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Part2.docxquestion is reread the following; the words of the living Jesus Christ is creative call by which he awakens man to an active knowledge of the truth and thus receives him into a the new standing of the Christian,. Thus he states, through the emphasis and objective the content of the gospel’s revelation in Jesus Christ rather than the subjective perception by the believer. [footnoteRef:1]This is often pointed to one of the basic weaknesses of Parthians and as a whole, but it is. It’s in the context of treatment of vocation is especially significant. Finally, the completed installment of the massive church dogmatic, where he was treated in terms of its general emphasis a relation as the central form category of theology terms of Jesus Christ as the central content.[footnoteRef:2] [1: Willaim, 430.] [2: Willaim, 431.]
Barth sees things, in him
In Christ the word made flesh, God humanity is for God; justification and sanctification have taken place, as Barth sees things, in him, but what as he puts it, must all be realized by men and women in their temporal existence, which raises the question of how what becomes hearers of the word and deed that is one of the word as well the answer which is anyone can convert to Parthian theology, as it happens by the way of pure miracle but it if the work of the Holy Spirit, the miracle is of faith the holy God claims for his own and unbelieving of sin creature, vocation has its place and later context from Barth as a function of question of our awakening of faith.[footnoteRef:3] Barth’s positioning can also be seen in representing something of a return to the class square form of doctrine vocation and its actual more faithful to the intentions of the tradition that interpretations and is the true that John Calvin explicitly spoke in his theology of particular duties assigned by God as vocation intended to regulate human life and promote harmony. [footnoteRef:4]To the extent he follow the Lutheran tradition however one needs to be very clear that is decided minor theme Calvin’s thought that as to the set against his moral character is emphasis on general call of God. In the book “Callings,” Twenty Centuries of Christian wisdom on Vocation, William C. Placher states, “the general calling, was the word that anyone could hear him preaching, inviting them to faith; a special calling, worked only in the hearts of the elect, to bring them to that faith. Here and elsewhere, Calvin thus tied his understanding of vocation to his clear doctrine of predestination: God predestined some to salvation regardless of their merit and leaves others to their sins damnation, thus too many of his critics, this is always seem deeply unfair, but he insisted that it was the only way to credit God with our salvation and gratitude, rather than claiming the pride that was somehow earned it.[footnoteRef:5] In the book, The Great Theologians, by Gerald R. McDermott, he states, yet both Luther and Calvin were empathetic that good theology is a reflection on the meaning of Scripture, first and foremost.[footnoteRef:6] [3: Garry Badcock, The Way of Life a Theology of Christain Vocation (Eugene: Wipf and Stock, 2002), 54-55.] [4: Badcook, 56.] [5: Willaim Placher, Callings Twenty Centures of Christain Wisdom On Vaction (Cambridge: Willism B. Eerdmans, 2005), 232.] [6: Gerald R. McDermott, The Great Theologians a Breif Guide (Madison: Inter-varsity press, 2010), 103.]
Genesis 12 – 1-5a
1 Now the LORD said to Abram , “Go forth from your country , And from your relatives And from your father ’s house , To the land which I will show you;
2 And I will make you a great nation , And I will bless you, And make your name great; And so you shall be a blessing ;
3 And I will bless those who bless you, And the one who curses you I will curse . And in you all the families of the earth will be blessed .”
4 So Abram went forth as the LORD had spoken to him; and Lot went with him. Now Abram was seventy-five years old when he departed from Haran.
5 Abram took Sarai his wife and Lot his nephew , and all their possessions which they had accumulated, and the persons which they had acquired in Haran, and they set out for the land of Canaan ; thus they came to the land of Canaan .[footnoteRef:7] [7: Gen. Genesis 12 – 1-5a:1-5 (New Revised Standard Version).]
Exodus 3:1-15, 4:10-17
The Burning Bush
1 Now Moses was pasturing the flock of Jethro his father -in- law , the priest of Midian; and he led the flock to the west side of the wilderness and came to Horeb , the mountain of God .
2 The angel of the LORD appeared to him in a blazing fire from the midst of a bush ; and he looked, and behold, the bush was burning with fire , yet the bush was not consumed.
3 So Moses said, “I must turn aside now and see this marvelous sight, why the bush is not burned up.”
4 When the LORD saw that he turned aside to look, God called to him from the midst of the bush and said, “ Moses , Moses !” And he said, “Here I am.”
5 Then He said, “Do not come near here; remove your sandals from your feet , for the place on which you are standing is holy ground.”
6 He said also, “I am the God of your father , the God of Abraham , the God of Isaac , and the God of Jacob .” Then Moses hid his face, for he was afraid to look at God .
7 The LORD said, “I have surely seen the affliction of My people who are in Egypt, and have given heed to their cry because of their taskmasters, for I am aware of their sufferings.
8 “So I have come down to deliver them from the power of the Egyptians, and to bring them up from that land to a good and spacious land , to a land flowing with milk and honey , to the place of the Canaanite and the Hittite and the Amorite and the Perizzite and the Hivite and the Jebusite.
9 “Now, behold, the cry of the sons of Israel has come to Me; furthermore, I have seen the oppression with which the Egyptians are oppressing them.
10 “Therefore, come now, and I will send you to Pharaoh, so that you may bring My people, the sons of Israel, out of Egypt.”
