phd coaching and mentoring

Doctor of Coaching and Mentoring

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Start dates: September 2024 / September 2025

Part time: 3 to 5 years

Location: Distance learning

Department(s): Oxford Brookes Business School

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We designed this course for experienced coaches/mentors looking to deepen their knowledge, show commitment and contribute to the evidence base of the field.

The Doctor of Coaching and Mentoring programme develops the capabilities needed to become a researcher and leader in the field and foster excellence in your practice. We will challenge you to build on your existing expertise and push the boundaries of your knowledge so you can:

• operate at the highest level in coaching, mentoring and personal development
• develop confidence in providing facilitation and consultancy
• be competent in researching the field.
• Our teaching staff have specific research interests in coaching and mentoring or related fields. We also invite specialists to provide further expert input.

To complete your doctoral thesis, the course includes:

• doctoral thesis training (taught modules and workshops)
• design of original empirical research
• professional expertise and scholarly inquiry

This is a part-time, distance learning course, delivered by the International Centre for Coaching and Mentoring Studies.

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Why Oxford Brookes University?

Benefit from a supervisory team of experts to support your work. You will also be joining a centre with an international team, who are experienced and research active

Network and discuss your work with staff, alumni and students within ICCaMS and beyond. Engage with the Coaching and Mentoring community, including professional bodies

Flexible distance learning through online delivery with regular intensive blocks of study available via on-campus or synchronous virtual attendance

Range of coaching and mentoring, and related topics supported. Regular milestones to support progression and timely completion of doctoral award

Opportunities to present work in progress and gain feedback from the OBBS research community. Staged development of research knowledge and skills through modules/workshops

The Coaching and Mentoring Programme is accredited with the European Mentoring and Coaching Council (EMCC). Upon completion of the Certificate Stage of the Programme, students typically obtain accreditation as Senior Practitioners with EMCC. Students need to be members of the EMCC and pay their own accreditation costs although these fees are at a much discounted rate.

Course details

Course structure, learning and teaching.

The course is designed as a three or five-year, part-time programme.

During the first two stages of the course you will focus on the taught level seven and eight components of the curriculum. This normally takes three years to complete. You will then move on to the third stage, the thesis, which usually takes a further two years to complete.

Stage One (Graduate entry stage) - six level 7 modules (20 credits each) plus a 60 credit Research project module (same as MA Coaching and Mentoring)

Stage Two - three level 8 modules (20 credits each) plus one non-credit bearing level 8 modules which must be passed

Stage Three (Direct entry) - research project registration and ethical approval with structured thesis workshops guiding students towards completion. At the draft submission stage students will have the opportunity to engage in a mock viva.

The direct entry version of the course can be completed in three years, with level seven exemptions, for existing masters qualifications. At this entry point you complete the level eight taught modules before moving onto the thesis research stage.

If you choose the on-campus mode of study for the MA stage (Graduate entry), you’ll learn at the Headington campus. Your learning will combine whole-day intensive sessions, and online and independent learning. On-campus sessions are on intermittent Saturdays, supported by regular online seminars. 

If you choose to do the course via distance learning, you’ll learn via interactive and high-quality online resources. At the MA stage (Graduate entry) the distance learning mode of study includes live online seminars on Fridays. At the DCM stage (Admission with credit) you’ll participate in live online seminars on Fridays and each semester there will be a block of sessions that you can join synchronously. 

Your learning will be visual, written and verbal - with equal emphasis on written and visual work. Each module builds upon the last, helping you deepen your practice. You’ll be closely supported by your tutors as you build your research skills and deepen your academic abilities.

You will be assessed on a variety of coursework assignments and a thesis at both Stage 1 and stage 3. Progress to stage 2 depends upon a satisfactory merit profile and merit thesis at level 7.

To progress to the third stage of the course, you must successfully complete assignments based on methodological taught modules at level 8. The final doctoral thesis (60,000 words) is examined by traditional viva voce (oral examination) by an internal, and at least one, external examiner.

The International Centre for Coaching and Mentoring Studies is at the forefront of coaching and mentoring research. The Doctor of Coaching and Mentoring has operated since 2006.

Our journal (International Journal of Evidence Based Coaching & Mentoring), annual Research and Coaching supervision conferences, and professional network OBCAMS (the Oxford Brookes Coaching and Mentoring Society) offer excellent opportunities for the dissemination and sharing of research and ideas.

Research areas include: philosophical underpinnings of coaching; developmental, leadership and team coaching; resilience; embodiment; transfer of learning; coaching and mentoring and social change; ethics and coaching and the coaching relationship.

Students graduating from the Doctor of Coaching and Mentoring programme can expect to be recognised as experts in their field. This will enhance existing organisational and freelance careers and create employment opportunities or promotions.

Students are encouraged to publish while on the course and after completion of the thesis.  It is likely that you will continue to write for both the popular practitioner and academic press following your doctoral award. Several DCM alumni have published book chapters and books on their doctoral studies.

There may be further career opportunities in academia and industry where the highest level of achievement is recognised and rewarded.

Student profiles

Larissa Thurlow

"Thesis title: Supervision for team coaches: The issues, challenges and experiences and what those may indicate about the capabilities needed for supervisors to be fit for this role"

Benita Mayhead

"Thesis title: Duty of care of the executive coach"

Mike Sailsman

"Thesis title: Exploring the usefulness of incorporating neurofeedback training and mobile EEG technology into the coaching process"

Christine Vitzthum

"Thesis title: How do coaches and organisational stakeholders approach coaching to support gender diversity?"

Mitaali Katoch

"Thesis title: Survival learnings of family-run fashion firms: Expanding the significance of organisational adaptation and environmental selection in organisation studies"

Bozkurt Cendey

"Thesis title: Phenomenological research on user experiences of AI coaching"

Janine Roberts

"Thesis title: Working with emotions in leadership coaching"

Mike Livingstone

"Thesis title: How meaningful and useful is the concept of the Life Space in Executive Coaching"

Sebastian Fox

"Thesis title: Team members' and team coaches' perceptions of the most productive parts of their sessions"

Thesis title: Supervision for team coaches: The issues, challenges and experiences and what those may indicate about the capabilities needed for supervisors to be fit for this role

Dr Benita Mayhead

Thesis title: Duty of care of the executive coach

Thesis title: Exploring the usefulness of incorporating neurofeedback training and mobile EEG technology into the coaching process

Thesis title: How do coaches and organisational stakeholders approach coaching to support gender diversity?

Thesis title: Survival learnings of family-run fashion firms: Expanding the significance of organisational adaptation and environmental selection in organisation studies

Thesis title: Phenomenological research on user experiences of AI coaching

Thesis title: Working with emotions in leadership coaching

Thesis title: How meaningful and useful is the concept of the Life Space in Executive Coaching

Thesis title: Team members' and team coaches' perceptions of the most productive parts of their sessions

Dr Judie Gannon

Judie is a senior lecturer and programme coordinator for Doctor of Coaching and Mentoring. She is also Deputy Head of Doctoral Programmes for the Oxford Brookes Business School. Her research interests include coaching and mentoring as forms of social change, the coaching and mentoring relationship, managing coaching and mentoring interventions and activism and social movements in coaching and mentoring, as well as undertaking doctoral studies.

Professor Tatiana Bachkirova

Tatiana is Professor of Coaching Psychology my responsibilities include teaching on the MA and Doctorate in Coaching and Mentoring Practice; research and academic supervision of MA and doctoral students; supervision of the coaches for Oxford Brookes programmes.

Related courses

Entry requirements, specific entry requirements.

There are two entry points for the Doctor of Coaching and Mentoring (

Graduate entry

For graduate entry into the five-year DCM programme you should normally have a good honours degree, plus three years' minimum experience in coaching/mentoring.

Direct entry

For direct entry into the later stage of the DCM programme you should have an appropriate master’s level qualification, with a merit profile and a minimum of five years’ experience of coaching/mentoring.

Depending on entry stage you may be eligible for exemptions from certain elements of the programme.

Please also see the University's general entry requirements .

Selection process

We are now accepting applications for September 2024 entry. This programme has a limited number of places so early applications are advisable. Applications received by mid June 2024 will be considered for September 2024 entry with late June/July 2024 interviews scheduled. For further details on the DCM programme, including our information pack, module descriptions, funding information, FAQs, guidance on completing a research proposal, reference forms and staff profiles please email Dr Omar Abou Hamdan  [email protected]  or  [email protected]

English language requirements

IELTS minimum level 7.0 overall with at least 6.5 in the reading and writing components.

Please also see the University's  standard English language requirements .

Pathways courses for international and EU students

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer  pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the University's requirements.  Find out more about English language requirements .

Credit transfer

Terms and conditions of enrolment.

When you accept our offer, you agree to the  Terms and Conditions of Enrolment . You should therefore read those conditions before accepting the offer.

How to apply

Application process.

• Complete your research proposal
• Compile a personal/motivation statement and identify relevant members of the ICCAMs team who may be interested in your proposal
• Gather your supporting documents (listed below)
• Make a direct application .

If you have any difficulty completing your application, please visit our  Frequently Asked Questions page .

Supporting Documents

When applying for this programme of study please upload all of the required supporting documents listed below to the  online application portal .

We suggest merging your supporting documents into a single PDF file. Please note there are two specifically designated options for you to upload your two references to.

• copies of your previous degree transcripts and certificates (both undergraduate and postgraduate)
• a scan of your passport
• two academic references
• a 2,000-word Research Topic Proposal (Direct entry) or a 1,000-word Research Topic Proposal (Graduate entry)
• evidence of funding (we require evidence of personal funds or letter from funder if being sponsored)
• international students must also provide an English Language Certificate with an IELTS score of at least 7.0.
• *Please comment in your motivation statement and research proposal upon your ability to access resources (IT, library) which will ensure you can attend relevant online and intensive sessions, and how you intend to manage your time commitment to doctoral studies. 

Application deadline is Monday 10 June 2024 for September/October 2024 entry. We cannot guarantee that applications submitted after this date can be considered for Autumn 2024 entry.

Tuition fees

The following factors will be taken into account by the University when it is setting the annual fees: inflationary measures such as the retail price indices, projected increases in University costs, changes in the level of funding received from Government sources, admissions statistics and access considerations including the availability of student support. 

How and when to pay

Tuition fee instalments for the semester are due by the Monday of week 1 of each semester. Students are not liable for full fees for that semester if they leave before week 4. If the leaving date is after week 4, full fees for the semester are payable.

• For information on payment methods please see our Make a Payment page.
• For information about refunds please visit our Refund policy  page

Additional costs

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course are detailed below.

Compulsory costs

Optional costs

Funding your studies

Financial support and scholarships.

Featured funding opportunities available for this course.

All financial support and scholarships

View all funding opportunities for this course

Programme changes : On rare occasions we may need to make changes to our course programmes after they have been published on the website. For more information, please visit our changes to programmes page.

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Coaching and Editing Services for Doctoral Students

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Whether you need help deciding on your topic, crafting your proposal, collecting and analyzing your data, or preparing for your defense, our coaching services can help you overcome challenges and finish sooner. We customize our coaching to your needs, and use proven methods of accountability and support to help you reach the finish line.

Dissertation Editing

We know what your committee wants to see and edit with that in mind. We don’t just correct for spelling, grammar, and APA style. We also do a deep dive into the content of your paper, leaving comments to help ensure your paper is in proper alignment and matches your university’s specific requirements. All within strict ethical guidelines.

Academic Career Coaching

Coaching for postdoctoral graduates. We will help you publish articles from your dissertation, create a viable research trajectory, and land an academic position in which you’ll thrive. We have also helped many students get jobs outside academia, consulting or using their skills within a corporation or institution.

What Our Clients Say

I would still be lost without the coaching and support of coach steve..

I would still be lost without the coaching and support of Coach Steve. Not that I couldn’t figure it out myself, but as a distance learner and first-generation student, I needed someone skilled at working with my concerns. I had tons of imposter syndrome going on, but Coach Steve just simplified things, encouraged me, and advised until I got to the finish line of my dissertation. I am preparing to defend and feel so confident as Coach Steve has helped me find my voice during this process. I highly recommend Coach Steve to any doctoral candidate who needs that last bit of push to complete.

I successfully defended my dissertation.

The dissertation committee approved my work, and I successfully defended my dissertation, mainly due to the support of coach Steve.

Meet Our Coaches

Work with the best. Achieve the best results.

Steve Tippins, PhD

Founder and Chief Coach

Mentoring doctoral students has shown him the missing link in educating PhD students: preparing them for the working world. He founded Beyond PhD Coaching to give students the leg-up they need to find their niche in academia. Learn more…

Dr. Courtney Watson

Coach & Dissertation Editor

Skilled at coaching clients through the phases of dissertation development, Dr. Courtney Watson also offers thoughtful and thorough academic job market preparation and higher education career advice. Learn more…

Branford McAllister, PhD

Coach & Statistics Expert

With technical and management experience in the military and private sector, Brandford McAllister is an expert in advanced quantitative analysis techniques. He is passionately committed to mentoring students in post-secondary educational programs. Learn more…

Dr. David Banner

David Banner is a widely published author on the subject of transformational leadership, but mentoring PhD students gives him the most joy and satisfaction. He offers his services to help people complete their PhDs, find good academic jobs, get published in peer-reviewed journals, and find their place in the academic environment. Learn more…

Dr. Marissa Ericson

Psychology and Quantitative Specialist Dissertation Mentor

While her early research focused on the electrocortical, neuropsychological, and psychophysiological etiology of several psychopathologies, Dr. Ericson now focuses on well-being, positive psychological outcomes, resilience, and mindfulness-meditation interventions. Learn more…

Your family is relying on you to get your doctorate.

You can rely on us to get you to graduation., watch the free webinar, learn how to make this your last round of dissertation revision., learn how to get your dissertation accepted., hot off the press.

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College of Applied Human Sciences: School of Sport Sciences

Coaching and Teaching Studies, -->PhD -->

WVU is the only institution in West Virginia to offer a doctorate degree (PhD and EdD) majoring in Coaching and Teaching Studies.

Our doctoral programs provide a high-quality and meaningful educational experience that enables each learner to succeed in achieving their chosen academic and career goals. Furthermore, the related experiences promote the development of learners as analytical thinkers who are confident in the application of the scientific method and who can excel professionally as educators and researchers.

The PhD is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings. As its primary learning outcome, program graduates develop the competencies needed to lead innovation in the field through their contributions as independent researchers. Our PhD students also acquire complementary experiences and skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

The EdD is a professional doctorate, the purpose of which is to prepare program graduates for careers as organizational leaders across a range of school, university and community-based settings. As its primary learning outcome, program graduates develop the competencies needed to facilitate organizational change using data-based approaches to problem solving and decision-making. Our EdD students also acquire complementary skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

Your Degree Plan

The PhD in Coaching and Teaching Studies is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings

• Plan of Study

Our curriculum is designed to prepare researchers, teachers and professional leaders to address critical issues in the field by developing research skills, engaging in reflective teaching and expanding knowledge.

