| Summary: | <strong><span style="font-family: MinionPro-BoldIt; font-size: small;"><strong><span style="font-family: MinionPro-BoldIt; font-size: small;"><strong><span style="font-family: MinionPro-BoldIt; font-size: small;"><strong><span style="font-family: MinionPro-BoldIt; font-size: small;"><strong><span style="font-family: MinionPro-BoldIt; font-size: small;"><strong><font face="MinionPro-BoldIt" size="3"><p>Objectives:</p></font></strong></span></strong></span></strong><span style="font-family: MinionPro-It; font-size: small;"><span style="font-family: MinionPro-It; font-size: small;"><span style="font-family: MinionPro-It; font-size: small;"> </span></span></span></span></strong></span></strong></span></strong><p><span style="font-family: MinionPro-It; font-size: small;"><span style="font-family: MinionPro-It; font-size: small;"><span style="font-family: MinionPro-It; font-size: small;">Cognitive coaching and cognitive behavioural coaching are approaches practiced by many coaching </span>psychologists (Palmer & Whybrow, 2007). However, there is a lack of qualitative studies evaluating these approaches.<br />The main objective of/with the present study was to investigate a number of participants’ experiences </span><span style="font-family: MinionPro-It; font-size: small;">of cognitive coaching.</span></span></p>
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