Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis

Article


Van Nieuwerburgh, C. and Lech, Agnieszka 2015. Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis. International Journal of Wellbeing. 5 (3), pp. 72-84.
AuthorsVan Nieuwerburgh, C. and Lech, Agnieszka
Abstract

There is a global increase in the teaching of positive psychology at postgraduate level. Anecdotally, it has been suggested that university-based positive psychology programmes can be “life changing”. This exploratory qualitative study aimed to enhance our understanding of the
positive life experiences of students registered on a Masters in Applied Positive Psychology (MAPP) programme. The researcher interviewed five postgraduate students undertaking a MAPP
at the University of East London. Interpretative phenomenological analysis was used to identify emerging themes before these were analysed and clustered into a number of overarching themes.
Participants reported experiencing a number of positive life changes as a result of the MAPP
programme. Key themes that emerged were the sense that there were “myriad different thoughts and potential opportunities”; that studying positive psychology was “like coming home”; that participants enjoyed having time for reflection; and the sense that “it’s all about the people”. This study raised the question of whether the MAPP programme could, in itself, be considered a positive psychological intervention.

JournalInternational Journal of Wellbeing
Journal citation5 (3), pp. 72-84
ISSN1179-8602
Year2015
PublisherInternational Journal of Wellbeing
Publisher's version
License
CC BY-NC-ND
Publication dates
Print30 Jul 2015
Publication process dates
Deposited04 Aug 2015
Accepted04 Mar 2015
Copyright information© 2015 The authors
Permalink -

https://repository.uel.ac.uk/item/85544

  • 45
    total views
  • 152
    total downloads
  • 0
    views this month
  • 5
    downloads this month

Export as

Related outputs

Creating coaching cultures in schools
Munro, C., Barr, M and Van Nieuwerburgh, C. 2020. Creating coaching cultures in schools. in: Jackson, E. and Berkeley, A. (ed.) Sustaining Depth and Meaning in School Leadership: Keeping Your Head Routledge.
Experiences of aspiring school principals receiving coaching as part of a leadership development programme
Van Nieuwerburgh, C., Barr, M., Munro, C., Noon, H. and Arifin, D. 2020. Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education. 9 (3), pp. 291-306. https://doi.org/10.1108/IJMCE-11-2019-0107
The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis
Fouracres, A. J. S. and Van Nieuwerburgh, C. 2020. The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 43-56. https://doi.org/10.24384/e0jp-9m61
Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches
Noon, H. and Van Nieuwerburgh, C. 2020. Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 88-102. https://doi.org/10.24384/hqe5-4803
Workplace Coaching
Passmore, J., Van Nieuwerburgh, C. and Barr, M. 2019. Workplace Coaching. Oxford Bibliographies: Management. https://doi.org/10.1093/obo/9780199846740-0164
The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis
Tee, D., Barr, M. and Van Nieuwerburgh, C. 2019. The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 17 (2), pp. 52-63. https://doi.org/10.24384/ssyk-hx16
A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis
Mattar, M., Van Nieuwerburgh, C., Barr, M. and Jacob, Y. 2018. A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis. International Coaching Psychology Review. 13 (2), pp. 78-87.
Coaching in Education
Van Nieuwerburgh, C. and Barr, M. 2016. Coaching in Education. in: Bachkirova, T., Spence, G. and Drake, D. (ed.) The SAGE Handbook of Coaching SAGE Publications.
Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis
Barr, M. and Van Nieuwerburgh, C. 2015. Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis. International Coaching Psychology Review. 10 (2), p. 190–204.
The development of peer coaching skills in primary school children in years 5 and 6
Briggs, Mary and Van Nieuwerburgh, C. 2010. The development of peer coaching skills in primary school children in years 5 and 6. Procedia - Social and Behavioral Sciences. 9, pp. 1415-1422.