Coaching at-risk youth in a school within a socially challenging environment

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Standard

Coaching at-risk youth in a school within a socially challenging environment. / Ryom, Knud Eske; Maar Andersen, Mie; Stelter, Reinhard.

I: Improving Schools, Bind 20, Nr. 2, 2017, s. 143-160.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Ryom, KE, Maar Andersen, M & Stelter, R 2017, 'Coaching at-risk youth in a school within a socially challenging environment', Improving Schools, bind 20, nr. 2, s. 143-160. https://doi.org/10.1177/1365480217694955

APA

Ryom, K. E., Maar Andersen, M., & Stelter, R. (2017). Coaching at-risk youth in a school within a socially challenging environment. Improving Schools, 20(2), 143-160. https://doi.org/10.1177/1365480217694955

Vancouver

Ryom KE, Maar Andersen M, Stelter R. Coaching at-risk youth in a school within a socially challenging environment. Improving Schools. 2017;20(2):143-160. https://doi.org/10.1177/1365480217694955

Author

Ryom, Knud Eske ; Maar Andersen, Mie ; Stelter, Reinhard. / Coaching at-risk youth in a school within a socially challenging environment. I: Improving Schools. 2017 ; Bind 20, Nr. 2. s. 143-160.

Bibtex

@article{eb9048f9cdef4c1ca47adbfd4903bee9,
title = "Coaching at-risk youth in a school within a socially challenging environment",
abstract = "The purpose of this study was to implement group coaching in a school setting and examine the participants’ experiences. Participants were all males (age 12–16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular coaching counselling during school hours was delivered. Qualitative longitudinal interviews (n = 6) and long-term fieldwork found that group coaching enhanced social cohesion and social resilience. The study concludes that group coaching can be a valid tool for addressing at-risk youth in schools. Even though this study was limited to one school in a certain context, the implications can be important knowledge in other settings. An important practical finding was that bodily experience incorporated as part of the coaching sessions was highlighted as beneficial, as well as the use of a group approach. This study is the first to include at-risk youth in a coaching intervention structured through an experiential and existentially oriented approach (third-generation coaching).",
author = "Ryom, {Knud Eske} and {Maar Andersen}, Mie and Reinhard Stelter",
note = "CURIS 2017 NEXS 085",
year = "2017",
doi = "10.1177/1365480217694955",
language = "English",
volume = "20",
pages = "143--160",
journal = "Improving Schools",
issn = "1365-4802",
publisher = "SAGE Publications",
number = "2",

}

RIS

TY - JOUR

T1 - Coaching at-risk youth in a school within a socially challenging environment

AU - Ryom, Knud Eske

AU - Maar Andersen, Mie

AU - Stelter, Reinhard

N1 - CURIS 2017 NEXS 085

PY - 2017

Y1 - 2017

N2 - The purpose of this study was to implement group coaching in a school setting and examine the participants’ experiences. Participants were all males (age 12–16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular coaching counselling during school hours was delivered. Qualitative longitudinal interviews (n = 6) and long-term fieldwork found that group coaching enhanced social cohesion and social resilience. The study concludes that group coaching can be a valid tool for addressing at-risk youth in schools. Even though this study was limited to one school in a certain context, the implications can be important knowledge in other settings. An important practical finding was that bodily experience incorporated as part of the coaching sessions was highlighted as beneficial, as well as the use of a group approach. This study is the first to include at-risk youth in a coaching intervention structured through an experiential and existentially oriented approach (third-generation coaching).

AB - The purpose of this study was to implement group coaching in a school setting and examine the participants’ experiences. Participants were all males (age 12–16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular coaching counselling during school hours was delivered. Qualitative longitudinal interviews (n = 6) and long-term fieldwork found that group coaching enhanced social cohesion and social resilience. The study concludes that group coaching can be a valid tool for addressing at-risk youth in schools. Even though this study was limited to one school in a certain context, the implications can be important knowledge in other settings. An important practical finding was that bodily experience incorporated as part of the coaching sessions was highlighted as beneficial, as well as the use of a group approach. This study is the first to include at-risk youth in a coaching intervention structured through an experiential and existentially oriented approach (third-generation coaching).

U2 - 10.1177/1365480217694955

DO - 10.1177/1365480217694955

M3 - Journal article

VL - 20

SP - 143

EP - 160

JO - Improving Schools

JF - Improving Schools

SN - 1365-4802

IS - 2

ER -

ID: 174239654