11 But Moses said to God, “Who am I, that I should go to Pharaoh, and that I should bring the sons of Israel out of Egypt?”
12 And He said, “Certainly I will be with you, and this shall be the sign to you that it is I who have sent you: when you have brought the people out of Egypt, you shall worship God at this mountain.”
13 Then Moses said to God, “Behold, I am going to the sons of Israel, and I will say to them, ‘The God of your fathers has sent me to you.’ Now they may say to me, ‘What is His name?’ What shall I say to them?”
14 God said to Moses, “I AM WHO I AM”; and He said, “Thus you shall say to the sons of Israel, ‘I AM has sent me to you.’ “
15 God, furthermore, said to Moses, “Thus you shall say to the sons of Israel, ‘The LORD, the God of your fathers, the God of Abraham, the God of Isaac, and the God of Jacob , has sent me to you.’ This is My name forever, and this is My memorial-name to all generations.
Moses Given Powers
4 But the LORD said to Moses , “Stretch out your hand and grasp it by its tail”—so he stretched out his hand and caught it, and it became a staff in his hand —
5 “that they may believe that the LORD, the God of their fathers, the God of Abraham , the God of Isaac , and the God of Jacob , has appeared to you.”
6 The LORD furthermore said to him, “Now put your hand into your bosom .” So he put his hand into his bosom , and when he took it out, behold, his hand was leprous like snow .
7 Then He said, “Put your hand into your bosom again.” So he put his hand into his bosom again, and when he took it out of his bosom , behold, it was restored like the rest of his flesh .
8 “If they will not believe you or heed the witness of the first sign, they may believe the witness of the last sign.
9 “But if they will not believe even these two signs or heed what you say, then you shall take some water from the Nile and pour it on the dry ground; and the water which you take from the Nile will become blood on the dry ground.”
10 Then Moses said to the LORD, “Please, Lord , I have never been eloquent, neither recently nor in time past, nor since You have spoken to Your servant ; for I am slow of speech and slow of tongue .”
11 The LORD said to him, “Who has made man’s mouth? Or who makes him mute or deaf , or seeing or blind ? Is it not I, the LORD?
12 “Now then go, and I, even I, will be with your mouth, and teach you what you are to say.”
13 But he said, “Please, Lord , now send the Aaron to Be Moses ’ Mouthpiece
14 Then the anger of the LORD burned against Moses , and He said, “Is there not your brother Aaron the Levite? I know that he speaks fluently. And moreover, behold, he is coming out to meet you; when he sees you, he will be glad in his heart .
15 “You are to speak to him and put the words in his mouth; and I, even I, will be with your mouth and his mouth, and I will teach you what you are to do.
16 “Moreover, he shall speak for you to the people; and he will be as a mouth for you and you will be as God to him.
17 “You shall take in your hand this staff , with which you shall perform the signs .”
message by whomever You will.”[footnoteRef:8] [8: Exod. Exodus 3:1-15, 4:10-17:3:1-15-4:10-17 (New Revised Standard Version).]
Applying the lessons of Abraham in today’s vocational coaching
Abraham follows fits the vocational pattern of identity and transformation. In such, individuals who find themselves in a major career shift; and but still try to remain faithful to that vision in their lives. As God freely offers Abraham promise of an heir will on a great nation and the promise of land, but God can only release things about if Abraham and Sarah trust in the God.[footnoteRef:9] [9: Lawrence Boadt, Reading the Old Testament an Introduction (Mahwah: Paulist Press, 1984), 141.]
· Abraham had to leave his comfort zone and journey to place he had never been. The risk of choosing the unknown over the known.
· Abraham refused claim King of Saddam’s resources and offerings thus saying no to earn an opportunity for personal gain and going against his values and morals and against God’s promises.
· Abraham was required to test his family and then undergo their own individual loyalty to God and the risk of alienating significant others as a leader even after enduring great pain and disappointment in the trying to have a son to inherit God’s promises.
The story of Abraham has key elements in the story and application
1. God promises to make Abraham a great nation and give him a long desired son. Despite
his fear of man and direct pressure, he distorted the truth.
· Application is - God has a personal vision for future despite our short coming we
must understand our strength’s God has given us.
a. What is your personify type? Can use any assessment test, Myers-Briggs, DISK
etc. to understand our natural strength’s and weakness.
b. List characteristics associated with your natural talents and personality.
2. Abraham demonstrated extraordinary faith, trust and obedience to the will of God. He was
Well-respected and successful in his occupation.
· Application is- the client may see that God’s timing in life is always perfect though it is
rarely seen during difficult times.
a. Name your spiritual gifts and strengths and weaknesses that help and hinder you
during time of crisis?
1. Abraham discovered the better future through God’s plans and promises and became
father of Jewish nation despite being alien in land promise.
· Application-God’s basic agenda for the world as it is revealed in the story of Abraham is to as we can see large the movement of his personal vision for us and his global vision through his timing.
a. Does current job allow you to function towards your natural strengths and align with personal vision and allow for your passion in life?
Lessons of Moses in today’s vocational coaching
1. God’s vision for Moses was to lead his people out of bondage at and slavery. Moses
himself, had to confront failure and see oppression of his people.
· Application-Moses story helps clients understand that God’s vision for their own future that he himself empowers his own people to change the world and confronting their own problems.