Qualifying Exam During the first semester of coursework, all doctoral students will be required to take and pass an oral qualifying exam based on assigned reading lists.

Comprehensive Exam Prior to proposing their dissertation to their committee, students must take and pass a Comprehensive Exam to assess their ability to synthesize and critically reflect on the literature related to their research area of interest related to physical education, physical activity or athletic coaching education. The faculty members on the students’ committees from the CATS faculty will adjudicate the quality of a presentation, the written document and the student’s ability to respond to questioning.

Benchmarks Students enrolled in the PhD in Coaching and Teaching Studies program submit two research papers as part of their doctoral benchmarking processes. Both PhD and EdD students submit their final dissertation/thesis manuscript for publication.

Dissertation Proposal and Defense The dissertation is the culmination of the research efforts of the student. The program coordinator will work with students during their first year of study to designate an appropriate adviser to oversee and mentor their research. The advisor will chair the dissertation committee and work with the student to select a committee based on expertise specific to the related line of inquiry. Once the committee is in place, they will convene to discuss and approve the student’s plan of study and designate each member’s role in mentoring the student in designing and carrying out his/her dissertation research. Once proposed to and approved by the committee, the student may complete his/her research study and prepare to defend the findings to the committee. The final dissertation must be defended in a public forum and approved by the committee.

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• PhD and EdD degree pathways are customizable based on academic and career goals.
• Research, teaching and service assistantships are available and include a stipend and full graduate tuition waiver.
• Students develop focused lines of research, while also gaining valuable experience in teaching and supervision.
• Faculty are international and national experts in the fields of physical education, coaching education and kinesiology.
• Graduates serve as leaders in K-12 schools, higher education, nonprofits and specialized areas of the sport industry.
• 100% job placement rate in diverse fields throughout the nation and beyond.
• The WVU School of Sport Sciences was recently recognized as one of the best in the country by Newsweek.

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

In addition to a student’s own dissertation research, opportunities are provided for graduate students to engage with faculty on various projects, for experiences in data collection, writing empirical or practitioner-focused research papers or being part of program assessment and/or evaluation.

Students complete research in the following areas:

Adapted Physical Education/Activity This area of focus addresses teaching and scholarship advancing the inclusion of individuals with disabilities in school-and community-based physical education/activity contexts. Our faculty and graduate students are members of a multi-institutional Adapted Physical Education Mentoring Consortium funded by a doctoral training grant from the U.S. Department of Education. As members, our doctoral scholars have opportunities to collaborate on high-quality research projects, multi-institutional seminars and summer training with APE faculty at nine leading institutions of higher education across the nation. Our faculty are engaged in several multidisciplinary research and service projects related to adapted physical education/activity, teacher education, health disparities, motor development and motor skill interventions.

Applied Sport Science Our doctoral students studying applied sport sciences conduct research focused on long-term athlete monitoring and performance assessment. This research better informs coaches as to how their athletes are responding to the training and recovery cycle. As a doctoral student in this area, you will engage in a variety of hands-on learning opportunities with our many campus partners, including the WVU Rockefeller Neuroscience Institute Human Performance Innovation Center, an applied sport science laboratory. You will have access to the innovative technologies and professionals who are working on the cutting-edge of applied sport science.

Coaching Leadership This area of focus addresses research on the foundational scientific and sport-specific knowledge structures that underlie effective coaching practice. Additional areas of study include the interpersonal and intrapersonal skills needed for organizational leadership in sport settings. As an emerging research concentration, coach development and education affords doctoral students multiple pathways to pursue a focused and impactful line of research. Our faculty engage in a wide range of international and national service opportunities in coach development that many doctoral students contribute to as well.

Physical Education Teacher Education Physical education teacher education enjoys a long-standing tradition with doctoral students completing research studies in educational policy development, comprehensive school physical activity programming, curriculum and instruction, instructional technology use, teacher preparation and many other areas. Collectively, our research in this area targets the improvement of learners in K-12 settings with an overarching goal of facilitating the development of physically active lifestyles. Our faculty are engaged with several large-scale, multidisciplinary research projects involving healthy food and physical activity access in rural communities, state-wide surveillance of cardiovascular risk in school-aged children and policy and accountability systems in school physical education.

Professional Organizations

Network with professionals in your field as a student member of:

• International Council for Coaching Excellence
• National Strength and Conditioning Association
• United States Center for Coaching Excellence

Internships

Graduate Teaching Assistantships

• Basic Instruction Program (BIP)
• Physical Education Teacher Education Program
• Coaching Education Program
• Adapted Physical Education Clinic

Graduate Research Assistantships

• Center for ActiveWV (grant funded)
• WV CARDIAC Project (grant funded)
• CDC High Obesity Program (grant funded)
• Monongalia County Strength and Conditioning
• USDE Adapted Physical Education (grant funded)

Graduate Service Assistantships

• WVU Athletics
• WVU Student Recreation Center
• Graduate Service/Teaching Assistantship
• University Advising Center

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Coaching and Teaching Studies major will give you the following skills:

• Analytical Skills: develop skills that help identify and solve complex problems, such as critical thinking, creative thinking, data analysis, organization and communication.
• Research Skills: find and consume research, formulate research questions, data collection, statistical skills, writing, publishing
• Communication Skills: share and understand information presented, respect others’ points of view, listen to others
• Leadership Skills: lead with confidence, display a positive and optimistic attitude, open to new and different experiences with a global mindset
• Strategic Vision: identify outcomes and long-term goals, and strategize how to prioritize and accomplish them accordingly

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Kindergarten through Secondary School

Plan, direct or coordinate the academic, administrative or auxiliary activities of public or private elementary or secondary level schools.

May require a Graduate Degree

Median Salary: $103,460

Possible job titles include: Assistant Principal, Middle School Principal, Principal, Superintendent.

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

Median Salary: $102,610

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Fitness and Wellness Coordinators

Manage or coordinate fitness and wellness programs and services. Manage and train staff of wellness specialists, health educators or fitness instructors.

Median Salary: $57,570

Possible job titles include: Fitness and Wellness Director, Fitness Coordinator, Fitness/Wellness Director, Wellness Director.

Community Health Workers

Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to implement programs in the community that promote, maintain and improve individual and community health. May provide information on available resources, provide social support and informal counseling, advocate for individuals and community health needs and provide services such as first aid and blood pressure screening. May collect data to help identify community health needs.

Has a Bright Outlook

Median Salary: $48,200

Possible job titles include: Community Health Outreach Worker, Community Health Program Coordinator, Community Health Promoter, Community Nutrition Educator.

Education Teachers, Postsecondary

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $73,240

Possible job titles include: Assistant Professor, Associate Professor, Education Professor, Professor.

Recreation and Fitness Studies Teachers, Postsecondary

Teach courses pertaining to recreation, leisure and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $75,770

Possible job titles include: Coach, Professor, Health and Physical Education Professor (HPE Professor), Physical Education Professor (PE Professor).

Instructional Coordinators

Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. Includes educational consultants and specialists, and instructional material directors.

Median Salary: $74,620

Possible job titles include: Curriculum Coordinator, Curriculum Director, Curriculum Specialist, Instructional Systems Specialist.

Where our PhD grads are working

• Adam Katchmarchi, Executive Director at National Drowning Prevention Alliance, Assistant Professor, Indiana University of Pennsylvania, PA
• Brooke Towner, Assistant Professor, Appalachian State University, NC
• Kiel Illig, Superintendent, Attica Central School District, Attica, NY
• Renee Brown, Assissant Women's Basketball Coach and International Services Director, University of Pittsburgh at Johnstown, PA
• Tyler Goad, Assistant Professor, Emporia State University, KS
• Hannah Kipfer, Assistant Professor, Emporia State University, KS
• Adam Keath, Assistant Professor, Winthrop University, SC
• Cory Breithoff Moskovich, Secondary Physical Education Teacher, MD
• Junhyung Baek, Sungkyunkwan University, Seoul, South Korea
• Lindsay Hammond, California University of Pennsylvania, PA
• Meghan Phillips, Business Owner, Kinematics, Morgantown WV

Meet Your Community

The Coaching and Teaching Studies family will inspire and support you.

• Future Classmates
• Program Faculty
• Alumni Network

The main reason for why I opted to come to WVU initially was because I really wanted to be able to impact change in the most relevant ways possible.

I have aspirations to eventually work in higher education, with pre-service physical education teachers in a Physical Education Teacher Education program.

• “I am grateful for the hands-on experiences mentoring and supporting PETE undergraduates in student-teaching individuals with disabilities in community-based settings. These opportunities have provided me with invaluable skills I will use as a professor of adapted physical activity.” A. Chloe Simpson Listen to Chloe's experience
• “Working with Dr. Dieffenbach, an international leader in the field of coach education and development, has allowed me the opportunity to help improve support, efficacy and effectiveness of coach developers and sport coaches across systems.” Christina Villalon

Sean Bulger

Professional highlights:

• Received the 2016 Ray O. Duncan Award from the state HPERD association for outstanding service and leadership.
• Co-authored more than 70 books, chapters, and journal articles on physical activity promotion and best teaching practices.
• Collaborated on over $6 million in external funding to support physical activity in school, community, and family settings.
• Delivered over 130 presentations at state, regional, and national conferences/conventions.

Kristen Dieffenbach

• Past President (founding), United States Center for Coaching Excellence
• Fellow, Association of Applied Sport Psycholog
• Certified Mental Performance Consultant, Association for Applied Sport Psychology
• Professional cycling and endurance sport coach for 25+ years
• Sport Steering Committee, National Physical Activity Plan

Eloise Elliott

• Ware Distinguished Professor in the WVU College of Physical Activity and Sport Sciences since 2009
• Co-Author of the book, Teaching Children and Adolescents Physical Education (Graham, Elliott, Palmer, 2016)
• Recent Honors: Research Fellow, Society of Health and Physical Education (SHAPE) America (2017), Outstanding WVU CPASS Grantsperson Award (2019), Chair, U.S. President’s Council for Fitness, Sport, and Nutrition Science Board (2017)

Guy Hornsby

• Head Coach of West Virginia Weightlifting and Volunteer (throws) Coach for WVU Track and Field
• Coaching Science Coordinator at WVU Rockefeller Neuroscience Institute, Human Performance Innovation Center
• West Virginia State Director for the National Strength and Conditioning Association

Peter McGahey

• Former NCAA Division I and II Women’s Head Coach
• United States Soccer Federation A Licensed Coach
• United States Center for Coaching Excellence (USCCE) – Nominating Committee

Samantha Ross

• Research emphasis: The impact of disability on participation in community-based physical activity across the life span
• American Kinesiology Association, National Writing Award 2018
• Recipient of U.S. Department of Education Graduate Training Grant, OSU Leadership Personnel in Adapted Physical Education (PI: Yun), 2016-2019.

Michael J. Ryan

• Program Coordinator for Athletic Coaching Education
• 10 years of undergraduate and graduate teaching experience in Exercise Science and Kinesiology
• National Federation of High Schools (NFHS) State and Mid-East Sectional Girls Cross Country Coach of the Year
• 20 years of coaching experience at the Division 1 and high school levels
• Coached seven WVSSAC State Championship Teams in cross country and track

• Research emphasis on teachers' content knowledge, motor skills and physical activity engagement, and policy in physical education.
• Teaches classes in introductory of pedagogy and elementary and early childhood physical education methods.
• Has conducted 35 international and national presentations.

Valerie Wayda

• North American Society (NAS) of Health, Physical Education, Recreation, Sport and Dance Professionals Fellow
• National Association for Kinesiology and Physical Education in Higher Education - Vice President, 2012
• National Association for Sport and Physical Education Board of Directors, 2003-2006

James Wyant

• WVU Teacher of the Year Award, and CPASS award for excellence in teaching for the 2018-2019 academic year.
• WV Department of Education Teacher Credentials: Physical Education PreK-Adult, Health Education grades 5-12.
• Coordinator of the physical education teacher education student teaching capstone experience.

Jeremy Yeats

• Program Coordinator for Physical Education and Kinesiology
• Research emphases in education policy, the use of music in sport, physical activity breaks and social justice
• Seven years experience as a Teaching Assistant Professor or Assistant Professor

I use the knowledge and competence that I learned during my time at WVU every day in my role as an educational leader.

The dedication and compassion of professors supported my understanding of successful teacher preparation and how to make an impact on the health and wellness of the future.

The content, skills and leadership development i gained through my wvu doctoral program experience have prepared me as an educator and researcher..

Common questions and answers about Coaching and Teaching Studies.

Would I be able to secure a graduate assistantship or other financial support?

WVU graduate students have access to a range of financial supports including fellowships, scholarships, tuition waivers, graduate assistantships, financial aid and loans which are available at the university and college levels. Most all our CATS doctoral students are ensured a graduate teaching, research or service assistantship in our academic majors, or collaboratively with other University and community partners.

After being admitted to the program, in order to be considered for an assistantship, you will need to complete an application form through the CAHS Graduate Student Funding Portal .

Is there an online option for the doctoral programs in CATS?

Both our PhD and EdD programs are currently offered “in person” with some online course offerings throughout your plan of study.

Do the CATS doctoral programs require GRE scores as part of the application process?

At this time, GRE scores are required for the PhD program application; however, GRE scores are not required for the EdD program application.

When are applications due for the following academic year?

Applications are accepted on a rolling basis, however each year’s new cohort begins at the beginning of the Fall semester with the deadline for application submission by December 1.

Places and Spaces

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Student Recreation Center

Our undergraduate majors take several courses that focus on learning to teach a wide range of individual and team sports and activities. The WVU Campus Rec Center provides the backdrop for these important courses, with its state-of-the-art indoor and outdoor activity spaces (e.g., fitness center and weight room, gymnasiums, aquatics facility, climbing wall, disc golf course, playing fields). Learning in these spaces affords our majors an opportunity to learn to teach a wide variety of content areas that are commonly included in the K-12 school physical education curriculum. Our doctoral students assist faculty members in overseeing the Adapted Physical Education Clinic at the Campus Recreation Center. They gain experience working with our undergraduate students as well as students with disabilities from the Monongalia County school system on Fridays throughout a semester.

Steelcase Active Learning Center

The Steelcase Active Learning Center features flexible workspaces designed for collaborative learning and problem-solving. The physical space supports the use of mobile devices, distance learning technologies and other interactive features to facilitate a more fluid teaching and learning environment for both students and instructors. This unique classroom space serves as an ideal setting for the types of collaborative learning activities that our majors engage in across their plans of study.

Center for Applied Coaching and Sport Sciences

• Undergraduate and graduate independent study opportunities are available with the Center for Applied Coaching and Sport Sciences project. (Honors projects encouraged)
• Students have an opportunity to get involved in Center research projects with faculty and fellow students
• Students have an opportunity to get involved in Center organized community-based sport activities.
• Interested students can support sport coaching resource development (infographics, educational video creation).
• Students can attend Center supported invited guest lectures and learning opportunities.

Center for Active WV

Our goal is to generate original research and materials that will fill the gap between cutting edge sport science knowledge and technology, best teaching practices and applied coaching across all levels of sport.

