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Title: Kognitivno-vedenjski coachnig [!] čustvene inteligence Authors: Rakovec, Primož (Author) Mlakar, Janez (Mentor) More about this co-author... Golob, Tea (Co-mentor) Language: Slovenian Work type: Master's thesis/paper Tipology: 2.09 - Master's Thesis Organization: FUDS - School of advanced social studies Abstract: Kognitivno-vedenjski coaching predstavlja enega izmed načinov uporabe kognitivno-vedenjske terapije izven klinične prakse. Ker temelji na osnovnih predpostavkah kognitivno-vedenjske terapije, ocenjujemo, da gre za znanstveno utemeljen in strokoven proces učenja klienta kako izboljšati učinkovitost v vsakodnevnem življenju. V magistrski nalogi raziskujemo, ali je kognitivno-vedenjski coaching tudi učinkovit proces učenja veščin čustvene inteligence. V teoretičnem delu s pomočjo podatkov, zbranih v strokovni literaturi, najprej opišemo kognitivno-vedenjsko terapijo in coaching kot izvorno podlago kognitivno-vedenjskega coachinga. V nadaljevanju predstavimo strukturo in modele kognitivno-vedenjskega coachinga in modela čustvene inteligence. V zadnjem delu teoretičnega dela magistrske naloge opišemo uporabo tehnik kognitivno-vedenjskega coachinga za učenje posameznih veščin čustvene inteligence, opisanih v Bar-Onovem modelu čustvene inteligence. Izpostavimo tudi odnos med klientom in coachem kot zelo pomembnim predpogojem uspešnosti procesa učenja in možne ovire na strani klienta, ki se lahko pojavijo v procesu učenja. V empiričnem delu naloge predstavljamo rezultate, zbrane s polstrukturiranim intervjujem. Rezultati predstavljajo odgovore šestih klientk, ki so se udeležile kognitivno-vedenjskega coachinga čustvene inteligence. Analiza predstavljenih rezultatov je podlaga za odgovore na zastavljeno raziskovalno vprašanje in podvprašanji, ki so potrdili našo domnevo, da je učinkovitost kognitivno-vedenjskega coachinga za učenje veščin čustvene inteligence visoka, da je klientu v pomoč pri prepoznavi negativnih nezdravih čustev in pri razvijanju racionalnih vedenjskih vzorcev. Keywords: kognitivno-vedenjska terapija, psihično nasilje, tehnike, učinkovitost, coaching, učenje, čustvena inteligenca Year of publishing: 2015 Publisher: [P. Rakovec] Source: Novo Gorica COBISS_ID: 4191995  UDC: 005.9 Note: Nasl. na ov.: Magistrska naloga študijskega programa druge stopnje; Views: 1027 Downloads: 91 Files:  RAZ_Rakovec_Primoz_i2015.pdf (893,75 KB)   Metadata:

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Language:	English
Title:	Kognitivno-vedenjski coaching čustvene inteligence
Abstract:	Cognitive-behavioural coaching represents one of the ways of using cognitive-behavioural therapy outside of the clinical practice. We estimate that, since it is based on elementary predispositions of cognitive-behavioural therapy, it is a technically- and scientifically-based process of teaching a client how to increase his efficiency in everyday life. This master’s thesis explores whether cognitive-behavioural coaching is also an effective process for learning the skills of emotional intelligence. With the use of the data, gathered in scientific literature, theoretical part describes cognitive-behavioural therapy and coaching as primary basis of cognitive-behavioural coaching. Next, the structure and the models of cognitive-behavioural coaching and the models of emotional intelligence are presented. The last part of the theoretical part of this master’s thesis presents the use of techniques of cognitive-behavioural coaching for learning individual skills of emotional intelligence, described in the Bar-Ons model of emotional intelligence. Also, the relationship between a client and a coach is exposed as very important predisposition of success in the process of learning and the possible obstacles that may occur during the process of learning from a client’s standpoint. The empirical part shows the results that were collected through a semi-structured interview. The results represent the answers of six female clients who participated in cognitive-behavioural coaching of emotional intelligence. The analysis of the results is a base for the answers to a research question and supplementary questions, which confirmed our assumption - that the efficiency of cognitive-behavioural coaching for learning the skills of emotional intelligence is high and that it helps the client to recognise negative unhealthy emotions and to develop rational behavioural patterns.

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