2. After killing a brutal taskmaster, Moses had to live in isolation in Egypt, he had to leave all his comfort, and protection; too desert which there was none to be old except for reliance on God. The harsh environment of the median desert strengthen Moses spirituality. Moses did not run away from it, or fall victim to. Instead, he turned the situation over to God and trust in to control the situation.
· Application-we must embrace the story of Moses in the belief that God’s power and presence is our only hope, and our desire personable change comes with this knowledge.
3. When Moses encounters God, he learns from his mistakes and eventually steps away from from the reflection on wrong and move towards a life of of obedience to God, he develops a servant attitude.
· Application-in Moses story this encourages clients choose to talk with God honest dialogue free of guilds and failure and desires. We must understand that God lifted Moses to leadership despite the deeper hole he dug from some because of this in patients.
4. Moses could’ve lived a life that was comfortable. While growing up in Egypt he became elegant in his influence and his achievements. But yet you exchange should offer something better and he trusted the living God. In such he enjoyed all the comforts, and benefits and owners of this world see that he achieved along with I’m sure treasures of local power that he had reached during this time in Egypt. But he was determined to leave the familiar my faith Moses said to his attention towards us people and his God.
· Application-Moses story enables clients to see God as individuals and becomes a transformation agent of success. The career life journey of Moses we see every 40 years changes in pattern. In such we see late bloomers follow a clear pattern that reaches its highest peak and in the characteristics of people to succeed despite the stereotype conventional wisdom.
Internal barriers
In the book Christian coaching by Collins second edition he talks about internal barriers. In table 13-2. He talks about Timothy Galway, in which he concludes about obstacles and resistance to change, or procrastination fear of failure doubts or even boredom.[footnoteRef:10] These self-distracting thoughts undermine our confidence as he says replace our own mental vision towards our goals and determination which could be on undone. He adds that have a good coach to deal these obstacles help force the attention and the importance in life to keep on track and grow.[footnoteRef:11] [10: Gary R. Collins, Christian Coaching: Helping Others Turn Potential Into Reality, 2nd ed. (Colorado Springs, CO: NavPress, 2009), 226.] [11: Ibid.]
Example table 13-2(A Partial list) example my own
Barriers Impact Coaching Suggestions
|
Bad habits-not doing follow-ups on jobs via email or call. |
Get in the way of taking action- set time. |
Admit habits can be changed by repetition of new behaviors, find ways to give reminders whenever the habit appears, reward success |
Figure 13.2 Internal Barriers to Coaching (2009). Gary R. Collins, Christian Coaching: Helping Others Turn Potential Into Reality, 2nd ed. (Colorado Springs, CO: NavPress, ), page of my example similar to page 226.[footnoteRef:12] [12: Ibid]
Once your coaching client has a clear goal in the plan of action has to be instilled and encouraged communication implies that there’s no running back you must meet and get specific answers to the questions. According to Christian helping Christians, Christian coaching the secular world by William Perry, he suggests,
a. How willing are you to commit now to this plan?
b. If you don’t feel ready to commit, how does the plan need to change so you won’t make a commitment?
c. What are you going to do, first?
d. When will you start?
e. When will you have it done?
f. On a scale of 1 to 10 what is the likelihood you will do what you have agreed to do?[footnoteRef:13] [13: William Perry J. Perry, Christains Helping Christians: Christian Coaching in Secular World: (USA: Newburgh Press, 2014)), 63.]
As he suggests, once the process gets started review the progress often and of course congratulate person encourage and keep on going once he reaches small goals. [footnoteRef:14]If the goal is not reached discuss the possible reasons for this and find ways to resolve and plan to success will come on the next ride. [footnoteRef:15]Coaches do not blame’s gold or judge and said they help according to Mr. William Perry. They must encourage buildup confess, and care for one another, as he states.[footnoteRef:16] [14: Ibid] [15: Ibid] [16: Ibid]
Christian coaching by Collins, coaching and the four phases of change
Phase 1 the goal for face
Goals for a person being coached
· Dream
· make plans
· take action
· reach goals
· sustain and enjoy success
· reevaluate with new goals and dreams
Coaching activities include
· career training
· improving time management
· stress management
· building networks
· learning life balance
· accepting and enjoying success
Phase 2 space the doldrum phase
Goals for person being coached
· keep up alive
· cope with negative emotions
· sort things out
· except change
· create an exit plan
· let’s go
· ponder new possibilities
·
Coaching act two these include
· encouraging change
· discussing disappointments
· evaluating what might come next
· challenging people to avoid destructive behavior, such as self talk
· • planning at a say goodbye
Phase 3 the cocooning phase
goals for person being coached
· toward inward to take stock
· rethink values and goals
· consider spiritual renewal
· plan new goals
· renewed trust and self-esteem
· find a new passion and purpose
Coaching activities
· encouraging journaling
· taking a sabbatical
· spiritual and personal stock taking
· encouraging change
· stimulating copies, training, and travel
· strategic planning
Phase 4 they getting ready phase
goals for person being coached
· moving new directions
· create ideas and possibilities
· take the risks
· become more creative
· reassess values
Coaching activities
· encourage experimenting
· try new ideas and projects
· encourage networking, new friendships
· choosing new priorities and strategies
· simplifying lifestyles[footnoteRef:17] [17: Gary R. Collins, Christian Coaching: Helping Others Turn Potential Into Reality, 2nd ed. (Colorado Springs, CO: NavPress, 2009), 244- 246.]