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Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Coaching and Teaching Studies graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Two

Applicants can seek admission to the doctoral program in Coaching and Teaching Studies with either a baccalaureate degree or master’s degree. To be considered for admission, applicants must upload the following documentation within the graduate application :

• Résumé or curriculum vitae
• Transcripts from all previous institutions
• Official GRE scores
• Personal statement (1-2 written pages on professional background, goals and reasons for pursuing doctoral degree at WVU, and rationale for potential faculty advisor)
• Two (2) letters of recommendation

You will not be able to submit your application until the above documents are uploaded. Once the application is submitted and (unofficial/official) transcripts are received, your application will be reviewed for an admission decision. International applicants will not be reviewed with unofficial transcripts.

Please contact the Office of Student Success at 304-293-4800 for more information about the application process.

Additional Application Considerations

Apply by December 1 for priority consideration. Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain. Admission is limited to fall start only.

Applicants are encouraged to submit their application with unofficial transcripts from all previously attended institutions. Submitting unofficial transcripts speeds up the application review process as most graduate programs make admission decisions using unofficial transcripts.

If you are offered acceptance, you are required to submit official transcripts from all previously attended institutions to be fully admitted into your intended graduate program. You will not be able to register for classes until the official transcripts are received. The preferred method to submit your official transcripts is through a secure online service, such as eScript, The National Clearing House or Parchment, to [email protected] .

Alternatively, if you are unable to submit an electronic version of your official transcript, the physical, sealed, un-tampered with documents can be mailed to:

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• Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain.
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Following the priority deadline, program faculty will evaluate applicant credentials based on the materials submitted. After that initial review, a limited number of applicants will be invited to a personal online and/or on-campus interview with the program faculty prior to a final admission decision.

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Application Deadlines

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• Fall: December 1

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Introduction to Mentoring: A Guide for Mentors and Mentees

In 2006, American Psychological Association (APA) President Gerald P. Koocher, PhD, convened a presidential task force on mentoring to connect psychology graduate students and early career psychologists with more experienced senior psychologists in a range of mentoring relationships that cut across areas of scientific and professional interests. The mission of the task force was to work with organizations and individuals to facilitate mentoring relationships both formal and informal; and to leave structures in place that will sustain mentoring as an integral part of being a psychologist. To accomplish this goal, the task force created a training program for potential mentors and mentees that is appropriate for State, Provincial, and Territorial Psychological Associations and Divisions. A pilot mentoring program is being launched at the 2006 convention and if it proves successful, a broader program may be established. A long term goal is to establish web-based networking for the APA membership. Further, the task force hopes these efforts will inspire diverse educational, research, and policy outcomes. To gather support for this endeavor, the task force established partnerships with the Policy and Planning Board as well as other boards and committees. They sponsored special programming at the 2006 convention that stemmed from this initiative. This Introduction to Mentoring was produced as a general guide for prospective mentors and mentees who are interested in engaging in professional developmental relationships

A mentor is an individual with expertise who can help develop the career of a mentee. A mentor often has two primary functions for the mentee. The career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development. The psychosocial function establishes the mentor as a role model and support system for the mentee. Both functions provide explicit and implicit lessons related to professional development as well as general work–life balance.

For the purposes of this document, it is important to differentiate between the terms protégé and mentee . The term protégé has a clear history in mentoring research and primarily applies to individuals engaged in senior–mentor and junior–protégé relationships within an organization where protégés are clearly identified as “under the wing” of a mentor — protected and nurtured over time. The term mentee is used here to refer to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee.

Research has consistently found mentored individuals to be more satisfied and committed to their professions than non-mentored individuals (Wanberg, Welsh, & Hezlett, 2003). Furthermore, mentored individuals often earn higher performance evaluations, higher salaries, and faster career progress than non-mentored individuals. Mentors can also benefit from a successful mentoring relationship by deriving satisfaction from helping to develop the next generation of leaders, feeling rejuvenated in their own career development, learning how to use new technologies, or becoming aware of issues, methods, or perspectives that are important to their field.

In the initiation stage , two individuals enter into a mentoring relationship. For informal mentoring, the matching process occurs through professional or social interactions between potential mentors and mentees. Potential mentees search for experienced, successful people whom they admire and perceive as good role models. Potential mentors search for talented people who are "coachable." Mentoring research describes this stage as a period when a potential mentee proves him- or herself worthy of a mentor's attention. Both parties seek a positive, enjoyable relationship that would justify the extra time and effort required in mentoring.

Formal mentoring programs manage the matching process instead of letting these relationships emerge on their own. Good matching programs are sensitive to demographic variables as well as common professional interests. The assignment of a mentee to a mentor varies greatly across formal mentoring programs. Mentors may review mentee profiles and select their mentees or program administrators may match mentors and mentees. Regardless of the method, a good formal mentoring program would require both parties to explore the relationship and evaluate the appropriateness of the mentor–mentee match.

The cultivation stage is the primary stage of learning and development. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Two broad mentoring functions are at their peak during this stage. The career-related function often emerges first when the mentor coaches the mentee on how to work effectively and efficiently. Coaching may be active within the mentee's organization when a mentor assigns challenging assignments to the mentee, maximizes the mentee's exposure and visibility in the organization, and actively sponsors the mentee through promotions and recognition. Mentors outside of the mentee's organization can also provide valuable advice on how to thrive and survive; although they lack organizational power to directly intervene on behalf of the mentee. The psychosocial function emerges after the mentor and mentee have established an interpersonal bond. Within this function, the mentor accepts and confirms the mentee's professional identity and the relationship matures into a strong friendship.

The cultivation stage is generally a positive one for both mentor and mentee. The mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. The mentee may also teach the mentor valuable lessons related to new technologies, new methodologies, and emerging issues in the field.

The separation stage generally describes the end of a mentoring relationship. The relationship may end for a number of reasons. There may be nothing left to learn, the mentee may want to establish an independent identity, or the mentor may send the mentee off on his or her own the way a parent sends off an adult child. If the relationship's end is not accepted by both parties, this stage can be stressful with one party unwilling to accept the loss. Problems between the mentor and mentee arise when only one party wants to terminate the mentoring relationship. Mentees may feel abandoned, betrayed, or unprepared if they perceive the separation to be premature. Mentors may feel betrayed or used if the mentee no longer seeks their counsel or support.

During the redefinition stage , both mentor and mentee recognize that their relationship can continue but that it will not be the same as their mentoring relationship. If both parties successfully negotiate through the separation stage, the relationship can evolve into a collegial relationship or social friendship. Unlike the cultivation stage, the focus of the relationship is no longer centered on the mentee's career development. The former mentor may establish mentoring relationships with new mentees. Likewise, the former mentee may serve as a mentor to others.

The mentoring relationship is inherently flexible and can vary tremendously in its form and function. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. Given the wide variety of mentoring relationships, they are broadly classified as formal or informal (Chao, Walz, & Gardner, 1992) according to the manner in which the relationship formed. Below are some of the possible needs of mentees, roles and characteristics of mentors, and settings for the relationship, which can be combined to create a wide variety of relationships.

Mentee Needs

• Guidance in a general or specific professional area
• Series of questions or issues
• Broad career development
• Early career development
• Ethical and moral guidance
• Assistance in navigating professional settings, institutions, structures, and politics
• Professional identity development guidance

Roles and Characteristics of Mentors

• Acts as an experienced role model
• Provides acceptance, encouragement, and moral support
• Provides wisdom, advice, counsel, coaching
• Acts as a sponsor in professional organizations, supports networking efforts
• Assists with the navigation of professional settings, institutions, structures, and politics
• Facilitates professional development
• Challenges and encourages appropriately to facilitate growth
• Provides nourishment, caring, and protection
• Integrates professional support with other areas such as faith, family, and community
• Accepts assistance from mentee in mentor's professional responsibilities within appropriate limits
• Enjoys the opportunity to pass on their wisdom and knowledge and collaboration with early career professionals
• Professional settings
• Organizations (e.g., APA)
• Internet, email, telephone
• Informal national and international networks within specialties

Relationship Types

• Established career and early career
• Professor to student
• Professional to professional
• Peer mentoring (same developmental level with specific experiential differences)
• Parent-like features can be present
• Task-focused versus relationship-based
• Daily contact versus less frequent contact
• Short-versus long-term mentorships
• Collegial collaborations

Informal Mentoring

Informal mentoring relationships develop spontaneously and are not managed or specifically recognized as a mentoring relationship within a larger organization. A mentor reaches out to a mentee (or vice versa) and a relationship develops which benefits the mentee's professional development. Due to the spontaneous development, these relationships depend somewhat more on the individuals having things in common and feeling comfortable with each other from the beginning. The relationship may develop out of a specific need by the mentee around a task or situation for guidance, support, or advice. The relationship is most likely to be initiated by the mentee as she or he seeks support around a specific task. This type of relationship might also develop when an established professional needs an early career professional to complete certain tasks within an office or project setting.

Formal Mentoring

Formal mentoring relationships develop within organizational structures that are specifically designed to facilitate the creation and maintenance of such relationships. Wanberg, Welsh, and Hezlett (2003) identified six primary characteristics of formal mentoring programs that can directly influence the program's effectiveness: (a) program objectives, (b) selection of participants, (c) matching of mentors and mentees, (d) training for mentors and mentees, (e) guidelines for frequency of meeting, and (f) a goal-setting process. Program objectives may vary from socializing newcomers into an organization to intense career development of a target population (e.g., high potential people, women, ethnic minorities). These objectives affect the scope of the mentoring and will help drive goal-setting and training objectives. Formal mentoring programs are generally more effective when mentors voluntarily participate (rather than being drafted or coerced) and are intrinsically motivated to help mentees (Baugh & Fagenson-Eland, in press).

Formal programs vary widely in their methods to match mentors and mentees, and in their preparation of individuals to engage in mentoring. Programs that solicit important matching criteria from both parties are more likely to initiate successful mentorships. Matching criteria may include professional interests, demographics, geographical location, human interest factors (e.g., hobbies, lifestyles), personality, values, and learning orientation.

Orientation or training programs for mentors and mentees can help both parties establish a psychological contract for the relationship. Training objectives can include clear communications of expectations of the relationship, goal-setting procedures, conflict resolution skills, and general structure of the mentoring program. Furthermore, these programs often suggest guidelines for frequency of meetings. Ragins, Cotton, and Miller (2000) found such guidelines were related to more frequent meetings and more mentoring. Typical guidelines suggest one or two meetings per month and specify the mentee as the responsible party to initiate these meetings.

Finally, a goal-setting process provides structure to the relationship. Good goals are specific, measurable, attainable, relevant, and time-bound.

Developmental Networks and Mentoring

Mentees often have more than one mentor throughout their careers. With multiple mentors, a mentee can benefit from different mentors who have a variety of experiences and skill strengths to share. A developmental network perspective is used to expand our understanding of mentoring. Different mentors may be able to address different developmental needs of mentees in order to facilitate career progress.

Filstad (2004) observed that most organizational newcomers had multiple role models that served different needs during the work adjustment process. Although most of the mentoring research has focused on only one mentor–mentee relationship, Kram (1985) recognized relationship constellations that provide multiple sources of developmental support for a mentee. More recently, Higgins, Chandler, and Kram (in press) provide a theoretical framework to reconceptualize mentoring. The typology of developmental networks is described by two dimensions: (a) the diversity of social systems from which mentees draw upon to form developmental relationships, and (b) the strength of these relationships.

For early career psychologists, a matrix of mentors and developmental functions is presented in Table 1 (PDF, 182KB). Consistent with developmental networks, the matrix recognizes that one mentor may not address all of a mentee's developmental needs and that additional mentors may be needed to fill in the gaps (Chao, in press).

A mentor's position, relative to the mentee, is typically superior in status and power, although some mentors may be peers and others may even be subordinate to the mentee. Mentors who have professional roles that are superior to the mentee often have power to affect the mentee's career development. They may be in positions of authority to evaluate the career progress of the mentee or to provide resources and experiences that enhance the mentee's development. These mentors also can use their power indirectly, by influencing people who are directly responsible for the mentee. In contrast, peer mentors typically do not exercise formal power over mentees, but they often provide support and both partners share lessons learned as their careers progress. Their similar positions and shared developmental needs provide a common ground for peer mentoring. Finally, subordinate mentors can be rich sources of information about people and procedures. Mentees who are new to an organization may be more comfortable asking a subordinate or staff person for help because making the request and receiving evaluations are generally less threatening.

In addition to superior, peer, and subordinate types of mentors, these relationships can be distinguished by the key criteria that match a mentor with a mentee. Typically mentees are drawn to mentors who have key experiences in a particular professional specialty or interest area. The professional area is an obvious matching criterion, but it is not the only one. Mentees often seek mentors who share important demographic characteristics such as gender, race, religion, and sexual orientation. Furthermore, mentees can identify with particular mentors who have values, attitudes, and experiences that the mentee holds or aspires to have.

Table 1 (PDF, 182KB) illustrates how different mentors may help a mentee address a variety of developmental needs. This table is presented as an example and is not an exhaustive list of mentoring relationships or types of mentoring support. Across the top of the table are six types of mentoring relationships describing mentors who are senior, peer, or junior to the mentee, and also describing matches based on professional interest, demographics, or common values and experiences. Four career-related and four psychosocial mentoring functions are described for early career psychologists. Table 1 illustrates how a senior mentor may be well-positioned to help a mentee publish scholarship and obtain tenure, yet that senior mentor may not be well-positioned to help a mentee balance work–family issues. Thus, multiple mentors may be better than a single mentor. Although there is some research to support the use of multiple role models or mentors (cf. Filstad, 2004), more information is needed to know how mentees synthesize lessons learned and how they resolve conflicting information and advice.

Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. The therapeutic relationship plays a pivotal role in the experience for both client and practitioner. Successful mentoring also depends on the quality of the relationship between mentor and mentee. Mentoring relationships may involve sharing more personal information related to professional growth whereas in therapeutic relationships, the therapist is likely to have stricter boundaries of self-disclosure. Training programs for counselors do not assume that trainees come with the knowledge necessary to develop strong rapport with clients, however little guidance is offered to mentors or mentees about the dos and don'ts of establishing a healthy mentoring relationship. The mentoring relationship mirrors in many ways a relationship between a counselor and a client, however it differs significantly in other ways. Areas in which the two overlap include positive regard, setting boundaries, active listening, and ethical behavior. However, one important area in which the mentoring relationship does not parallel a therapeutic relationship is that it is specifically not therapy.

In an effort to facilitate the development of functional and successful mentor relationships, articulating the rules of etiquette for these encounters may prove beneficial for both mentors and mentees. Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. Some points may be more appropriate for mentor relationships between two professionals and others more appropriate for mentor relationships between a student and a professional. These points are stated under the rubric of etiquette, along the lines of the conduct agreed upon by professionals to be observed in social and professional life.

