a post by Kathryn Brown Ramsperger for YourTango.com [via World of Psychology]
You can be helpful, without being a “fixer”
If I had a title, it would be “The Fixer.”
It’s why I write and coach, and it’s probably what most people would say if you asked them to describe me. Even my communication business had the motto, “Creative solutions to the world’s communication challenges.”
I prided myself on helping people solve their problems. Most of the time I could help. I even helped people solve their problems while I was in deep grief or anxiety myself. Even coaches have their moments of deep emotion. I’m human just like you, in addition to being a coach, mom, entrepreneur, and award-winning novelist.
Yet when I reached a certain age and career level, I started juggling too many plates. I had to begin to pay more attention to myself for a little while – or my physical body would fail. I had to create boundaries. I had to say ‘no.’ I had to stop answering every cry for help.
Recently, I had a setback, and I went about researching my fixing addiction.
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Showing posts with label coaching. Show all posts
Showing posts with label coaching. Show all posts
Saturday, 31 March 2018
Wednesday, 13 March 2013
Techniques to tackle the workplace bully: Understanding the psychology and c...
an article by Catherine Sandler (Managing Director of Sandler Consulting, London, UK) published in Human Resource Management International Digest Volume 21 Issue 2 (2013)
Abstract
Purpose
The purpose of the paper is to explore the psychology behind one of the most common forms of bullying and to suggest how it can best be addressed.
Design/methodology/approach
The paper draws on the author’s first-hand experience of working in this area.
Findings
The paper identifies two main types of bully: the psychopathic and the explosive. It describes the former as entirely focused on their own interests, lacking integrity and an internal moral compass or the capacity to empathize. They persistently distort reality to serve their own ends. Their behaviour is highly manipulative, ranging from charmingly charismatic to ruthlessly aggressive. Explosive bullies, meanwhile, are characterised by low emotional intelligence and poor self-control. Task-focused and driven, easily overwhelmed by their emotions when stressed, they lack the capacity to manage their feelings and lash out at others.
Practical implications
The paper claims that, by understanding what drives bullying, an organisation can tackle the problem effectively and avoid the high costs that can be associated with this challenging problem.
Social implications
The paper hints that there can be positive results for society as a whole from tackling bullying behaviour.
Originality/value
The paper takes a psychological and coaching approach to bullying behaviour.
Abstract
Purpose
The purpose of the paper is to explore the psychology behind one of the most common forms of bullying and to suggest how it can best be addressed.
Design/methodology/approach
The paper draws on the author’s first-hand experience of working in this area.
Findings
The paper identifies two main types of bully: the psychopathic and the explosive. It describes the former as entirely focused on their own interests, lacking integrity and an internal moral compass or the capacity to empathize. They persistently distort reality to serve their own ends. Their behaviour is highly manipulative, ranging from charmingly charismatic to ruthlessly aggressive. Explosive bullies, meanwhile, are characterised by low emotional intelligence and poor self-control. Task-focused and driven, easily overwhelmed by their emotions when stressed, they lack the capacity to manage their feelings and lash out at others.
Practical implications
The paper claims that, by understanding what drives bullying, an organisation can tackle the problem effectively and avoid the high costs that can be associated with this challenging problem.
Social implications
The paper hints that there can be positive results for society as a whole from tackling bullying behaviour.
Originality/value
The paper takes a psychological and coaching approach to bullying behaviour.
Wednesday, 31 October 2012
Can training teachers stimulate career learning conversations? Analysis of vocational training conversations in Dutch secondary vocational education
an article by
Annemie Winters and Herman Baert (Centre for Research on Professional Learning & Development, Leuven, Belgium) and Frans Meijers and Marinka Kuijpers (The Hague University of Professional Education, The Netherlands)
published in Journal of Vocational Education & Training
Volume 64 Issue 3 (2012)
Abstract
In present-day society students are no longer expected to learn for stable employment, but for lifelong employability.
This implies a major shift in educational approach.
Previous research has shown which characteristics of learning environments correlate with students’ competences to self-direct their careers, but until now this had not inspired intervention studies.
Following a baseline measure (reported in Winters et al. 2009), we studied vocational training conversations during the transition to competence-based education in the Netherlands and more specifically before and after a specific teacher training.
Results show a significant shift in the organisation of career learning conversations as a result of the teacher training, but also highlight the difficulty of actual behavioural change in educational reform.
Abstract
In present-day society students are no longer expected to learn for stable employment, but for lifelong employability.
This implies a major shift in educational approach.
Previous research has shown which characteristics of learning environments correlate with students’ competences to self-direct their careers, but until now this had not inspired intervention studies.
Following a baseline measure (reported in Winters et al. 2009), we studied vocational training conversations during the transition to competence-based education in the Netherlands and more specifically before and after a specific teacher training.
Results show a significant shift in the organisation of career learning conversations as a result of the teacher training, but also highlight the difficulty of actual behavioural change in educational reform.
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