Final thought
Collins recognizes Frederick M Hudson who is the early leader in the coaching movement both government agencies and an nonprofit work with hundreds of corporations driving from his expertise Hudson proposed that life transition some expected but not some involves four phases summarized in the table we. Perhaps think of these times when you move through these phases as he says as resolve say something similar to the lives of people that he coaches in addition we see individuals and churches families communities colleges go through each phase and in essence of transition coaching helps people go through all changes in life and how it can be done successfully. Houston doesn’t say, but Christian coaching realize that God is always present with changes that might take place in life. He understands the enthusiasm of going forward stage and yet in the midst of all these activities he understands the doldrums that help us through enabling us to deal with the anger as he states a sense of betrayal and disappointment when we lack the motivation to sustain ourselves thus often the ministry of the coach can provide help. When we get to the cocooning stage eventually we become ready to move forward, he states he helps us pause what we find a new sense of God-given purpose, passion and direction. We see that God guides the self-renewal process to move on and to go forward stage even as we learn biblical principles as such in the last chapters but inset in the sense we see that you must find balance and develop skills that enable us to say yes and maintain equilibrium. When it comes to balance, clients want to the ability to juggle priorities in their life and empower them. He or she struggles to find balance in his or her life or Stan certain activities must re-moved to higher priority list which means things must be moved down but still find balance consciously make those choices based upon her values and vision. Thus in contrast imbalances occur when we don’t examine our deeply held values we don’t have a clear vision for lives. We first pursue someone else’s vision deal with the urgent rather than the important not purpose driven. People who are purpose driven have seasons in their life that will require huge amounts of energy that change their lifestyle and accommodates the area or the season that it might require a lot of attention adding more and more piles to our lives. There is a balance in knowing why you are doing something and doing it according to Collins and our long conversation we talk about the pressure for trying to get everything done in a limited amount of time. In the process obstacles are going to rise and of course they are unforeseen matters that can haunt us. We see that Collins states many coaches are fond of the phase I can change the wind but I can adjust the sales. Deal with obstacles directly as they arise and often times you’ll find that they add excitement to the journey and are rich opportunities for growth see in Moses and his maturity.
Chapter four
Today Culture and Context
In chapter two, we explored; secular doctrine of coaching and its historical perspective as well as its objective and terminology. In chapter three we explored biblical coaching as well as historical and theological perspective as well its application. We will take a look at the state and the practice as it applies today in our churches and in their secular job market. Finally will consider the nature of Oxnard evangelical Christian church on 200 E. Bard Rd., Southern California and internationally with a no borders perspective.
Tony Stoltzfus in the book Christian life Coaching Hand book give us the definition of coaching, he states,
“Coaches are change experts to help leaders take responsibility and act to the maximum their own potential.”
“Coaching is a practicing the discipline of believing in the people in order to empower them to change.” Tony Stoltzfus
“Coaching is unlocking a person’s potential to maximize their growth.” John Whitmore
“Coaching is the art and practice of guiding a person or group where they are toward the greater competency and fulfillment that they desire. “ Gary Collins
“Mentoring is imparting to you what God is given me; coaching is drying out of you what God has put him you.” Dale Stoll [footnoteRef:18] [18: Tony Stolitzfus, A Leader's Life Purpose and Destiny Discovery Tools for Christain Coaching Handbook (Virgina Beach: Coach22, 2009), 13.]
Christian coaches describes the constraints
In study called, “Examining how the Beliefs of Christian Coaches impact their Coaching Practice” by Paul Duncan, he states, that coaches described the constraints they believed they were under attack, because of their Christian core beliefs. He, states, They described how this integral part of who they are needed to be managed; for fear of offending the client, getting their employer into trouble or seeming unprofessional in the work environment and this is not an isolated experience confined just to the coaching profession it is increasing experience for many Christians, particularly those in the caring professions. [footnoteRef:19] [19: Paul Dunkan, “Examining How the Beliefs of Christian Coaches Impact Their Coaching Practice,” International Journal of Evidence Based Coaching and Mentoring Special Issue no. 6 (June 2012): 30-45, accessed June 25, 2017, http://ijebcm.brookes.ac.uk/documents/special06-paper-03.pdf. ]
There are two particular issues to which this study draws attention Firstly, there is the issue of coach training and every person has values as does every profession-organization, and there will be underlying values in coach training programmers.[footnoteRef:20] However most of these values are not mentioned explicitly and examined to reveal their influence. [footnoteRef:21]It would be highly beneficial in coach training institutions if this area of the interplay between religious beliefs, values, worldviews and coaching practice was addressed. [footnoteRef:22] [20: Ibid.] [21: Dunkin, 2017.] [22: Ibid.]