Frequently both parties come to a mentor relationship with divergent expectations. Mentors may enter a mentor relationship to pass on wisdom received from their mentors. Mentees may solicit a mentor for counsel on career development. Some mentors may conceptualize the relationship as a business arrangement in which both parties benefit and some mentees may feel entitled to the attention of the mentor. The Stages of Mentoring section of this guide outlined the mentor relationship and establishing appropriate boundaries and warned that the relationship can devolve into a tangle from which both mentor and mentee wish to escape. What mentor does not have a story about a mentee who turned into a nightmare and a drain on resources? What mentee has not had a less than stellar mentor with stories about the hardships suffered under a tyrannical mentor? With some forethought and empathy, the mentoring experience can prove not only beneficial for all involved, but also lay the groundwork for a lifelong professional relationship.

Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. Although this may not be sufficient to guarantee a successful mentor relationship, any relationship without a shared sense of respect is likely to quickly become dysfunctional. Respect is a cornerstone of the mentoring process. In a world where resources are in short supply and stress levels at all-time highs, respect can serve as a social lubricant for mentoring—respect for both mentor and mentee. Without shared positive regard, encounters become taxing and productivity levels fall. However, it is from a place of respect that a mentor understands the multiple forces involved in the struggle for professional identity development in the mentee and it is from a place of respect that the mentee understands the time limitations under which a mentor struggles. Although respect is earned and develops over time, it is a wise mentor and mentee who enter their relationship from a respectful stance.

A mentor who is clear and upfront about what the mentee can expect from a mentoring relationship, who guides the process, and who sets appropriate boundaries, creates an environment in which the relationship can thrive. A mentor who can provide perspective during critical incidents, and encourage the mentee to find balance, enables growth through the relationship. From the mentee's perspective, respectful behaviors such as punctuality, reliability, and the development of an independent work style, create an environment in which the mentor can best meet the needs of the mentee. This broad perspective may help a mentee to understand and value that the mentor relationship can be the start of a long-term, mutual, professional relationship that changes over time.

The number of complex circumstances and interactions in a mentor relationship are limitless, but basic social etiquette can be applied successfully in most cases. Respect, sensitivity, and equanimity can always serve the mentor and mentee well. Specifically, Table 2  (PDF, 120KB) lists a number of do and don't recommendations differentiated by mentor and mentee, though most can be applied to both parties.

Are ethical guidelines needed for mentoring when this process involves two adults? Should these guidelines rise to the level of standards? That is, should ethical guidelines be mandatory? Psychologist Linda Phillips-Jones suggested that standards for mentoring are not required but that better preparation for both mentors and mentees is needed ( Mentoring Group ; retrieved November 15, 2005).

Most professions have an established code of conduct, often called an ethics code. The APA's Ethical Principles of Psychologists and Code of Conduct is subdivided into five general principles and 10 standards (APA, 2002). The general principles can be seen as an aspirational guide to appropriate interactions with others in many situations, including mentoring. They do not, however, dictate what is good and bad mentoring. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship.

APA ethical principles

Principle A is Beneficence and Nonmaleficence . Psychologists should try to help others and be careful not to harm them. Although this is good advice, it may be harder to define both help and harm in the mentoring relationship than in more formal psychological relationships. When considering this principle, psychologists must also be aware that mentoring is a mutual relationship. Although one member of this relationship is viewed as having information and skills that will assist the other, the relationship is reciprocal: Each can benefit from the other over the course of the relationship. Therefore, it is not just the mentor who must remember this principle but also the mentee. The actual process of addressing this principle will be related to the purpose of the mentoring. For example, if mentoring exists within a research context, there are issues of workload and publication credit. On the other hand, if the mentoring is within an organizational context, issues may be more closely related to confidentiality and navigation of internal political systems.

Principle B, Fidelity and Responsibility , leads the mentor to clarify the roles of each party to the relationship. Part of this clarification process is establishing that the mentor will help the mentee and not just use the mentee to further his or her own career. When these roles are established, it is important for both parties to understand that they may evolve over time. A healthy mentor relationship matures and both the roles and responsibilities change to accommodate that maturation process. It is important for both the mentor and mentee to be aware of any changes that have occurred.

Principle C, Integrity , follows from the previous principle. Both the mentor and mentee need to do what they have agreed to do when establishing the relationship. If a point of conflict or confusion arises, each person should be willing to resolve that issue.

Principle D, Justice , calls psychologists to aspire to fairness, and to ensure that access to psychological services is free from inappropriate bias. By virtue of Principle D, psychologists consider choices they make regarding with whom they will enter a mentoring relationship, and explore their reasons for choosing a particular mentee as opposed to other possible individuals who may desire such a relationship.

Principle E, Respect for People's Rights and Dignity , guides both the mentor and mentee to consider personal differences so that any differences do not bias their interactions. This principle also serves as a reminder that in some mentoring relationships there may be a power differential that could impact the process.

Potential problems in mentor relationships

Although mentoring is generally defined as a relationship that helps the mentee and the mentor, problems in the relationship may hinder the career development of either individual. If the bounds of the relationship are not clearly understood, a mentee may be overly dependent on a mentor, asking for micromanagement instead of career advice and counsel. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work. Such a relationship would not help the mentee establish his or her own independence and would intensify difficulties in the separation stage. Mentors should not use nor exploit their mentees, nor should they take credit for the mentee's work. They may resist the separation stage and insist on some voice in the mentee's career decisions. Severe interpersonal problems with the relationship may mitigate the value of many mentoring lessons.

Perhaps the most visible interpersonal problem in mentoring occurs when the relationship moves from a professional one to a personal one. Research on cross-gender mentoring has identified sexual relationships as a potential problem (Young, Cady, & Foxon, 2006). Although sexual relationships are not confined to cross-gender mentoring, no research on sexual relationships in same-gender mentoring has been published to date. Kram (1985) describes how observers perceive unfair advantages to a mentee who is also in a personal relationship with the mentor. If the personal relationships are substantiated within a single organization, the organization will generally terminate any formal relationship between the two individuals and may even terminate one or both participants employment.

In addition to problems within the relationship, mentors and mentees may experience problems with performance issues. Mentors may be jealous when their mentees outshine them. In addition, one partner may struggle as a result of errors made by the other. For example, a mentee's reputation may be tarnished if his or her mentor commits a serious breach of ethics. Likewise, a mentor may be viewed negatively if his or her mentee's performance is not meeting expectations. The mentor's judgment in selecting a good mentee may be questioned as well as the quality of the mentor's counsel and advice.

Problems with mentoring may be minimized when both parties have clear expectations of what the professional relationship can do and what it should not do. Formal mentoring programs often include a training component for both parties to understand the expectations. Specific content of these training programs depends on the form of mentoring and purpose of the mentoring program.

In general, personal reflection about the mentor relationship both before initiating it and throughout its course, by both the mentor and mentee, will contribute to a robust, growth-oriented relationship. Finally, although obvious but often forgotten, both the mentor and mentee are human beings who strive to meet personal needs and goals in a complex world. Everyone has bad days, and forgiveness and patience will aid in overcoming what may appear to be barriers to a successful mentor relationship.

Mentoring has long been recognized as a powerful tool in career development. Early career psychologists are advised to find mentors, either informally on their own, or to participate in formal mentoring programs. Regardless of how a mentor and mentee are matched, etiquette and ethics demand that the relationship be conducted in a professional manner with consideration and respect for both individuals. Mentoring is a dynamic process and a developmental network of mentoring can help mentees identify several mentors who can address a variety of career-related needs. Successful mentorships often evolve into friendships with both partners learning and providing support for the other.

• American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060–1073.
• Baugh, S. G., & Fagenson-Eland, E. A. (in press). Formal mentoring programs: A “poor cousin” to informal relationships? In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Chao, G. T. (in press). Mentoring and organizational socialization: Networks for work adjustment. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Chao, G. T., Walz, P. M., & Gardner, P. D. (1992). Formal and informal mentorships: A comparison on mentoring functions and contrast with nonmentored counterparts. Personnel Psychology, 45, 619–636.
• Filstad, C. (2004). How newcomers use role models in organizational socialization. Journal of Workplace Learning, 16, 396–409.
• Higgins, M. C., Chandler, D. E., & Kram, K. E. (in press). Relational engagement and development networks. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Johnson, W. B., & Huwe, J. M. (2003). Ge tt ing mentored in graduate school. Washington, DC: American Psychological Association.
• Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview,IL: Scott, Foresman & Company.
• Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43, 1177–1194.
• Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Counseling Psychology, 2, 95–103.
• Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (2003). Mentoring research: A review and dynamic process model. Research in Personnel and Human Resources Management, 22, 39–124.
• Young, A. M., Cady, S., & Foxon, M. J. (2006). Demystifying gender differences in mentoring: Theoretical perspectives and challenges for future research on gender and mentoring. Human Resource Development Review, 5, 148–176

Centering on Mentoring 2006 Presidential Task Force American Psychological Association

Chair Jessica Henderson Daniel, PhD

Members Joseph F. Aponte, PhD Georgia T. Chao, PhD Haydee M. Cuevas, PhD Benjamin D. Locke, PhD Janet A. Ma..hews, PhD Mark A. Vosvick, PhD Danny Wedding, PhD Tanya E. Williamson, PhD

Ex-Officio Gerald P. Koocher, PhD

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• NATURE CAREERS PODCAST
• 29 September 2021

Mentoring, coaching, supervising: what’s the difference?

• Julie Gould 0

Julie Gould is a freelance journalist in London, and produces the Nature Careers Podcast.

You can also search for this author in PubMed   Google Scholar

Credit: Getty

When is a mentor not a mentor? Julie Gould finds out.

Good scientific mentors can provide both careers and psychosocial support, says Erin Dolan, who researches innovative approaches to science education at the University of Georgia in Athens. They provide answers to questions and often use their own professional network to help colleagues who want to move to a different sector, for example.

Nature Collection: Mentoring

How does this compare with the support offered by academic supervisors? Gemma Modinos, a neuropsychologist at King’s College London, explains.

Finally, career consultants Sarah Blackford and Tina Persson explain how mentoring differs from coaching. They outline the techniques used by professional coaches to help researchers decide on a course of action to reach their career goals.

doi: https://doi.org/10.1038/d41586-021-02656-7

Julie Gould 0:28

Hello, I'm Julie Gould and this is Working Scientist, a Nature Careers podcast.

In this series, we're talking all about mentoring.

Over the last three episodes of this series, we've learned that a lot can be expected of research supervisors, PIs and group leaders. As oceanographer Nick Roden pointed out in a previous episode, sometimes they are just maxed out.

Now some people I've spoken to say that a lot of the roles that they do come under mentoring. But are all the tasks that these lab managers, research managers do, really mentoring?

In this episode, I speak to different researchers to find their view on mentoring and supervising.

And then I speak to some career coaches to find out more about the difference between mentoring, coaching, and supervising, as well as championing, to see if we can untangle and differentiate between these roles, and if research supervisors really should be doing them all.

As part of my research for this series about mentoring, I asked 20 different people both inside and outside of academia, what they believed mentoring is, Here's just a small selection of the definitions that I've heard,

Unknown speaker 1:40

I guess a mentor is not necessarily someone who is in the same field of research as you, but

Unknown speaker 1.45

who helps help somebody who is usually younger or less experienced than you

Unknown speaker 1:51

….that guides research trainees in their work and academic career,

Unknown speaker 1:53

….and then helps bring out the best in that

Unknown speaker 1.55

….and provides hope and support to trainees and is available and helpful to them.

Unknown Speaker 2:00

….and who looks out for you and can offer you good independent advice to help you

Unknown Speaker 2:05

become a better person, better scientist, better everything.

Julie Gould 2:21

Now, this goes far beyond my initial definition of a mentor, when I started out on this podcast series, which was someone who you turn to for advice in an area that they are more experienced in than you, and that someone shares their experiences and insights. And you take from that what you will.

So given that I was so far off, I wanted to know what the research says about mentoring. Does it really mean all of the things that those people said?

Erin Dolan, a professor of Innovative Science Education at the University of Georgia in the United States, says that mentoring can be divided into three different types, where two are related to the functions that are meant to provide to the mentee: career support, and psychosocial support.

Erin Dolan 3:05

So for your support can be either near term, for example, how do I do this thing that I did do in my job or in my education, to longer term, sort of where am I going with my career, and how do I get there?

And then psychosocial support is the support you get that sort of helps you navigate the more personal level struggles of a situation.

For example, maybe you're down and your confidence your mentor might give you, you know, a little boost or might tell you about times when they've struggled, give you emotional support, be your advocate.

Julie Gould 3:39

And the third type is related to the relationship between the mentor and the mentee.

Erin Dolan 3:44

A good mentoring relationship is characterized by features like trust, and what I would call self-disclosure. Like, I'll tell you something personal about me, you tell me something personal about you. It also is characterized by responsiveness.

So I'm listening to you and actually responding to you and your needs. And you're listening to me and responding to me and my needs in our relationship. So those three elements to me make for an effective mentoring relationship.

Julie Gould 4:12

I've got to be honest, this still sounds like a lot for one person, one mentor to take on. So I asked Erin, if she thought this was a good idea.

Erin Dolan 4:22

I wouldn't say no, actually. And in fact, the way that I sort of think about it is that a mentee needs to think about what they need.

So what they need in terms of career support, what they need in terms of psychosocial support, and who they can develop those trusting responsive relationships with, and then identify people in their networks.

And so for example, I think when I interact with my mentees, I at least try to develop a trusting relationship with them and to think about both their career needs and their psychosocial needs.

But if I can't, for example. Say they want to go into industry, I've never worked in industry, so I'm not gonna be able to help there. But what I can do is be a network for them.

So instead of providing that career support directly, I can connect them with someone who can provide that support.

Juile Gould 5:06

As we've heard before in this series, early career researchers and PhD students can go into a new lab or research group expecting their supervisor to be their mentor.

Now, often this can work. But that isn't always the case.

A supervisor role is a bit like a line manager, says Gemma Modinos, a reader in neuroscience at King's College London.

And she found a distinct separation between the mentor role and the supervisor role.

Gemma Modinos

So I see the role of the supervisor or the PI as, as a goal oriented-relationship.

It can still be nurturing and inspiring and empowering. But there's a power imbalance. There's a situation of dependence, in which the person who's being supervised depends on that supervisor and that PI for their PhD or for their salary.

Whereas a mentor is a relationship that's focused on career development of the mentee. So there's no direct dependency between the mentee and the mentor. And it's basically focused on providing encouragement and direction and keeping the mentee focused on the bigger picture, having some perspective. And it's a confidential relationship.

Julie Gould

But she does admit that there can be overlaps between the two roles.

For example, when she's discussing a particular piece of research, and its results,

O r the paper that needs to be written or the task that needs to be done, then that is supervision. And that's not mentoring. But we always in supervision, have a review of progress.

And in this review, progress, and also not in formal or lab meetings, I tried to give advice personalized to the career development of that person, specifically.

So not to do with the project that we're doing, but to do with them, and what they need for the next stage or, or trying, basically to make it easier for them, then it's been for me in the occasions when it hasn't been easy, based on my experience.

Progress is based on the goals that are set at the beginning of a relationship with a mental, and sometimes mentors and supervisors use coaching techniques to help them in their quest to reach these goals, to guide others to be their best selves.

