Evaluation of a Cognitive Behavioural Coaching Programme for Secondary School Students

Abstract Background: Cognitive Behavioural Therapy (CBT) is a widely used therapeutic approach which aims to help individuals resolve dysfunctional thoughts and feelings. One variation of CBT that may have applicability for use in secondary schools is Cognitive Behavioural Coaching (CBC). CBC programmes may be useful for helping students set and achieve personal and academic goals and cope with the stresses and pressures associated the secondary school environment. Objective: The aim of this thesis research was to evaluate a CBC programme for supporting secondary school students. The specific objectives were to assess the effects of a school-based CBC programme on (a) attendance, (b) achievement of personal and academic goals, (c) self-reported levels of depression, anxiety, and stress, (d) self-reported levels of well-being and motivation, and (e) students’ and coaches’ perceived benefits and acceptability of the programme. Method: Fifteen school staff volunteered to be trained as coaches following the ABCDEF Coaching Model manual developed by Palmer (2009). After training, these coaches delivered 20 CBC sessions to a total of 19 students. Coaching sessions focused on solutions-based approach for helping students with setting and achieving goals using various problem-solving techniques, such as using effective questioning and listening skills. Pre-coaching and post-coaching measures were collected within a two group comparison design on (a) student attendance, (b) achievement of personal and academic goals, (c) self-reported levels of depression, anxiety, and stress, and (d) self-reported well-being, and motivation. Coaches’ fidelity of implementation was rated to assess the extent to which the training they received was effective for enabling them to function as coaches. Evaluations of treatment acceptability were also conducted with both the coaches and students. Results: All students achieved their personal goals. There were no significant pre-post differences for attendance, academic achievement, depression, anxiety, stress, and motivation. With respect to the measure of wellness, there was only one significant pre-post difference. Specifically, students in the treatment cohort 2 group showed an increase in self-reported positive affect from the pre-test to the post-test. No negative effects were reported. The coaches were observed to implement the CBC programme with a high degree of fidelity (95-97%). Coaches and students also reported that they enjoyed being involved in the coaching process and found it generally beneficial and acceptable. Conclusion: The results suggest that the approach to the training of coaches was effective in enabling the coaches to implement the 20-session CBC programme with fidelity. Their use of the CBC programme appeared to be helpful for enabling students to set and achieve personal goals. Based on these results, a 20-session CBC programme seems to be both promising and feasible for implementation in secondary schools. The research on the use of CBC in secondary schools would be improved by the recruitment of a larger sample size, extending the initial screening process for participants, and the introduction of a vetting process for coaches. Future research should also focus on exploring modifications that might lead to significant positive changes in academic outcomes for the participating students.