West (2010) highlights a very similar situation in the training, education and supervision of counsellors; thus a more holistic training would enable for example coaches who do have religious beliefs to begin to examine in detail the impact it is having on their practice and believe it would benefit all coaches to reflect on how their values impact their coaching practice.[footnoteRef:23] [23: West, W. Counselling, Psychotherapy & Religion. In Colin Lago & Barbara Smith (eds.) Anti Discriminatory Practice in Counselling & Psychotherapy(2nd Ed). London: (2010,Sage. pp. 86-93 ]
Secondly, for a number of the coaches in the interview process enabled them to process how their beliefs impacted their coaching practice at a deeper level. The interview discussions went beyond surface discussions that they might have with a fellow coach. One coach specifically commented on how he appreciated the chance to reflect on his practice that the interview process afforded him. I believe that this anecdotal evidence reinforces the case for coaches to have on-going coaching supervision as this would enable the coach to continue to engage in exploring and reflecting on; however, how their beliefs are influencing their coaching practice and to process this in an on-going way. It does raise an interesting question as to who would be qualified and willing to supervise someone in this area of the interplay between beliefs and coaching practice. [footnoteRef:24] [24: Dunkin, 2017.]
Christian coaching today and ambush of eastern philosophy
Rosinski (2010, p.161) writes, “Coaches can incorporate the spiritual perspective in many ways and the key is to be connected to “luminosity”: letting brightness in and radiating it outward.[footnoteRef:25]” Jesus said that he was the’ light’ but I do not think that this is what Rosinski has in mind according to Paul Duncan in Journal, “Examining how the Beliefs of Christian Coaches [25: Rosinski, P. Global Coaching: An Integrated Approach for Long- Last Results. London: Nicholas Brealey publishing. 2010), 161. ]
impact their Coaching Practice’s he states, “Eastern thought has continued to be an attractive, and some feel how fill that Western thought, neglects the soul and misses our deepest human longings and sadly Christian belief has been tarnished with the same ambush.[footnoteRef:26] [26: Dunkin, 2017.]
Thus he sates, “This however creates an opportunity for Christian coaches to redress this imbalance and to communicate the value and the contributions that their beliefs make to good coaching practice.”[footnoteRef:27] [27: Ibid]
A recent study done by Michelle Pritchard & Christian van Nieuwerburgh
In, International Coaching Psychology Review l Vol. 11 No. 1 March 2016; a study review consisted about perceptual changes in life experience of at-risk adolescent girls following an integrated coaching and positive psychology intervention group programme: An Interpretative Phenomenological Analysis the participants were three 15-year-old girls from a comprehensive girls’ school in north London who fit the ‘at-risk’ criteria.[footnoteRef:28] There is some ethnic diversity between the sampling. they are all from a similar socio-economic backgrounds and were languishing therefore are a purposive, homogeneous sampling[footnoteRef:29] [28: Michelle Pritchard and Christian van Nieuwerburgh, “The Perceptual Changes in Life Experience of At-Risk Adolescent Girls Following an Integrated Coaching and Positive Psychology Intervention Group Programme: An Interpretative Phenomenological Analysis,” International Coaching Psychology Review 1, no. 11 (March 2016): 57-74.] [29: Pritchard & van Nieuwerburgh, 58-62.]
Identifying purpose and meaning according to students
Identifying purpose and meaning filled the void so that they no longer felt the need to
always be out or at someone else’s home. ‘Do you wanna come for a drink up on Saturday? should we go out and cause trouble…beat people up?’ (p.9, 305–306)…
sometimes I wouldn’t even come home, I would just go to someone else’s house…
now I’m always at home! That’s the best place to be!’ (p.1, 338–341). All the participants reported the experience of identifying their strengths within the programme and how this had benefitted their perception of themselves. ‘it helped me like identify and know my strengths and understand what to do and have a positive attitude… also how to improve as a person… and use what i have to help me… (p.14, 504–505). Becoming aware of their strengths enabled them to believe in their ambitions. ‘I have ambitions now.’ (p.2, 57) ‘I want to pass my exams and I go college and become an accountant (p.2, 64–65).And ‘now I’m more like my ambitions… I’m more driven to them… and turning my ambitions round and thinking of the
positive (p.7, 201–202)… I want to be the best of the best. I want to be at the top of
the fBi (p.13, 454)… being the sort of person who goes into the prisons and
advises young people and help them rehabilitate (p.13, 456–457). The programme also identified to one of the participants how her strengths and skills could be used in more constructive ways thus helping others to not experience the same amount of suffering that she had.
‘I now know that I’m a good leader and instead of using that on the streets to become a good gang leader, I use it in actual life, like a role model to younger people because i don’t want people to experience what I have experienced’(p.12, 442–444).[footnoteRef:30] [30: Pritchard & van Nieuwerburgh, 62-67.]
Conclusion of study
Despite technological advances and material luxuries, some people still feel like their lives lack meaning/purpose and there is a sense of unhappiness/boredom. This is because
material conditions are secondary and people have not learnt how to control the
content of their experience. The difference between someone who enjoys life and someone
who gets overwhelmed is interpretation. epictetus said ‘Men are not afraid of things
but of how they view them’ (Csikszentmihalyi,2002, p.20).[footnoteRef:31] People who learn how to [31: Csikszentmihalyi, M. Flow, the classic work on how to achieve happiness. London: Rider house Books. (2002).]
control their inner-experiences will be able to determine their PQoL, or “The research sought to analyse the perceptual life changes and perceived quality of life”, which some argue
is as close as any of us can come to being happy.” This programme provided a small
sample of at-risk adolescents with a broadened and positive view of themselves, others
and their lives overall thus, led to more positive emotion/thoughts, calmer behavior,
more engaged and meaningful relationships, accomplishment, purpose and a
greater sense of self-belief. What this suggests is that integrating coaching and PPis or participating in an integrated coaching and PPI programme, may have a role to play when working with at-risk adolescents. Long-term outcomes might include academic achievement (Waters,2014), job success and better health (Howell, Kern & Lyubormirsky, 2007).[footnoteRef:32] [32: Pritchard & van Nieuwerburgh, 69- 70.]