So what does a professional coach do? Well, a coach can help you with your discoveries, says Tina Persson, a professional careers coach in Sweden. A coach is there to help you….

Tina Persson 7:37

….to discover, you know who you are self awareness. But basically, in most cases, it's about the blind spots, your blind spots, strengths, weaknesses, needs. And when you learn to know that it's easier for you to start to navigate and control and understand other people,

Julie Gould 7:56

The fundamental difference between coaches and mentors, according to Sarah Blackford, who is a professional careers advisor specializing in working with academics, is that it is all about who has the answers.

Sarah Blackford 8:09

It’s somebody who helps you to find your own answers. Whereas a mentor can actually give you some answers. And they can give you advice.

So that would be the fundamental difference. The mentor is in the field, they're in the field of interest to us, they have that knowledge.

Whereas a coach doesn't have any knowledge at all about anything that you're doing. It's all about you and helping you to find your own answers and your way forward.

Juie Gould 8:39

A professional coach would also have formal training in coaching techniques. So Sarah, and therefore is someone who's qualified, you know,

Sarah Blackford 8:47

this is much more of a professional situation. So you use various techniques such as active listening, empathy, questioning, you formulate a contract with the client, you explore, you interpret, maybe you challenge them, challenge things that they're saying that maybe maybe they're not really aware of things they haven't really addressed before.

And then you evaluate and you come to us joint agreement in a sense that they will take action, they will decide the actions that they want to take forward. So they own their goals, you provide the process.

Julie Gould 9:26

But if a coach strays into the realm of mentoring, they can get into trouble. As Tina tells me...

Tina Persson 9:32

Every time I coach and people are not very happy with me, that is when I, falling into the trap to leave my coaching role to mentor, then I fail.

So this is about my coachees’ expectations, that I'm clear out that I'm a coach now. And when you ask that question, you ask for my advice, and that would be my opinion.

You see, I need to be ve ry clear.

Julie Gould 10:02

During our conversation, Tina said it was important for her to set out expectations with her clients to make sure that she doesn't get into trouble or put on the wrong job hat, as it were.

And to make sure that she makes it clear when she's moving away from coaching to advising or another role.

Okay, so what about a champion, a sponsor? What is one of those? Well, so Sara Blackford says, it's someone who blows your trumpet for you, really, if you as a supervisor, or mentor have been working with someone, or….

Sarah Blackford 10:33

….you know that they're really good at what they doing in particular areas, and you can champion them, you can sponsor them, you can recommend them, bigging this person up. And actually, it's something I think that in a sense, you need to champion yourself as well.

Julie Gould 10:48

I have to say, this is something I think we could all do a bit of, to champion ourselves, to be proud of ourselves and our achievements and in a humble way to share them with the rest of the world.

In the next episode of this series, all about mentoring, we're going to explore what the different types of mentoring are, from peer mentoring to industry based mentoring from employer mentoring to group mentoring. Thanks for listening. I'm Julie Gould.

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Students and professionals who select our Professional Coaching & Human Development doctoral program will be on the cutting edge as the profession of coaching moves to university degree status, and will have the opportunity to learn from some of the best known pioneers of this evolving field. Designed with the busy professional in mind, our program provides a great deal of flexibility in training opportunities, one-on-one mentoring, and distance learning. Those who earn their Ph.D. in our Professional Coaching & Human Development program will not only prepare themselves to become the finest of coaches, but will gain a competitive advantage as this burgeoning field continues to grow.

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Masters Program:  45 Credits (30 Credits in Required Courses, 15 Credits in Electives​)

Doctorate Program:  90 Credits (50 Credits in Required Courses, 40 Credits in Electives)

Combined Masters/Doctorate Program:  120 Credits (50 Credits in Required Courses, 70 Credits in Electives)

Course credits toward your degree may be earned in the following ways:

Many students earn course credits by having their mentor assign books to read on the course topic, and writing papers or completing projects that demonstrate their understanding of the assigned material. Credits can also be obtained by attending conferences, workshops, retreats, or online courses from established academic institutions.  Students may request and submit for IUPS approval (through their mentors), permission to earn credits through external programs.  Students also have the opportunity to assist in designing their own electives, allowing for education customization.

A key criteria for earning credits is for students to demonstrate how learning this subject matter impacts their lives personally and professionally. Integration of course material is of paramount importance at IUPS. 

Course #     Credits      Required Core Courses for Masters

PCH 500          3         The Essential Foundation of Coaching PCH 501          3         Theories of Counseling PCH 502          3          Human Development & Personality Theory PCH 507          3          The Spiritual Dimension of Coaching PCH 508          2          Awareness of Cross-Cultural Issues PCH 509          2          Psychopathology PCH 570          2          Legal and Ethical Issues in Coaching PCH 580          2          Practicum/Fieldwork PCH 590        10          Thesis

Course#     Credits     Required Core Courses for Doctorates

PCH 600          5        The Essential Foundation of Coaching PCH 601          5        Theories of Counseling PCH 602          5        Human Development & Personality Theory PCH 607          5        The Spiritual Dimension of Coaching PCH 608          3        Awareness of Cross-Cultural Issues PCH 609          2        Psychopathology PCH 670          2        Legal and Ethical Issues in Coaching PCH 675          3        Research Methods in Coaching PCH 680          5        Practicum/Fieldwork PCH 690        15        Dissertation Research Project

Below are examples of electives that one may consider taking as part of this degree program. Students, in concert with their mentors shall determine which electives are most relevant to their educational aspirations.

Course #       Credits       Courses

PCH 610        1 - 5        Advanced Career Coaching Skills: The Life Purpose Process PCH 612        1 - 5        Advanced Personality Theory

PCH 613        1 - 5        Consciousness Studies PCH 614        1 - 5        Alignment and Embodiment of Values and Ethics PCH 615        1 - 5        Body-Centered Psychotherapy PCH 616        1 - 5        Clinical Neuropsychology PCH 617        1 - 5        Coaching the Mid-life Transition PCH 619        1 - 5        Coaching with the Enneagram PCH 620        1 - 5        Communication & Team Building PCH 621        1 - 5        Community Psychology PCH 622        1 - 5        Conflict Resolution PCH 623        1 - 5        Conscious Relationships PCH 624        1 - 5        Consulting Skills PCH 625        1 - 5        Cross-Cultural Coaching PCH 626        1 - 5        Death and Dying – Grief and Loss PCH 627        1 - 5        Eco-Psychology PCH 628        1 - 5        EMDR (Eye Movement Desensitization & Reprocessing) Certification PCH 633        1 - 5        Family and Marital Therapy PCH 634        1 - 5        Family Business Coaching PCH 635        1 - 5        Gestalt Therapy PCH 636        1 - 5        Human Sexuality Counseling PCH 637        1 - 5        Hypnotherapy Certification PCH 638        1 - 5        Introduction To Adult Developmental Coaching PCH 639        1 - 5        Introduction To Coaching the Entrepreneur and the Small Business PCH 640        1 - 5        Introduction To Executive Coaching and Development PCH 642        1 - 5        Introduction To Transpersonal Coaching PCH 643        1 - 5        Intuition in Business PCH 645        1 - 5        Organizational Psychology PCH 646        1 - 5        Strategies for Transformation PCH 647        1 - 5        Stress Management PCH 750        1 - 5        Workshops, Retreats, Conferences

PCH 751        1 - 5        NLP ( Neuro-L inguistic P rogramming) Coaching

PCH 752        1 - 5        Advanced NLP (Neuro-Linguistic Programming)

Professional Coaching & Human Development Course Descriptions 

(Please note: All Doctoral coursework (600 courses) involve more advanced research and in-depth study.)

REQUIRED CORE COURSES

PCH 500/600   The Essential Foundation of Coaching This comprehensive and foundational course covers a wide range of competencies and best practices in coaching methods and models.   PCH 501/601   Theories of Counseling This course introduces students to the underlying theories of counseling for the purpose of deepening a coach's capacity to work with clients. The bulk of the course focuses on the acquisition of basic helping skills necessary for working with clients, such as: basic response skills, relationship-building, empathic listening, and sensitivity.   PCH 502/602   Human Development & Personality Theory The processes and significant transition points in child, adolescent, and adult development are considered in this course and can be of immeasurable assistance  when coaching clients. This course also examines various theories and research focusing on intrinsic motivation, emotions, locus of control, pro-social behavior, self-concept, and personality change.   PCH 507/607   The Spiritual Dimension of Coaching This course offers an experiential exploration into the positive impact of letting go of the limiting, suffering and fear-based state of being completely identified with the mind, and what lies beyond that contracted state. Students are guided toward the opportunity of having a direct experience of being truly present — in the Now, and how being present can transform one’s experience of life. In addition, the course addresses the essentials of self-inquiry, covering the teachings of some of today’s finest consciousness teachers, including Eckhart Tolle, Byron Katie and more.   PCH 508/608   Awareness of Cross-Cultural Issues This course acquaints students with the importance of taking into account and respecting the individual client's cultural experience. Topics covered include the psychological implications of being a member of a minority group, questions about the universality of the human experience, and implications of a multi-cultural society, and the phases of acculturation clients may be experiencing.   PCH 509/609   Psychopathology Exploring the paradigms of mental and emotional dysfunction is the focus of this course. The emphasis is on the evaluation of psychological disturbances, using case studies to examine different disorders for the purpose of knowing why and when to refer certain clients to qualified mental health practitioners.   PCH 570/670   Legal and Ethical Issues in Coaching All coaches face risks. Those who face the greatest risks are those who are the least informed and educated. This course will provide: (1) an understanding of ethics as defined by a variety of codes applicable to coaches, including a focus on the ICF Code of Ethics; (2) an overview of the legal issues of which coaches should be aware; and (3) information about risk management techniques.   PCH 675   Research Methods in Coaching This course assists students in preparing for their dissertation project by examining research methods that can be employed.   PCH 580/680   Practicum/ Fieldwork Students are required to do case presentations based on their experience in coaching clients (professionally or under supervision), effectively demonstrating the core competencies of coaching.   PCH 590/690   Thesis/ Dissertation Research Project Students are required to produce original experimental or heuristic research, or a work of excellence project, of publishable quality.    

ELECTIVE COURSES

Elective courses may be recommended by the university to ensure the student receives a well-rounded education and students are encouraged to take electives that focus on their core areas of educational interest. Alternative electives to the courses below may be designed by students and submitted to their mentor and the university for approval, truly giving students to opportunity to customize their education. In addition, with prior university approval, students can receive course credits for certain relevant workshops and conferences attended.     PCH 612   Advanced Personality Theory This course offers students an opportunity to explore at a deeper level, the work of personality theorists of their choosing (Freud, Jung, Adler, Fromm, Skinner, Maslow, Rogers, Frankl and May, etc.)   PCH 614   Alignment and Embodiment of Values and Ethics Studies the cognitive, social, behavioral, and corporate processes affecting individual, group, and organizational judgments in morally questionable situations. Through analysis, students understand what factors give rise to and influence ethical issues and how organizational values precipitate ethical behavior.   PCH 615   Body-Centered Psychotherapy This course covers Body Centered Psychotherapy, which deals with information stored in the body in the form of images, memories and emotions. Blocked feelings get stuck in the physical body and block a person's energy flow. Held-in or stuck emotions not only cause emotional suffering, but physical pain, glandular imbalances, tension and often disease.   PCH 616   Clinical Neuropsychology This course focuses on major neurological syndromes with an emphasis on differential diagnosis. Common or significant neurological conditions are presented to allow recognition of psychological manifestations of neurological diseases. Other topics include the neurological examination, various syndromes and disorders, and neuropharmacology.   PCH 617   Coaching the Mid-life Transition This course is designed for both experienced and relatively new coaches who are either working with mid-life clients in career coaching or on other goals.  It will serve as a workshop where we inquire into midlife and soul-coaching as they occur, particularly during the ages of 35-65.     PCH 619   Coaching With The Enneagram The Enneagram is a century-old tool used in the spiritual direction tradition that has been newly rediscovered and applied to spiritual and personal development.  Learn how to use it for your own development as a coach as well as how to use it with your clients.  Discussion, self-assessment, case practice included.     PCH 620   Communication & Team Building This course examines major theories and approaches to building effective work teams, and their application to current management theory and practice. Students explore the role and effectiveness of work teams in today’s organizational culture and communication climate.   PCH 621   Community Psychology This course covers principles of psychology applied to real-life, community issues. Methodologies and techniques are explored, with emphasis upon the transpersonal approach. Review and understanding of actual programs addressing a variety of community issues such as youth violence, traffic safety, and productivity in the workplace are covered.   PCH 622   Conflict Resolution Explores the skills and techniques necessary for conflict mediation. Students study communication techniques, problem identification and disagreement management skills, techniques for achieving agreement or settlement, and intake skills.   PCH 623   Conscious Relationships This experiential course teaches how to coach couples in creating a conscious loving relationship — a powerful and meaningful way to significantly improve health, love-life and overall well-being. Learn how to assist two people couples to consciously agree to relate on a "higher" level, while utilizing clear communication methods.   PCH 624  Consulting Skills This course explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. Using classic works from Peter Block, Ronald & Gordon Lippitt, and Edgar Schein, this course is designed for anyone who does consulting, even though they may not call themselves a consultant.   PCH 625   Cross-Cultural Coaching This is an advanced course designed for participants who have already completed the basics of coach training.  In this course, participants learn to recognize differences among cultures, cultural assumptions of coaching, the coach’s own cultural background, and how these factors impact cross cultural coaching.  Practicalities, resources, and creating a global coaching practice will also be covered. Classes take place weekly for 1 hour, over 4 consecutive weeks. 

PCH 626   Death and Dying – Grief and Loss This course explores students’ own relationships to death, grief, and loss. Presents issues and techniques for counseling and care of self as counselor.

PCH 627   Eco-Psychology This course explores the consequences of the split between person and planet and how healing this split may take place.   PCH 628   EMDR (Eye Movement Desensitization & Reprocessing) Certification This course provides credit for students who successfully complete both parts 1 & 2 of the EMDR basic training program. EMDR (Eye Movement Desensitization and Reprocessing) is a complex approach to psychotherapy that integrates many of the successful elements of a range of therapeutic approaches in combination with eye movements or other forms of rhythmical stimulation in ways that stimulate the brain’s information processing system.   PCH 633   Family and Marital Therapy The family is the central building block of modern life although its nature and form are continually changing. One of the primary tasks of human services is to help families adapt to these changes. This course explores the nature of families and human systems and some of the approaches to therapeutic change within them. The theoretical works of Bateson, Satir, Haley, Hoffman, Minuchin, and Nagy are highlighted. The goal of the course is to offer a framework for thinking about families and understanding the nature of family processes.   PCH 634   Family Business Coaching This course is designed to serve the needs of coaches who want to apply their coaching skills to coaching the family business.  While an understanding of basic issues in the family business will be useful to participants, they will not be necessary for someone who joins this course.   PCH 635   Gestalt Therapy This course explores Gestalt therapy, a holistic therapy with a great spiritual foundation based, in part, on teachings from Buddhism and Taoism. The basic experiment of Gestalt therapy, attending to our awareness moment by moment, is rooted in Buddhist mindfulness. In neither Gestalt therapy nor Buddhist meditation is awareness considered merely a mental activity; rather it is a complete creative experience in the present that can include a focus on feeling the actual, coming to our senses, listening to our bodies and attending to our breathing.   PCH 636   Human Sexuality Counseling This course on human sexuality presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, pleasure, health issues, sex therapy, ethical and legal aspects of sexuality, and art & sexuality.   PCH 637   Hypnotherapy Certification This course provides credit for students who successfully complete a hypnosis certification training program approved by the university.

