The article, “The ABCDE of writing: Coaching high-quality high-quantity writing” by Gardiner and Kearns (2012) seeks to address the aspects of writing that result from unhelpful beliefs and consequences. The authors use analysis to highlight some of the issues of writing backed up with similar findings from other sources which focus on a formative or competency to writing. The main problems being addressed is whether coaching psychology and cognitive behavioral coaching are effective strategies in helping many individuals in their profession and education and how it result in high-quality high quantity writing. This essay discusses the contribution of coaching psychology in the production of high-quality high quantity work in writing.
“ The ABCDE of writing” article looks into how coaching has been used to improve the performance and well-being of writing. The authors indicate that one of the aspects singled out in coaching is writing. The authors also note that writing has been an important component on numerous professional of working people’s lives, particularly in academics or Ph.D. students, and the accomplishment in areas that affect the continuation of individuals’ careers. More so, Gardiner and Kearns provide and ABCDE model which provide a basis for a discussion on how to coach high quality, high quantity writing. The ABCDE model of the cognitive behavior coaching focuses on activating events, beliefs, consequences, disputes and lastly an effective new outlook and behaviors.
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In the study conducted towards coaching psychology and writing, Gardiner and Kearns find that there is a significant rise in the evidence base for coaching psychology and writing, which has facilitated improvement in the research careers. One of the biggest indicators of professional achievement is evident in the capacity of high-quality high-quantity writing which ultimately provide many benefits. The authors suggest that the basic premise of cognitive behavior coaching is to change the beliefs of people about writing that can result in more fruitful attitude and behaviors. The authors also indicate that the greater part of coaching psychology and writing focuses on leadership as well as business obligations. Finally, the authors conclude that coaches are essential in having a specific comprehension of coaching psychology and writing. Besides, the success of writing may be the only difference between the flourishing and stagnating of people’s career.
It is worth noting that the authors have adequately discussed how coaching has resulted in effective writing. Gardiner and Kearns clearly discuss coaching psychology and writing relations and their significance in enhancing the abilities and potential of most organizations (2012, p. 248). The authors have tried to put weight on the coaching psychology and writing by further illustrating them using the ABCDE model. The article also looks at how coaching is one of the main predictors of career success in the capacity to yield high-quality high quantity writing. Based on the article’s finding, coaching is indeed essential to career success but the authors should discuss in detail how career success is achieved. As much as the article provides good concepts on how the problem can be handled and achieved through writing, it is unclear on the benefits of coaching psychology and writing. Also, some of the conclusions on the aspect of psychology and cognitive behavioral coaching are not well described. More so, the barriers of coaching psychology and writing are completely not addressed yet they are essential in providing a ground for future improvement.
With regard to the article, the point of coaching psychology and writing has been collectively discussed well. The study shows that participants who receive training have a higher level of efficacy as compared to the individuals who do not (2012, p.252). Besides, the cognitive behavior coaching has also clearly indicated how the ABCDE model is applied to writing. However, there are numerous questionable things that are concluded in this article. Firstly, the authors’ conclusion that coaches are useful in having a specific understanding of writing psychology is unclear (2012, p. 250). As much as the coaches are involved in understanding coaching psychology, the authors do not give substantial reasons on which role the coaches’ play in facilitating the understanding of the coaching psychology and writing. Secondly, there is less focus on how scholars can use a comprehension of themselves and their convictions to enhance their written work (2012, p. 247). One of the points that are not addressed in this article is the barriers to effective coaching psychology and writing. It cannot be denied that academic and Ph.D. students encounter barriers that are related to writing coaching such as finance which is the main reason why most people stagnate in their professions.
In general, the article is important and persuading in theory as much as it starts at a moderate pace. The flow of the language is uncompromising and easily understandable. Concerning coaching psychology, the authors have precisely highlighted the main points and further elaborate their use in relation to writing. The ABCDE model is well organized and clearly shows the flow of ideas.
Conclusively, the article is not straightforward in the beginning and therefore, a concise introduction should be developed to engage more people to read the whole article. Gardiner and Kearns should give some well thought and come up with interesting insights on how writers can use a comprehension of themselves and their convictions to enhance their written work. However for an effective and complete evaluation to be made, the authors need to focus on other aspects that affect writing and start taking into account coaching psychology and writing on a larger scope because they are important in people’s careers.
References
Gardiner, M., Kearns, H., Newsom, G., Dent, E. B., Newnham-Kanas, C., Irwin, J., & Schmitt, N. (2012). The ABCDE of writing: coaching high-quality high-quantity writing. International Coaching Psychology Review , 7 (2), 247-259.