Context of Christian Coaching in Ventura County
My own practice of Christian coaching in venture County, California, at three locations, Chinese Christian church of Thousand Oaks, Oxnard evangelical Christian church located in Oxnard California, Ventura Baptist Church, located in Ventura California each church belongs to the Baptist church Association in the USA. With the standing member of 2,233 in Southern California.[footnoteRef:33] Ventura County makes up of, 84.6% whites, 2.3% African-American, 7.6% Asian and 42.3% Hispanic or Latino., with a population total July 1, 2016 of 849, 738 is education wise high school graduates are higher percentage of age is 25 years and older from 2000 to 2006 he 83.1%. [footnoteRef:34]Persons with a bachelor’s degree or higher is of age 25 years plus from 2011 to 2016 31.7%.[footnoteRef:35] The median value owner occupied household units from 2011 to 2015 estimated at 458,100. Abbott average cost of $2387. 00. [footnoteRef:36]The Ventura county Baptist churches are affluent and tend to be educated and of course tend to put a high emphasis on academic studies especially in the Chinese Baptist Church. All churches, offer a traditional worship service within the community and out reaches both locally and internationally. I attend the Oxnard in the evangelical Christian church and of the other churches within the Baptists community in Ventura County. I’m involved in both ministry and preaching and technology team and Bible study teaching. I began coaching ministry at first in the secular community I conducted both counseling and career invocation as part of a supplementary add-on to my counseling vocation as a minister and Christian counselor. The coaching process can be used in any demographic of people because it takes place in both well-educated individuals business class person-to-person professional goals, affluent members, young adults, My goal is that vocational coaching I’m offering is part of my counseling services to be a good fit and I figure that the place of service in the church members will inspire all people in the church they can benefit through the process and try to achieve the goals gods want for their life. Vocational coaching is about helping people in a poor and the person being coached to see God at work in their life. [33: History and Fact, in the statistics for CSBC, California Southern Baptist Convention,accessed June 27, 2016. ] [34: US Department of Commerce,” Unites States Census, accessed June 28, 2016. ] [35: Ibid ] [36: Ibid]
Secular coaching
In my secular coaching business, I draw on three different vocational colleges and adult schools for vocational clients which accredited two-year institutions of higher education, has been a part of this beautiful seaside community since 1925 and has an enrollment of 14,500 students. [footnoteRef:37]I am also involved naval base surrounding community, at both Point Mugu and Port Hueneme; helping military men and women achieve their educational and vocational goals through the, “Fleet and Family Support Centers” which provides services such as relocation assistance, new parent support, deployment services, clinical counseling services, financial management counseling, family employment services, family advocacy and the transition assistance programs. [footnoteRef:38]I also started vocational coaching online, which has given me the freedom to have clients from both China and the Philippines and no boarder internationally feel for other cultures and understanding of global job market. [37: California Coummity College Chancller's office. Ventura College. N.p., n.d. Web. 27 June 2016. ] [38: CNIC Naval Base Ventura County, Fleet and Family Readiness accessed July, 29, 2016, ]
Project mythology
I started with this setting the scene on the most recent content of coaching both secular and nonsecular views, then I considered the city once the project will be taking place and the church and community of be carrying it out and turn I now turn to the examination of the way the research will be conducted.
Qualitative study and its characteristics
I will be using, John Creswell, Research and Design: Qualitative, Quantitative, and Mixed Methods Approach.
According to author the Characteristics include:
I. Natural setting
II. Multiple sources of data
III. Inductive data analysis
IV. Participants’ meanings
V. Emergent design
VI. Theoretical lens
VII. Interpretive
VIII. Holistic account[footnoteRef:39] [39: John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th Edition, 4th ed. (Los Angeles: SAGE Publications, Inc, 2013), 175-176.]
We will be discussing each characteristics of qualitative research as it pertains to the project objective.
I. Natural setting -qualitative researchers tend to collect data in the field at the site where participants experience the issuer problems under the study. They do not bring individuals into lab, a contrived situation: nor do they typically send out instruments for individuals to complete.[footnoteRef:40] [40: Creswell, 175.]
This up close information gathered my actual talking directly to people and seeing them behave and act within their context is a major characteristic of qualitative research. In the natural setting, the researchers have face to face interaction over time.
Objective -in this study, I’ll be talking directly with church members in a church setting or else agreed upon, prior to the next session.
In my secular setting I will be talking directly to the client by teleconference or media, Skype etc., the interface will provide a face-to-face atmosphere and will be communicating via email and text. I will be providing a minimum of 6 to 8 hours with each person in this study during out intake session at client request. Part of my first objective, is to sign SERVICE AGREEMENT EXAMPLE SC001, before we get started.
II. Multiple sources of data-qualitative researchers typically gather multiple forms of data, such as interviews, observations, and documents, rather than rely on a single data source. Then the researchers review all of the data, make sense of it, and organize into categories or themes that cut across all of the data sources.[footnoteRef:41] [41: Ibid.]