PCH 638   Introduction To Adult Developmental Coaching This course will focus on the changing reality that adults face and explore the developmental challenges that traditionally appear in each decade of life from the 20s to 100 and beyond.  Learn how the developmental spiral helps explain the fact that so many challenges seem to appear time and time again.  Discover how coaching can help adults successfully navigate through their challenges while creating a life of excitement, fulfillment and joy.

PCH 639   Introduction To Coaching the Entrepreneur and the Small Business This course is designed for new and experienced coaches who want to achieve success and mastery in the skills and strategies required for successfully coaching the entrepreneur and the small business.  The training may include teleconferencing calls,  practice on case examples from participants; practices, written exercises,  and role plays.   PCH 640   Introduction To Executive Coaching and Development Learn the basics of executive coaching and development:  kinds of coaching you can do, special issues facing executives and their coaches, how performance coaching and executive development differ, how assessments and data gathering support the efforts, contracting with clients, etc.  This course will discuss practical issues and use outside readings as well as case studies and assigned practice to boost your skill as an executive coach.    PCH 642   Introduction To Transpersonal Coaching This course will explore ancient traditions within a contemporary context and discover truths that have transcended time. A variety of techniques that you can use to extend your own spirit-filled journey and use with your clients will also be taught.  Explore ancient wisdoms where East meets West, the past meets the present and in so doing we travel to wholeness. 

PCH 643   Intuition in Business This experiential course teaches students how to apply their intuitive abilities specifically to business issues, whether in large corporations, small businesses, or sole proprietorships. Students explore the application of intuition to organizational mission, personnel matters, staff training and development, new product development, mergers, downsizing and bankruptcy, and other areas of business making.   PCH 645   Organizational Psychology Explores the theory and practice of industrial and organizational psychology. You will examine the dynamics of organizational life and develop an understanding of the individual, interpersonal and group behaviors in work settings. Methods of assessment and intervention will be covered.   PCH 646   Strategies for Transformation This course will review strategies that allow for transformation and covers exercises on designing a life, the six cognitive stages of change, the prerequisites for transformation, and spiritual aspects of transformation — all integrated for a deep understanding of the transformation process. PCH 647   Stress Management  Principles for working with the physiological basis of stress by heightening kinesthetic awareness of the stress response and utilizing focused intentionality, imagery, and non-habitual movement to reduce physical tension are covered in this course. This is an experientially-based learning experience, integrating the approaches of Moshe Feldenkrais and F.M. Alexander with transactional analysis, Gestalt therapy and Ericksonian hypnosis.   PCH 750   Workshops / Retreats / Conferences 1 - 15 Workshops and retreats are held on varying topics in desirable locations such as Maui and San Diego. Students are notified of upcoming opportunities. Students are also encouraged to attend workshops, retreats and conferences relevant to their coursework. With prior approval and subsequent papers written on that which is gained from such events, students can receive credit.  

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- Overcoming imposter syndrome

- Writing your thesis

- Getting published

- Coping with procrastination and writer's block

- Life after the PhD

Click below to be the first to hear when this amazing tool is available!

• PhD in Clinical Psychology
• Clinical Concentrations
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Degree Options

The doctoral concentration in Coaching offers an interdisciplinary approach to integrating research-based coaching theory with professional practice in organizational and individual coaching. Students are encouraged to consider how the material resonates with, challenges or adds new dimensions to their professional and personal experiences (work life, teaching and consulting, formal coaching practices, and community). Core theories underpinning the principle practices of individual and organizational coaching will be studied; and through research, participants will integrate theory with practice in individual and organizational contexts.

Why Coaching?

An increasing demand for professional coaching practitioners in the social and business environments has informed the design and content of this graduate-level certificate program. Our graduate-level coaching program is one of the first in America to offer academic credit towards a graduate degree (MA or PhD). This program is designed to cultivate coaches who practice with personal and professional mastery, and are grounded in evidence-based work.

Coaching Highlights:

• Prepares coaching practitioners and scholars with grounding in the foundational theories in the field of coaching
• Fosters the development of situationally-responsive professional judgment and ethical practices
• Supports learner’s transfer of prior professional education and knowledge into the coaching framework
• Provides a structure and framework from reflective learning to coaching practice

Program Benefits:

• Instruction encompasses theory, practice and reflective learning
• Graduates develop a framework for approaching and customizing coaching interventions
• Resources and opportunities for research, scholarship, and contributions to the growing literature of coaching

The doctoral concentration in Coaching  is available for any PhD or EdD students enrolled in the School of Leadership Studies or students in the PhD in Media Psychology.

For students looking for an ICF Level 2 accredited coaching education provider to prepare for professional coach credentialing, please see our  EBC Certificate Program . This program’s academic hours transfer to the Master’s and Doctoral Programs.

• EdD in Leadership for Change
• PhD in Media Psychology

Join Over 7,500 Fielding Alumni Located Around The World!

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• Program of Interest * Program of Interest PhD in Clinical Psychology PhD in Psychology with an Emphasis in Media & Technology PhD in Psychology PhD in Infant and Early Childhood Development PhD in Human Development PhD in Organizational Development and Change EdD in Leadership for Change MA in Organization Development and Leadership MA in Infant, Child, Family Mental Health and Development MA in Applied Media Psychology Certificate in Evidence Based Coaching Certificate in Media Psychology Neuropsychology Specialization Training Program Postbaccalaureate Certificate in Clinical Psychology Postdoctoral Certificate of Respecialization in Clinical Psychology

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Phone: 1-800-340-1099 Admissions: 805-898-4026

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KAIROS UNIVERSITY OF CALIFORNIA CAMPUS OF AEU

Ph.D. in Organizational and Global Leadership with Coaching and Mentoring

   |    40 CREDITS[UNITS]

Academic program description and objectives.

The Ph.D. in Organizational and Global Leadership emphasizes leadership, assessment, skill development, communication, trust, performance improvement, and cultural understanding from a Christian perspective. Students will learn how to conduct coaching and mentoring for management and executive leaders so that performance goals are obtained and organizations can thrive in the diverse contexts of the contemporary postmodern world. The students enrolled in the program will be prepared to lead organizations in the contemporary postmodern world and will provide transformational leadership, coaching, and mentoring.

Students will demonstrate a thorough understanding in essential areas of organizational leadership. Additionally, they will gain necessary competencies through successful completion of all program courses. The successful completion of a doctoral dissertation will demonstrate a student's comprehensive research and findings.

GROWTH AND DEVELOPMENT

This program will include proven practices of individual and team growth and development

DEVELOP LEADERS WHO WILL GO ON TO TRULY LEAD

Be the leader who develops leaders. Get prepared for practical application in developing leaders

GAIN HANDS-ON EXPERIENCE

SCHOOL OF THEOLOGY

Associate of Arts in Leadership Studies (Pastoral Ministry concentration)

Bachelor of Arts in Leadership Studies (Pastoral Ministry concentration)

Master of Divinity

Doctor of Ministry

Ph.D. in Organizational and Global Leadership with Missional Church Leadership

Master of Arts in Ministry Leadership

Associate of Arts in Leadership Studies (Worship, Media & Creative Arts concentration)

Bachelor of Arts in Leadership Studies (Worship, Media & Creative Arts concentration)

FULL CURRICULUM

PH.D. IN ORGANIZATIONAL AND GLOBAL LEADERSHIP WITH COACHING AND MENTORING CURRICULUM

The course descriptions for the courses listed below may be found in the Academic Catalog.

Program Overview

Course Descriptions for the Courses taken in Year 1

OLDR 9101 Introduction to Online Learning, Research Design and Analysis (2 Units) In this program foundational course, students learn research methods and online learning tools. Research is vital for this program. Understanding the learning management system as well as research strategies and sources are foundational in this course.

OLDR 9201 Organizational Leadership (3 Units) Students will learn leadership and management theories. The evolution of leadership and management concepts will be explored. Students will hone leadership and management skills so that measurable impact can be made throughout various organizational contexts.

OLDR 9202 Strategic Leadership & Management of Global Change (3 Units) In this course, students will focus on leadership decision making. Analysis, implementation, and assessment methods for the purposes of strategic planning and organizational change. Students will learn about organizational performance, cultural competency, and change theory.

OLDR 9901 Dissertation I: Research Topic Identification and Problem Statement Development (2 Units) In this course students will identify a research topic. Students will then create a problem statement. This problem statement will guide their research. The problem statement will be clear, concise and practical. Students will begin to collect and disseminate sources towards the aim of dissertation completion.

OLDR 9203 Organizational Behavior, Theory, and Design (3 Units) Students will gain a comprehensive view of organizational theory and design. Topics will include various leadership styles, workflow designs, human behaviors, motivation, and personality traits.

OLDR 9204 Research Methodology: Qualitative, Quantitative and Mixed Methods (3 Units) In this course, students will learn about research methodology, data collection, and statistical analysis. Qualitative, quantitative, and the mixed methods (the combination of qualitative and quantitative) will be explored. The respective concepts for each method will be reviewed, including introductions to the accompanying research instruments (i.e. software) required to conduct each research methodology.

OLDR 9902 Dissertation II: Literature Review (2 Units) In this course students will conduct an extensive literature review and begin to revise and edit their proposal for their dissertation. Students will present findings, will work closely with their professor, and writing experts. Additionally, students will complete a first draft of their literature review chapter and begin the recruitment phase for their dissertation committees.

Course Descriptions for the Courses taken in Year 2

OLDR 9301 Best Practices of Effective Leaders (3 units) This course examines best practices of exemplary leaders. The focus of the course will be on actions and behaviors of proven effective leaders. The fundamentals of outstanding leadership will be explored in detail. This course will provide students guidance regarding their leadership style and aid them in maximizing their leadership potential.

OLDR 9302 Coaching and Mentoring Strategies and Skills (3 units) The course focuses on developing vision, perspectives, tools and commitments to ensure strategic and theologically guided ministry in a contextualized coaching/mentoring ministry. This course designs a system for coaching (individuals and small groups) and mentoring to facilitate leadership development and enhance individual and group performance. This course design is structured to foster student’s discovery, observation, experiences, experimentation and the adoption of current processes, strategies, and skills for real world coaching and mentoring application.

OLDR 9903 Dissertation III: Prospectus (2 Units) In this course students will build on the work done in OLDR 9902 and will complete the first draft of their dissertation proposal. Students will work closely with their assigned advisors and committee members to produce their papers.

OLDR 9303 Professional Development and Mentoring (3 units) The course engages in the examination of mentor behavior and skills focused on mentee development through observation, research and field experience practice. It provides the educational setting that focuses on high-quality learning experiences, coaching and feedback. Using collaborative teaching and learning strategies, it also emphasizes on developing a range of mentoring practices to correspond with adult learning theories, including performance problems specific to the needs of a mentee.

OLDR 9304 Personal and Executive Coaching (3 units) This course introduces students to principles and techniques, ethical and legal concerns, coaching techniques and models, regarding the role of personal and executive coaching. Overall, this course focuses on building a coaching strategy and business plan to help organizations create a culture for coaching and leadership development.

OLDR 9904 Dissertation IV: Proposal Writing and Oral Defense (2 Units) In this course students will complete and successfully defend doctoral dissertation proposals through an oral defense.

Course Descriptions for the Courses taken in Year 3

OLDR 9905 Dissertation Writing (3 Units) In this course candidates will complete the writing of their doctoral dissertations.

OLDR 9906 Dissertation Defense & Final Dissertation (3 Units) In this course candidates will defend their dissertations. In addition, students will post their finalized dissertation for public access.

The course curriculum develops students' core competencies for success in ministry and leadership. Possible careers include:

Executive Directors in non-profit Organizations

Executive Directors in Mission Organizations

Directors in denominations Senior pastor / preaching pastor positions

Significant leadership positions & staff supervision in a large church / mega-church

Leadership positions in a large Christian ministry / non-profit organization

Ministry leadership (associate pastor, director of church ministries, etc.)

Missionaries

Church Planters

Mentor PhD   offers a fantastic range of PhD services to help you with every aspects of your thesis, from research and writing to organization, problem-solving, communication, and completion. By providing the support and guidance   you need, Mentor PhD is here to help you succeed. Please feel free to explore our services and let us know how we can help you achieve your academic goals. Welcome to our exciting selection of advanced services developed for postgraduate students and postdoctoral researchers.

We offer assistance and guidance to phd candidates and those in government, agencies and businesses who conduct research and report their findings. we offer advice on topic selections and provide feedback on research questions, hypothesis, methodology, structure, results, conclusions, and ideas. if necessary, we can also offer feedback on your research project. overcome your dissertation challenges with advanced services from phd mentor..

Firstly, we would like to encourage you to contact us via email to let us know how we can be of assistance. We value your input and would appreciate any information you can provide us regarding the results you are hoping to achieve from our services. We kindly request that you provide us with a list of your expectations and priorities. We will carefully review your request and respond accordingly as soon as possible. Once we have determined that we can assist you, we will provide you with clear instructions on how to proceed. We are excited to receive your input and look forward to working with you to ensure your satisfaction.

[email protected]

Effective PhD Supervision, Mentoring and Coaching

• January 2010
• Edition: 2nd
• Publisher: Rosenberg Publishers: The Netherlands
• Editor: SANPAD
• ISBN: 9789036102025

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Coaching and Mentoring (DCM)

Oxford Brookes University

www.brookes.ac.uk

The Times Higher Education World University Rankings is the only global university performance table to judge research-intensive universities across all of their core missions: teaching, research, knowledge transfer and international outlook.

Photos of university / #oxfordbrookes

Description.

The Doctor of Coaching and Mentoring (DCM) fosters excellence in professional practice by developing the capabilities you need to become a leader in the field. You will augment your existing expertise and increase your knowledge and understanding, so that you may be confident in providing facilitation and consultancy, as well as competent in research and evaluation. The programme integrates professional expertise and scholarly inquiry. It culminates in doctoral research training and the design of original empirical research leading to completion of a doctoral thesis. The DCM is a part-time programme aimed at experienced professionals who are seeking to extend their knowledge and understanding of coaching and mentoring. Typical participants include coaching psychologists, freelance coaches and consultants, mentor co-ordinators, counsellors, senior managers and HRD or leadership professionals from a range of public and private sector organisations.

