知道
发表于 2025-3-23 10:56:21
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注意
发表于 2025-3-23 17:21:10
Relationship Among Emotional Intelligence, SOAR, and Team-Based Collaboration: Implications for a Stgy that focuses on strengths, opportunities, aspirations, and results, and to consider implications for its use within coaching psychology research and practice. We first present the results of an empirical study in which SOAR was found to mediate the relationship between emotional intelligence (EI)
PALL
发表于 2025-3-23 18:16:43
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GLIB
发表于 2025-3-23 22:46:37
Utilizing Symbolic Expressions, Art, Myths, Dreams and Fantasies in Coachingoaching process from a Jungian psychology perspective. The chapter will be presented in three sections: (a) the function of art as a symbolic expression of the psyche, (b) utilizing the coachee’s personal expressions during coaching and (c) utilizing the work of other artists and other medium, like
corpus-callosum
发表于 2025-3-24 02:51:15
Exploring Positive Psychology and Person-Centred Psychology in Multi-cultural Coachingultural neutrality’. Eclectic theorists within coaching psychology suggest that these perspectives are mutually related and complementary both in conceptualization and application (Joseph S, Murphy D. Person-centered theory encountering mainstream psychology: Building bridges and looking to the futu
barium-study
发表于 2025-3-24 07:57:15
Training Emerging Psychologists as Multi-cultural Contextual Coaches during the past two to three decades (Johnson WB, Kaslow N (eds). The Oxford handbook of education and training in professional psychology. Oxford University Press, New York, 2014). Various evidence-based, practitioner-scholar-, clinical-scientist- and science-practitioner models have been develope
讨厌
发表于 2025-3-24 10:47:58
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Ambulatory
发表于 2025-3-24 15:59:27
978-3-319-80942-7Springer International Publishing Switzerland 2016
死猫他烧焦
发表于 2025-3-24 21:01:26
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intellect
发表于 2025-3-25 01:29:56
Facts and Values in Science Studies, has migrated through a number of phases. It started with case study papers (phase 1) which largely looked at individuals or individual organizations from the perspective of the coach (usually a consultant). The second and third phases (phase 2 and 3) were more qualitative in nature, and included su