Evaluating Solution-Focused Drama-Based Coaching: an integrated intervention for managing conflict more effectively and promote student flourishing in higher education

Colebrook, Christopher (2020) Evaluating Solution-Focused Drama-Based Coaching: an integrated intervention for managing conflict more effectively and promote student flourishing in higher education. PhD thesis, University of Glasgow.

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.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Keywords: SFDC, Performance-based interventions, group learning, higher education, applied psychology, applied theatre, coaching, students, interpersonal, flourish, behavioural repertoires.
• Subjects: L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Slade, Dr. Bonnie and Greer, Dr. Stephen
• Date of Award: 2020
• Depositing User: Mr Christopher Colebrook
• Unique ID: glathesis:2020-81719
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 15 Oct 2020 07:19
• Last Modified: 02 Sep 2022 13:03
• Thesis DOI: 10.5525/gla.thesis.81719
• URI: https://theses.gla.ac.uk/id/eprint/81719