Course length Part-time: 3 to 5 years The programme has two stages. During the first stage, which normally takes two years to complete on a part-time basis, you focus on the taught level 7 and level 8 components of the curriculum. Once this is successfully completed, you move to the second stage - the thesis. Normally this takes three years to complete part-time. The course is designed as a five-year, part-time programme (or three years with level 7 exemptions), delivered through monthly study days held in Oxford (approximately eight per year). In addition there are regular online workshops and discussions to support learning at a distance. There is individual coaching and academic support through face-to-face, telephone and email as appropriate. Assessment is through a variety of coursework assignments and a thesis, which is examined by traditional viva voce (oral examination). The Doctor of Coaching and Mentoring thus provides the setting for you to gain deeper, more critical insights into professional practices and concerns and to become an autonomous, published researcher.

Requirements

* For graduate entry you should normally have a good honours degree, plus three years' experience in a related field. * If you have appropriate masters level qualifications and experience, you may be eligible for exemptions from certain elements of the programme. * IELTS minimum level 7.0 overall with at least 6.5 in the reading and writing components * TOEFL score of 260 or above (internet-based), plus 4.5 in TWE.

English Language Requirements

IMPORTANT NOTE: Since April 2014 the ETS tests (including TOEFL and TOEIC) are no longer accepted for Tier 4 visa applications to the United Kingdom. The university might still accept these tests to admit you to the university, but if you require a Tier 4 visa to enter the UK and begin your degree programme, these tests will not be sufficient to obtain your Visa.

The IELTS test is most widely accepted by universities and is also accepted for Tier 4 visas to the UK- learn more.

Industrial and Organizational Psychology (Leadership Development and Coaching)

Walden University

Sport coaching and development.

La Trobe University

Coaching psychology.

University of Sydney

Organisational coaching and leadership.

Charles Sturt University

Coach education and sports development.

University of Bath

Coaching and mentoring.

Newcastle University of Medicine Malaysia

Coaching and mentoring for high performance.

Kingston University

Sports coaching and administration.

Australian College of Physical Education

Sport coaching.

University of Canterbury

Deadline information.

Ask admission

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DrPH Executive Coaching

Executive coaching is an integral element of the DrPH students’ leadership development. The DrPH coaching model meets the students where they are in their leadership development. Coaches work with the students to identify the student’s growth edge and leadership development goals. Coaches provide support and challenge throughout the year within executive coaching sessions. The executive coaching sessions build on the student’s academic and field placement work. The students identify their areas of leadership development growth and design a personal learning agenda within the executive coaching sessions. The individualized learning agendas are guided by previous work experiences, experiences in the DrPH program, and personal preferences. With the coaches, the students design and debrief “personal learning experiments” to advance progress on their designated leadership goals.

Executive coaches develop tailored growth programming for each student. The coach meets with each student a minimum of six times over the academic year. Coaching sessions are strategically timed in coordination with the classroom and fieldwork to maximize student development.

The executive coach qualifications include health care or public service executive coaching experience with training in Constructive-Developmental Theory or related leadership development theories. The Harvard Chan Director of Leadership Development supervises the coaches.

Executive Coaching Desired Learning Objectives

• Foster students’ intrapersonal and interpersonal leadership capabilities.
• Deepen students’ ability to identify their own leadership competency gaps and take ownership of their personal development.
• Develop students’ ability to hold uncertainty and complexity productively on behalf of their own and others’ personal leadership, organizational goals, and improving public health.
• Advance students’ functioning in group and team dynamics, including: how to understand, engage, and support and challenge others within group work.

DrPH Coaching Programmatic Framework for Executive and Peer Leadership Development Coaching:

Year 1: One on One Executive Leadership Coaching Year 2: Peer Coaching Training and Practice Year 3: Peer Coaching in the Field

Year 1: One on One Leadership Coaching

Goal: Develop individual students’ leadership skills, especially those needed to meet the adaptive elements of public health leadership. Coaches provide support and challenge throughout the year, including at least six personal coaching sessions per student through the academic year.

Year 2: Peer Coaching Training and Practice

Goal: Further develop students’ self-knowledge of strengths, vulnerabilities, and their ability to understand, engage and effectively support and challenge others as they engage in complex work. In DrPH year two, the focus shifts to a peer-coaching model guided by workshops with an executive coach instructor. Students establish competency in professional development tools and coaching for themselves, for team members, and for their organizations. Students form peer coaching pairs and groups within the cohort to put their competencies into practice.

Year 3: Peer Coaching in the Field

Goal: Refine students’ capacity to support the leadership development of others. Students work with peers to grapple with systemic problems, set new directions, lead change and learn quickly from mistakes made in the process. While students are engaged in their Doctoral Project, they participate in their existing, self-managed, peer coaching pairs and groups. The peer coaching pairs and groups provide a safe space for problem solving and encouragement that is grounded in the leadership development theory acquired in DrPH years one and two.

What is (and isn’t) Executive Coaching?

  A very quick read from Harvard Management Update on “What an Executive Coach Can Do for You”:  http://hbswk.hbs.edu/archive/4853.html

The table below outlines the differences between Coaching and other forms of engagement with a client to help him/her achieve the results s/he desires.

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Applied Positive Psychology and Coaching Psychology MPhil PhD

This course is in clearing

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Studying for an MPhil/PhD with UEL's School of Psychology will push you to the limit - and our world-class academic staff will support you.

The School of Psychology has a thriving research community with a solid theoretical and applied research tradition. Our research integrates cross-disciplinary expertise in a wide array of topics related to positive psychology and coaching psychology.

If you are an international student, please contact the International office and visit their pages . For general enquiries related to the MPhil/PhD in Applied Positive Psychology and Coaching Psychology, please contact Ilona Boniwell .

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This course is in Clearing

Call our Clearing number between 9am and 5pm, Monday to Friday, to apply through Clearing.

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Course options

• September 2024

Entry Requirements

Academic requirements, accepted qualifications.

Master's degree in a related subject. Bachelor's degree with minimum Upper Second Class (2:1) or equivalent in a related subject. Applicants will need to provide an academic reference.

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.

English Language requirements

• Overall Academic IELTS 6.5 with a minimum of 6.0 in Writing and Speaking; minimum 6.0 in Reading and Listening (or recognised equivalent).

If you do not meet the academic English language requirements for your course, you may be eligible to enrol onto a pre-sessional English course .

The length of the course will depend on your current level of English and the requirements for your degree programme. We offer a 5-week and an 10-week pre-sessional course.

Mature applicants and those without formal qualifications

As an inclusive university, we recognise those who have been out of education for some time may not have the formal qualifications usually required. We welcome applications from those who can demonstrate their enthusiasm and commitment to study and have the relevant life/work experience that equips them to succeed on the course. We will assess this from the information provided in your application or may request additional information such as a CV or attendance at an interview. Please note that some courses require applicants to meet the entry requirements outlined.

An interview is required with a member of the academic teaching team. Further information will be provide on receipt of an application.

Admissions policy / Terms of Admittance

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

MPhil PhD Applied Positive Psychology and Coaching Psychology

Mphil phd applied positive psychology and coaching psychology, home applicant, full time.

• Home Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, home applicant, part time

Mphil phd applied positive psychology and coaching psychology, international applicant, full time.

• International Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, international applicant, part time

• Full time, 3 years
• 5740 Per year Pound 5740 Per year
• 2870 Per year Pound 2870 Per year
• 15340 Per year Pound 15340 Per year
• 7670 Per year Pound 7670 Per year
• 6020 Per year Pound 6020 Per year
• 3010 Per year Pound 3010 Per year
• 16100 Per year Pound 16100 Per year
• 8050 Per year Pound 8050 Per year

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students.  It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through  Student Finance England  

Eligibility

Whether you qualify depends on: •    if you've studied a postgraduate course before •    your course •    your age •    your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the  Postgraduate Loans  for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

• Alumni Discount   - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page  for information.
• Early Payment Discount  - 5% fee waiver
• Asylum Seekers scholarship   - 100% fee waiver
• Civic Engagement - £1,000
• Hardship Bursary - up to £2,000
• Sport Scholarships   - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

• Online payment facilities
• By telephone
• In person at our Docklands or Stratford campus
• Bank transfer

Full information on making payments can be found  on our Finance page .

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email  [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

•     Apply for a  Postgraduate Loan  
•     Take advantage of  UEL scholarships and bursaries
•     Ask your employer to sponsor your study
•     Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
•     Look at  UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a  deposit  before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email:  [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

To help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

Research excellence

92 per cent of our research rated 'World-leading' or 'internationally excellent' (REF, 2021)

82% of students felt their research skills developed during their course

Postgraduate students score our academic staff highly in terms of support and the quality of their teaching.

50 years of experience

We're one of the oldest and largest psychology departments in the country, with over 50 years' experience of teaching.

Course modules

Independent research core module.

PhD candidates will be undertaking their own research in communication with their supervisor.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 241.7kb

What we're researching

Some areas of research related to Positive Psychology and Coaching Psychology within the School of Psychology include existential positive psychology interventions, personal growth, the integration of positive psychology and coaching, arts and psychological wellbeing, creativity in positive psychology and coaching, positive education and coaching in education, health and wellbeing. 

Your future career

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal.

How we support your career ambitions

We offer dedicated careers support, further opportunities to thrive, such as volunteering and industry networking. our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

• Enterprise and entrepreneurship support 
• We are ranked 6th for graduate start-ups 
• Networking and visits to leading organisations 
• Support in starting a new business, freelancing and self-employment 
• London on our doorstep

What you'll learn

A PhD is an original and distinct contribution to the knowledge of the field of study. It is often essential for those wishing to follow an academic or research career in organisations. PhD research can be carried out in all subject areas.

How you'll learn

All postgraduate research students are supervised by at least two research-active staff. Your supervisors will support your programme of research through regular meetings and reviews. The PhD course usually takes a minimum of 36 months (full-time) or 60 months (part-time) to complete. At the end of your PhD, you will be required to submit an 80,000-word thesis summarising your research. You will then have to undergo an oral examination (a viva) on your thesis.

How you will be assessed

Research proposals give us a better understanding of the area you want to study for a PhD. You don't have to follow a predetermined structure when writing your proposal. Still, it is a good idea to include a title that describes the aims and scope of your research and information on how your ideas fit in with the research interests of UEL. Other essential elements include relevant academic literature, how your research will advance knowledge in this area and a possible methodology. You should also have a timescale for your research. To find out more about how to write your research proposal, see our research proposal guidance .  

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Psychology

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Ilona Boniwell

Related courses

This course is part of the Psychology subject area.

MPhil PhD Psychology

Studying for a PhD with UEL's School of Psychology will push you to the limit - and you'll be supported all the way by our world-class academic staff.

MSc Integrative Counselling and Coaching

The MSc Integrative Counselling and Coaching is the only postgraduate course in the UK, maybe the world, that offers integration of counselling and coaching practices.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15) University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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Training Ph.D. Candidates for Peer Support Roles

As a young institution in the University of California system, UC Merced has placed a strong emphasis on serving students who are the first in their families to pursue graduate education.

With its strong commitment to diversity, equity and inclusion, UC Merced’s Graduate Division has created a supportive environment for students from all backgrounds by implementing several programs and policies, including a peer mentoring initiative designed for incoming graduate students.

The Grad EXCEL Peer Mentoring program began in 2017 with the goal of providing support to first-year Ph.D. students, to enhance a sense of community and belonging, as well as improve persistence in their graduate programs.

In its original form, Grad EXCEL consisted of graduate program chairs nominating senior graduate students to act as mentors.

“As the campus’s graduate programs have matured and the student community has nearly doubled in size, there is now a need to ensure that the peer mentors are well-prepared, supported and equipped with the necessary skills and knowledge to provide effective mentoring,” Associate Graduate Dean Sayantani Ghosh said. “In 2023, Graduate Division overhauled Grad EXCEL and we now accept applications from all interested graduate students.”

Also, selected peer mentors receive a structured and standardized training program consisting of monthly workshops led by Graduate Academic Counselor Maria Nishanian, who is trained by the Center for the Improvement of Mentored Experiences in Research.

The training emphasizes that effective mentoring not only supports the mentee but also fosters the personal and professional growth of the mentor. Upon completion of this program, peer mentors get a digital badge that can be displayed on LinkedIn and similar platforms.

A survey of the first cohort of peer mentors highlighted numerous benefits from formal training. Many found analyzing real-world scenarios and hearing diverse perspectives from other mentors extremely insightful and helpful for improving their own mentoring approaches.

“Being part of a community of peer mentors and learning from their varied experiences across different departments was also highly valuable,” Nishanian said. “Discussions around practical concepts and techniques such as aligning expectations, maintaining effective communication, individual development plans and mentoring contracts and tools were seen as useful takeaways.”

For those interested, applications for 2024-2025 Grad EXCEL peer mentors are now open.

Brenda Ortiz

Media Contact

Senior Public Information Representative

Office: (209) 228-4203

Mobile: (209) 628-8263

[email protected]

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Are you ready to elevate your leadership skills and enhance your team's performance? This course on coaching and mentoring is designed specifically for business managers looking to become inspiring leaders. You’ll discover how these transformative practices can reshape your management style, boost team dynamics, and ultimately make your role more fulfilling.

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By the end of the course, you'll be equipped with advanced techniques to implement successful coaching and mentoring programs in your organisation. You’ll understand how to design, execute, and evaluate these programs, ensuring they drive significant improvements in performance and foster a culture of continuous development. Apply these skills to develop future leaders, improve team cohesion, and achieve your organisational goals.

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3 Strategies for Successful Mentorships

Establishing goals, fit, and roles are necessary for mentorships to flourish..

Posted August 8, 2024 | Reviewed by Michelle Quirk

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• Shared goals, driven by the mentee's needs, are essential to a successful mentorship.
• Formalized mentoring programs need to provide opportunities for mentors and mentees to match organically.
• Equity should be at the forefront of mentoring programs even when diverse mentors are not available.

When I began college, the First Year Experience program introduced me to three potential mentors by the first day of class.

• Elizabeth, a senior peer
• Dr. Rose, a music professor
• A staff member who I can picture but have otherwise forgotten

Although all three mentors were kind and supportive, none was the right fit, and I hardly spoke to them after the first semester. They were assigned to me because I took Dr. Rose’s class on the history of MTV (I wasn’t a music major; I just liked music videos). And it was never clear what I was meant to gain from these relationships outside of weekly sessions on topics like time management and study skills.

If you’re leading a formalized mentoring program—or thinking about starting one—you know that creating strong mentorships is a tricky business. Research and practice tell us that how these programs are structured is essential to a successful pairing. Following are strategies for shared goals , the mentor-mentee fit, and the role of the mentor that can help mentorships at your institution flourish.

Understanding Shared Goals

Mentoring in higher education can serve many purposes:

• Easing the college transition
• Increasing social belonging
• Encouraging persistence and graduation
• Building academic and/or career skills
• Facilitating post-college career transitions

Whatever the purpose of your mentoring program, it must be clearly articulated and understood by both mentor and mentee. Ideally, these goals are driven by what the mentee needs, rather than determined by program architects. As an incoming student, I was given three mentors without a clear understanding of why. Years later, I mentored three graduating students from my alma mater, and they had no idea what to do with me. I couldn’t infuse purpose into the relationship; they had to bring their own goals to the table.

