappan, 96(2), 8-13. https://doi.org/10.4324/9780203148211
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual review of psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual review of psychology, 58(1), 175-199. https://doi. org/10.1146/annurev.psych.58.110405.085551
Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children‘s math and reading achievement in middle childhood? Child development, 80(5), 1329-1349. https://doi.org/10.1111/j.1467-8624.2009.01336.x
Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
Evans, G. W. (2006). Child development and the physical environment. Annual review of psychology, 57, 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057
García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child development, 67(5), 1891-1914. https://doi.org/10.2307/1131600
Gladwell, M. (2008). Outliers: The story of success. Little, Brown and Company.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam books.
Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition, and men- tal health. Social Behavior and Personality: An International Journal, 31(3), 253-263. https://doi.org/10.2224/sbp.2003.31.3.253
Grant, A. M. (2016). The third ‚generation‘ of coaching: Creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-52. https://doi.org/10.1080/17521882.2016.1266005
Green, L. S., Oades, L. G., & Grant, A. M. (2007). 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
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (3rd ed.). Allyn and Bacon.
Jones, R. J., Woods, S. A., & Guillaume, Y. R. F. (2015). 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
Lane, D. A. (2007). Training school psychologists to be child advocates: Implementing an ecological perspective. In M. E. Getz & J. L. Pretti-Frontczak (Eds.), early childhood education: becoming a professional (pp. 199-214). Pearson Education.
Schroeder, N. L., & Cenkci, A. T. (2020). Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments? A systematic review. Journal of educational psychology, 112(2), 254-270. https://doi.org/10.1037/edu0000372
Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: A decade of progress and what’s to come. Coaching: an international journal of theory, research and practice, 4(2), 70-88. https://doi.org/10.1080/17521882.2011.596484
Reynolds, A. J., & Ou, S. R. (2011). Pathways to early educational achievement and behavior: The role of family, school, and community. In K. McCartney & D. Phillips (Eds.), Handbook of early childhood development (pp. 339-366). Blackwell Publishing.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed.) (pp. 571-645). John wiley & sons.
Rucska, A., Lakatos, C., & Perge, A. (2021). Mental Health Status of the Population of a Hungarian Disadvantaged Region. Studies in Educational Management, 9, 30-42. https://doi. org/10.32038/sem.2021.09.03
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). Academic Press.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
Haryanto, S., Jemmy, Rumbiak, H., Batubara, F. A., & Apriyanti, E. (2024). Evaluation the impact of digital technology on children’s mental health and psychological wellbeing. World psychology, 3(2), 219-232. Retrieved from https://www.researchgate.net/publica- tion/382447636_Evaluation_the_Impact_of_Digital_Technology_on_Children‘s_Mental_ Health_and_Psychological_Wellbeing
Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study. The journal of positive psychology, 2(3), 185-194. https://doi.org/10.1080/17439760701228896
Stober, D. R., & Grant, A. M. (2006). Evidence-based coaching handbook: Putting best practices to work for your clients. John wiley & sons.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report. Department for education and skills. Research report rr578.
Whitmore, J. (2002). Coaching for performance: Growing human potential and purpose (3rd ed.). Nicholas brealey publishing.
World Health Organization. (2021). Mental health of adolescents. Retrieved from https:// www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Publicado
2024-11-05
Cómo citar
Cajnko, P., Cajnko, K., & Gomboc, T. (2024). Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños. Interacción Y Perspectiva, 15(1), 304-317. https://doi.org/10.5281/zenodo.14031943
Sección
Artículos de Investigación