Objective-in this study, I will collect data in the forms below.
Service agreement, goals sheet, career coaching schedule, and journal. In these individual forms I’ll be looking for common themes as well as individual characteristics and variances
III. Inductive data analysis -qualitative researchers and build their patterns, categories, and themes from the bottom up, my organizing the data into increasingly more abstract units of information. This inductive process illustrates working back and forth between the themes and the database until the researchers have established a conference and subset of themes. It may also involve collaborating with participants interactively, so that participants have a chance to shape the theme of abstractions the process.[footnoteRef:42] [42: Creswell, 175.]
Objective -I will gather all the themes from the coaching process identify the data and research after it is completed and the process shows the results as it identifies significant themes throughout the beginning and the ending of the coaching process.
IV. Participants’ meanings- in the entire qualitative research process, the researchers keeps a focus on learning the meaning that participants hold about the problems or issue, not the meaning there the researchers bring to the research or rights express the literature.[footnoteRef:43] [43: Ibid.]
Objective- interpreting my own research handout notes, and making sense of the input of both our personal observations are each coaching session themselves, I will certainly make reasonable effort as a researcher to explain my own background and identify my own thoughts without bias.
V. Interpretive- qualitative research is a form of interpretive inquiry in which researchers make an interpretation of what they see, hear, and understand. Their interpretations can be separated from their own backgrounds, history, context, and prior understanding. After a research report is issued the reader, makes interpretation as well as the participants, are free yet other interpretation of the study. With the readers, the participants, and the researchers are all making interpretations, it is apparent how multiple views of the problem can be emerged.[footnoteRef:44] [44: Creswell, 176.]
Objective- making sense of of the goals sheet that I give to my counselee and through that interpretation we can make sense of each coaching session. But what it’s most of what’s important coaching is that it’s their goals, not my interpretation.
VI. Holistic account- qualitative research tried to develop a complex picture of the problem or issue under study. This involves reporting multiple perspectives. Identifying the many factors involved in the situation, and generally sketching the largest picture that emerges. A visual model of many facets of the process are central phenomena and eight establishing a holistic picture.[footnoteRef:45] [45: Ibid.]
Objective -. In this study, I will be observing the reports in the Journal, and I’ll be engaging each participant’s story in the coaching process telling about the coaching process in a larger contextual overview and taking notes in the process.
Data Collection Procedures by Cresswell
I. Qualitative observations -are those in which the researcher takes fieldnotes on the behavior and activities of individuals at research site. In this fieldnotes, the researcher records, and it in instructed or semi structured way, using some prior questions that the inquiry wants to know, activities at the research site. Qualitative observers may also engage in roles very nonparticipants to a complete participant.
Objective- I’ll be taking and gathering notes and recording the required submissions as home works, from my clients during the six coaching sessions. These notes will be part of my recording dialogue between my own observation and the client’s.
II. In qualitative interviews , the researcher conducts face-to-face interviews with participants, interviews the participants by telephone, or merge in focus group interviews, with 6 to 8 interviews in each group. These interviews involve on instructed and general open and questions that are few in number and intended to elicit views and opinions from the participants.[footnoteRef:46] [46: Creswell, 181.]
Objective- I’ll be conducting two types of structured interviews. One will be physical one on one location. The other will be through electronic media, Skype. I will ask the participants to create a goal plan. They will have to feel out each section and return it within the required time. They will also be asked to fill out a journal, regarding the actions participants need to accomplish to meet their goals. Which meet the actions of Cresswells , “qualitative documents.[footnoteRef:47] They meet be public documents, newspapers, minutes of meetings, official reports, or private documents,; personal journals and diaries, letters, emails. A final category of qualitative data consist of qualitative audio and visual materials.[footnoteRef:48] [footnoteRef:49]This data may take a form of photographs, our project, videotapes in any form of sound. Observational protocol, for recording information while observing and interview protocol for asking questions and recording answers during qualitative interviews, this protocol includes the following components.[footnoteRef:50] [47: Ibid.] [48: Ibid] [49: Ibid.] [50: Ibid.]
· Heading, date, place, interview, interviewee.
· Instructions for the interview to follow so that the standard procedure are used from interview to another.
· The questions, typically ice bricking the question beginning followed by four or five questions that are often the sub questions in the qualitative research plan, followed by some concluding statement or question, such as, who should I visit with a learning more about my questions?
· To follow up and ask individuals to explain their ideas in more detail or elaborate on what they have just sent space between questions the record responses.
· finally thank you statement of knowledge the time and interview spent during the interview.(Creswell, 2007).[footnoteRef:51] [51: Creswell, 183.]
In this study, I will ask participant’s about their action plans towards their goals before and after, exit interview and results, “how they felt before it after the process”. The interviews will be valuable data and answering the research questions during the coaching process. In conversation, participants will ask about how they felt’s during each individual action goal plan; and how it was carried out. As we look through the data, we be able to un-code the information as the participants achieve each goal plan and journal, and organize their information in small segments; “gather information and meaning;” offering an explanation to the data as I record each interview and data will be reported to show what the participants as a group felt and what actions they took.
I will also write a short case study of the participant’s background story. The case studies will reveal each participant’s unique circumstances, “as we see how each individual felt in both secular, and Christian coaching process.”