Although mentorships should be mentee-driven, that doesn’t mean mentors shouldn’t benefit. Faculty mentors, for example, often accrue tangible benefits when a mentee works as a research or lab assistant. Staff mentors can leverage mentees for new perspectives on campus policies and program ideas. In my work, student interns provide a fresh look at how today’s college students are communicating, living, and thinking about higher education, career planning, and mental health. The best mentorships are not a labor of love but a win-win.

Finding the Right Fit

Once the goals for a mentoring program are established, mentors must match to mentees. Depending on those goals, mentors could be:

• Industry experts

Matching isn’t unlike dating : Although technology can help us align mentees and mentors on demographics, interests, and availability, these relationships need to happen organically. Instead of assigning students to mentors, it may be beneficial to provide a forum for mentees to find mentors, like a mixer or “mentor fair.” That way students can observe the breadth of mentors available, see how many fellow students are also seeking mentoring, and informally relate to mentors before being paired.

No matter the goals of a mentoring program, equity should be ever-present. Mentors for underrepresented students must help them navigate educational and career pathways in which they face barriers due to their race, gender , or other characteristics. While the ideal mentor is typically someone with a shared background, this pairing may not always be possible. Appropriate diversity, equity, and inclusion (DEI) training must be a prerequisite for mentors working with students who need this kind of additional support.

Providing Unique Opportunities for Mentees

Meetings between mentors and mentees often become general check-ins in which the student shares life updates and the mentor provides advice, but mentors should take a more active role in integrating mentees into academic and professional spaces. This could include:

• Personally showing campus resources to students
• Introducing the mentee to others in their professional network
• Providing a behind-the-scenes look at the inner workings of a career
• Recommending the mentee for academic and professional opportunities

Along the way, a mentee may require additional support to deal with feelings of inadequacy, stereotype threat, or mental health challenges. Importantly, a mentor is not a therapist, surrogate parent, or a savior. What a mentor must be able to do, however, is connect students with the appropriate help. This responsibility requires not only awareness of all campus resources but also comfort with making direct handoffs to student services, counseling, and other offices so students feel supported throughout the process.

A Relationship Like No Other

In grad school, I recruited a senior undergrad to walk around campus with me and hand out surveys for my dissertation. We kept in contact after she graduated and spoke several times about her own plans for grad school. I shared advice about where to go (and, importantly, where not to go) and I was so happy to watch her earn her Ph.D. I again provided advice as she followed my same path from academia to industry. I take credit for about 0.001 percent of her amazing success, but it’s still one of the proudest achievements of my career.

In the end, we all need both mentors and mentees, so I encourage you to leap at those chances. Formalized mentoring programs that establish clear goals, find the right match, and provide specialized opportunities will allow both mentor and mentee to be enriched by the relationship.

Campbell, C. D. (2007). Best practices for student-faculty mentoring programs. In T. D. Allen & L. T. Eby (eds.), The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach . Blackwell Publishing: Malden, MA.

Nick, J. M., Delahoyde, T. M., Del Prato, D., Mitchell, C., Ortiz, J….Siktberg, L. (2012). Best practices in academic mentoring: A model for excellence. Nursing Research and Practice, 2012 , 1–9.

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Free EMDR Certification

The University of Pittsburgh School of Social Work is excited to partner with the PA Department of Human Services' Office of Mental Health and Substance Abuse Services (OMHSAS) to provide high-quality Eye Movement Desensitization and Reprocessing (EMDR) training and certification to qualified PA Medicaid mental health providers with the intent of increasing knowledge, expertise, and skillsets.

EMDR is an evidence-based therapeutic intervention that is most often used to treat trauma. It focuses on the individual’s present concerns and goes beyond talk therapy to use eye movements and other forms of stimulation to activate the brain’s ability to resolve these concerns. EMDR can help to process upsetting memories, thoughts, and feelings related to the trauma. By processing these experiences, relief from trauma symptoms may occur.

Crafted with your timetable at the forefront, we've streamlined the process, making it easier and more accessible than ever to integrate EMDR into your practice...allowing you to excel in this revolutionary therapy.

This program has a rolling admission application and will stay open until September 1, 2024. All upcoming training cohorts will be selected and notified 4 weeks prior to the scheduled training date start. If you do not receive an email you have not been selected for that month's cohort. Please ensure you check all email folders (junk included) and respond promptly to our email invitation or your spot may be given to another training participant. Decisions are made based on demographics, county representation, area/scope of work, and more factors to create diverse cohorts. We are not able to respond to emails sent to check on your personal application status.

Dive into a cooperative learning setting alongside fellow professionals who share your interests, eliminating any apprehensions about mastering a new therapeutic approach in this comprehensive certification program.

• Become fully EMDR Certified!
• Obtain 52 hours of Continuing Education
• All training and consultations are virtual
• Unlimited access to videos, printable worksheets, slides, handouts, and more
• Excellence in learning with trainers who are world-renowned trauma and EMDR experts
• Our program is ONLY for licensed helping professionals in PA who are Medicaid providers

To be eligible for EMDR certification (per EMDRIA standards), training participants must obtain the highest level of licensure in their field. If you are in the process of obtaining your licensure, you may apply once you have it and meet all other program criteria. For PA providers, this is the confirmed list of clinical licensures that are eligible for this program: 

• Licensed Psychologist

This program consists of six phases:

• 20 hours of didactic (lecture) - live virtual training
• 20 hours of experiential practice - live group virtual learning
• 10 hour of group consultation - virtual
• 12 hours of EMDR Continuing Education – live virtual trainings
• ​20 additional hours of consultation for certification while seeing clients -10 hours of group consultation, 10 hours of individual
• EMDR Certification Application

Participants must commit to the following:

• Complete the entire 40-hour EMDR basic training course (which includes the initial 10 hours of group consultation) within 12 months from your initial start
• Complete an additional 20 hours of consultation (10 hours individual, 10 group)
• Conduct a minimum of 50 clinical sessions with at least 25 different clients in which EMDR is utilized
• Complete 12 hours of continuing education in EMDR
• Apply for EMDR certification
• Sign a binding commitment agreement (The agreement states that you will complete all of the parts of the certification program, continue to reside in PA, and stay employed at an organization that meets eligibility criteria for the length of the program. If not, you will need to repay the training and consultation cost so that can be used towards another training participant)
• Complete regular surveys and data-gathering assessments
• Committing the time and energy to finish the entire certification process

Available spots are extremely limited – Secure your spot by registering now to join your fellow cohort! This offer is exclusively available for licensed helping professionals in Pennsylvania.

Training Dates:

• August 12-14, and August 19-20
• September 16 - 20
• October 28, 29, 30 and November 6, 7

Training Considerations

• Ensure a stable internet connection
• Use an updated web browser and install any required software.
• Utilize a hands-free device such as a desktop, laptop, I-Pad (mobile devices not recommended)
• We will be using Zoom so ensure you check for updates prior to training
• Plan for backup internet and power options.
• Share a contact number with staff and or group members for technical issues.
• Create a quiet distraction free workspace
• Workspace lighting is better when it's front facing and not back lit.
• Choose comfortable functional and learner friendly seating.
• Please do not engage in training while operating a motor vehicle
• Please be in a confidential workspace like you would in a therapy session
• Download and review pre-training materials.
• Consider printing the practice worksheets for practicum
• Review and begin MYQuest assignments
• Have a notepad and pen ready for notes.
• Save digital resources and materials for future reference.
• Be punctual and return timely from assigned breaks.
• Mute the microphone when not speaking.
• Utilize the chat feature for questions or raise your hand to address the facilitator directly.
• Always keep the camera on this is an EMDRIA requirement.
• Ensure confidentiality and security
• Consider a headset with a microphone to enhance your audio experience.
• Respect others' background and appearance.
• Be courteous during discussions.
• Dress comfortably and appropriately.
• Have snacks, hydrate, caffeinate if needed
• Rest well prior to training and prepare to rest after
• Consider not scheduling work or only light work after training daily.
• You must meet the following qualifications to be eligible for this free program:
• Be independently licensed or certified in your profession with a minimum of two years’ experience in your field
• Provide billable mental health services in Pennsylvania
• Either you as a practitioner or your larger organization must be an approved and active Medicaid provider with a PROMISe ID number
• Having access to and ability to conduct a minimum of 50 clinical sessions with at least 25 different clients
• Have access to a working computer with a good quality camera and microphone and a comfortable understanding of how to use technology to access online trainings and course materials

You may still enroll in this program but will need to pay for the training and consultation services provided, as well as the CE courses and certification application fee. Estimated total cost is between $2,000-$3,000

EMDR (Eye Movement Desensitization and Reprocessing) is an evidence-based therapeutic intervention that focuses on the individual’s present concerns and goes beyond talk therapy to use eye movements and other forms of stimulation to activate the brain’s ability to resolve these concerns. It is commonly used to treat trauma and PTSD. To learn more please visit the EMDR website .

We are contracting with EMDR Consulting to provide our training and consultation services. EMDR Consulting is an EMDRIA Approved training provider. Their approval status can be viewed on EMDRIA’s website. EMDRIA sets the standards and grants approval to individuals or organizations to provide EMDR Training.

This training program is designed to be 100% remote to remove all geographical barriers of access. The trainings will be held live on Zoom, and the course materials will be housed in online learning management system managed by EMDR Consulting.

• EMDR Consulting’s training manual and worksheets
• Online activities before, during, and after the training
• 20 hours of didactic (lecture) – in-class live learning
• 20 hours of experiential practice – in-class live learning
• 10 hours of group consultation
• Free downloadable audio and/or videos files of additional EMDR presentations
• Free membership to EMDR Consulting’s Clinician Listserv

EMDR consultation is a collaborative relationship between mental health clinicians that aims to help consultees learn and solidify their knowledge, skills, and decision-making process regarding EMDR therapy. 

Participants will need to complete a total of 20 consultation hours following their basic training. Out of these 20 hours, 10 hours must be individual consultations, while the remaining hours will be in a group consultation format. Consultation calls are intended for EMDR-focused clinical support, EMDR-specific guidance, or EMDR integration support, but not for supervision.

No. Once you have completed EMDR Training, you are considered an EMDR-trained clinician, and you will receive a certificate of course completion. EMDRIA Certification in EMDR requires additional levels of continuing education and consultation in EMDR and is a separate process that begins after you have received your basic training certificate of course completion. The CE and consultation needed for certification is included in this comprehensive program.

To apply for full EMDR certification, you must take 12 hours of continuing education in addition to the basic training courses. We will have several course options for you to choose from so you can pick subjects that will closely align with your area of practice.

We offer social work, LPC, and MFT continuing education. We are currently applying for APA, NCC, CME, general CEU Peer Specialists, and CADC credits as well.

• It is around $4,000 when you factor in the basic training, cost of consultation, 12 hours of EMDRIA-approved CE trainings, and the certification application fee. Qualified providers who meet program eligibility will receive all of these services for free.
• If you don’t meet the qualifications for this program, you may still enroll but will need to pay for the training and consultation services provided, as well as the CE courses and certification application fee. Self paying participants can choose to take just the training and not the full certification. Estimated total cost for full certification is around $4,000.

Social workers, licensed professional and nationally certified counselors, marriage and family therapists, psychologists, psychiatrists, drug and alcohol counselors, etc.

Instructors

George is a Veteran of the United States Navy, serving more than eight years as a Hospital Corpsman. George served a tour during the Gulf War and completed his Bachelor’s degree while on active duty. After leaving the Navy, George enrolled in graduate school, earning a Master’s Degree in Social Work (MSW) from Howard University.

George was trained in Eye Movement Desensitization Reprocessing (EMDR) by Roy Kiessling in 2016. At the time, George was working in community mental health, serving on an Assertive Community Team, Community Support team and providing Intensive In-home Therapy. Immediately, EMDR improved the assistance he was able to provide to clients and George knew that EMDR would be his modality of choice for addressing trauma. George also knew that he wanted to teach this process to other clinicians and began his journey from certification, to consultant, to trainer. George has been coaching, mentoring or training other clinicians in EMDR since 2017.

In addition to conducting EMDR trainings and consultation, George works in private practice in North Carolina, where he treats children, adolescents, adults and couples using EMDR therapy. Believing we are the captains of our own ships and architects of our own lives, George enjoys strength building, guiding, teaching and coaching others to a better place. George’s passion is to empower others is also his way of giving back for all those that have contributed to his success along his own journey.

Yunetta Spring Smith is a Licensed Professional Counselor, author, and international speaker. She was born in Cleveland, Ohio, and raised a military BRAT. She owns Spring Forth Counseling and Ground Breakers Coaching and Consulting and founded the first BIPOC EMDR therapy directory. Yunetta was trained in EMDR in 2017 and has been moving forward since. She has grown to become an EMDR-certified therapist, an EMDRIA advanced trainer, an EMDRIA Approved Consultant and Coach, and she’s an EMDRIA Approved trainer. Yunetta works with children who live in adult bodies, meaning she works closely with individuals impacted by childhood, racial, religious, and military-related trauma. Yunetta strongly emphasizes race, culture, and identity in her consultations, training, and overall therapeutic approach. Yunetta has worked in various settings, including community mental health agencies, crisis response teams, private practices, child development centers, schools, and military installations. Her broad experiences have shaped her integrative approach to EMDR, setting the foundation for her goal to make EMDR more accessible and relatable to underserved communities. Yunetta is a groundbreaker, a stigma breaker, and a cycle breaker whose intention is to cultivate culturally sensitive spaces for healing, wholeness, compassion, and change through the power of EMDR.

She began coaching with EMDR trainings and consulting other clinicians in 2022. Noshima works in private practice where she works with women, couples and LGBTQ BIPOC young adult women. Prior to private practice, Noshima’s experience included community health and research settings. Noshima enjoys utilizing EMDR to assist clients in making connections and shifting perspectives to improve their overall health and wellness.

She has been coaching for over one year and is currently a consultant in training.  She works with a variety of populations in therapy. The age range that she serves starts from “the cradle to grave” which starts as young as 4 years of age to the very mature population. Beverly works with individuals, couples and first responders. She started out working with children in community mental health in day treatment settings and currently works in a private group practice, in Winston- Salem, NC.  

She has been coaching EMDR since 2017. Carol Ann has a practice in Knoxville, TN. She specializes in Addiction, Trauma and Ego State Therapy.  She is dedicated to helping people overcome challenges and live productive meaningful lives.

She is a Certified EMDR Therapist, Approved Consultant and a Trainer-in-Training. Dr. Roby has engaged in EMDR coaching with various trainers for the past five years. She has experience working in community mental health settings, university-based counseling centers and private practice. Dr. Roby specializes in trauma, grief, and intimate partner violence.

He became an EMDRIA CIT in 2020 consulting those working toward certification and earned Approved Consultant status in 2022. He began coaching/facilitating with EMDR Consulting in 2023. He is currently in solo private practice virtually and works with adult clients, CPTSD and trauma, Suicide loss bereavement, and LGBTQIA folx.”

If you have any additional questions, please reach out to [email protected]