EXPLORING THE RESEARCH
Case studies
In the previous chapter, we examine the contents of bold secular and ministry as a research project. In this chapter will begin with three case studies. I will tell the story of the participants experience with, “vocational coaching,” in their own words and the results of the project. The goal sheet and the actions taken place in the Journal we will exam you and can see the connection between the research questions and the responses of the interview.
Participant one secular
Participant one in, “vocational coaching,” was Christine Mary Noel a single woman in her mid-30s living in the Philippines and planning to move to the US. I asked the first question as part of my intake interview, what you wish to accomplish by working with me and career goal? Move from the Philippines to the United States, make a successful career change, from online clothing business to the medical profession. As part of the intake, I asked her to take the
DISK free assessment test, yes assessment scores her high and in C,s and the secondary scores in I,s thus she is carefully systematic about her approach towards work at the time can be optimistic, and incisive and pragmatic. She agreed that she is very systematic about your online business and the current jobs that she had in the past as an employee.
One of the next focus questions was to try to help her choose a career that would fit her ongoing education and past experience. Thus I asked her to fill out a career and life purpose questions on either the goal sheet or journal. I told her next time to bring a resume with past employment history. Second thing I wanted to do was have her turn in a progress report via email or Skype despite the graphical time difference and was she able to commit to turning in all home works and then commit to see each other during each session and time frame. With a deep breath, she said yes, because she wanted to help her husband and transition to a new environment smoothly. The next question I ask is to find a transferable skill from the past employment history and try to send that as part of the email attachment. She was excited about the career our options she should choose and look into this and meets her own goals and interests. As I as we discussed in further detail, she was interested in something in the medical field. So as part of her homework I asked her to look up career choices in the geographical location in the career field within a 50 mile radius on the state you plan to move to. But first we must establish a service agreement that she planned during the weekly meetings and set a plan to meet all progress reports.
The next question I asked her is what kind of job would fit your schooling and education and previous employment and what career did you find us fit the values and lifestyle needs, as part of her homework. One of the issues she said was her work is at mid night and she had to complete some of the task and research early in the morning and deal with that year a graphical time constraints to finish the homework. But I did notice was the lack of set of objectives, she was a really clear-cut about our goals so we needed to establish. She showed a lot of enthusiasm as she was happy to communicate with someone about setting some goals prior to moving to the US I asked her if she could start working on her goal sheet and if she could finish her resume by the next meeting which would be a week from the date from the date he started our second session would be to go over the goal sheet and job career choices and resume. And I asked her if it would she be able to finish her resume and goal sheet within that time. If she needed another week or two we could schedule it within that timeframe she agreed and said which month with much enthusiasm that she would complete assignments no matter what. She was also shocked that I gave her homework.
Our second session, we talked about her experience in the value that she could add to update her resume before the next session. I asked her if she knew the meaning of the word value in her work experience? She said she quite didn’t understand how she could add value to your resume in a sense able to make her skills and talk experience could bring to the resume. I asked her what skills she will acquired and if they could be measurable and tangible so that her employer can see that she was able to obtain and achieve during her work experience. For example I told her that, if you are in sales and you are able to bring up your percentages each month it shows that you were able to achieve a tangible goal. She agreed to update her resume again. So given that information I wanted her to find a career that will match your education and transferable skills to the job market in the US and weigh both the positive and negative aspects of each find at through its job title and description. I wanted her to list the announcements from positions of interest and the companies and industries within a 50 mile radius of heard home in the US and send me a progress report. She told me, she wanted to keep her online clothing business and her alternate dreams were to start a family and be close to her husband. I asked her during her new vocational search to try to find a job that would allow telecommunication. Meaning, that she could work from home. She said, as part of my homework for next session. I asked her is if there’s any contacts that you may have that would fit at your new location and that she should gather some, through networking? She gave sheet said, I only have, one cousin and my husband’s family that live in the area. I asked, if she can contact, cousin who lives in the same area and your husband’s family and your networking goal sheet? And if she can come up with both names, phone numbers and emails for the next session. I told her that almost, 75% of your job search is not online but it’s through networking. During this session are client was not sure on or clear on the goals to improve her objective but she did complete the assignment and she was halfway through her goal sheet even though those measurable tangible values on her resume word quite clear I asked her to pay close attention to try to match her goal sheet and her career choice. She agreed just work on as her homework for the next session, and looked very excited. Although she still looked a little frustrated, not seeing the the end goal but still she could see the process taking place. I asked her if she could still continue to finish her goal form and dates to achieve the objective of career transit transition and relocation enter next session and try to give me those updates on her goal sheet and continue on working on her journal she said she agreed and she would start right away.
Session three
Session three, as I saw her excitement she we talked about the choices and the transition and both the job description she had come up with, although I wasn’t seeing any references, interrupted it resume I told her the importance of the references that she needed for her job application process. She agreed to come up with the references in the next session. That was interesting and are those sections and she told me she wanted to be able to spend more time with her children and raise a family and she did not like to travel far without the use of a bus transit system because she needed to learn how to drive as she listed both on her lifestyle goals and dreams of having a family and being close to home as her goal sheet begin to come into fruition. There are three options she had chosen for vocation, she nailed three options down which her medical billing, and I asked her why she had chosen medical billing versus, certified nursing assistant or medical assistant. She told me that there is a possibility if I were to do medical billing, I would be able to be at home and I could do my online business to, which would
