In this ¾ hour seminar, we learned key strategies to help your coachee or mentee overcome barriers to confidence. We explored factors that lead to a loss of confidence and discussed techniques for promoting self-compassion and strength-based growth.

In this 45-minute seminar, we explored how to address Imposter Syndrome (IS) through coaching and Positive Psychology. Focusing on key concepts like the Dunning-Kruger Effect and the neuroscience behind IS, we discussed how IS manifests through behaviours such as People Pleasing, Perfectionism, Paralysis, and Procrastination (the 4 P’s). Participants also explored how to leverage personal strengths to counteract IS and foster success in coaching and mentoring roles. By the end of this talk, participants have: • Gained an understanding of the Dunning-Kruger Effect and its impact on IS. • Discussed the neuroscience of IS and the influence of the 4 P’s. • Explored how the 4 P’s of IS affect personal and professional life. • Discussed role diversity, inclusion, and their effect on success and leadership. • Developed strategies to apply personal strengths to mitigate feelings of IS.

In this ¾hr seminar, we will examine a specific strengths identification tool and present a case study where this was used in a marketing team, together with pitfalls and positives. The learning from this example, could help those working in teams utilise this strengths identification tool, or similar, to maximise individual energy and workload. In this session, the following will be discussed: - The strengths tool used to identify individual strengths - How these individual strengths were then collated and cross-matched for the team - The subsequent workshops held - The positive outcomes - The challenges - What could have been done differently?

In this ¾hr seminar, we will revisit the Positive Psychology (PP) movement that was touched on previously with those who participated in the Coaching in Higher Education Foundation Level programme. We will discuss some exciting new ways of bringing PP principles into group settings and the implications for Higher Education Coaching and Mentoring. In this session, the following will be discussed: - Tips to successfully teach PP in group settings - Potential barriers to successfully teaching PP in groups settings - PP in hope therapy - PP Intervention using photographs - Using strengths in different ways - meeting others with similar strengths - Decoding emotions by analysing speech, body, and face - Silent gratitude mapping.

"This ¾ hr talk explored self-care coaching and how you can help your coachee and yourself to be more cognisant of self-care. This talk was not just for coaches or mentors, but for anyone who functions within an environment that is constantly caring for other, always available and willing to help i.e., teachers, lecturers, team leaders, team members, support staff, parents etc."

"This seminar showcased a range of innovative curricular wellbeing initiatives in UCC and MTU and also provided a forum for discussing such initiatives in line with the National Forum’s USI ""Embedding Wellbeing in the Curriculum"" report. In addition, Gareth Hughes from the University of Derby who has authored the book “Be well learn well” shared his insights on the topic as keynote speaker. The seminar was timely given the growing concern for the increased levels of student mental ill health and low wellbeing. As educators, we have the means to ensure that curricula are well designed, and enabled to support the needs of students. Attendees learned from experienced practitioners who have successfully altered their respective curricula and what effect it has had on students. The overall goal of this seminar was to ensure that the sharing of resources and information between HEIs will lead to increased knowledge of curricular approaches to student wellbeing and in turn lead to improved mental health promotion and prevention across higher education in Ireland."

The World Health Organisation defines health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. In direct alignment with this holistic ethos, ‘A Healthy MTU’ (AHMTU) is a campus health promotion initiative that aims to maximise the health and wellbeing of all MTU students, staff and indeed the extended university community. To date, the initiative has been informed by a designated programme of research that has endeavoured to investigate the complex determinants of health within university settings. The overarching purpose of this event was to challenge traditional models of health, and to discuss the inextricable links that exist between health, education, social equity, inclusion, organisational cultures and broader societal determinants. The event encompassed an overview of empirical evidence that has been gathered to date by the AHMTU Research Team, pertaining specifically to the health and wellbeing of MTU staff. In addition, the event aimed to challenge attendees to consider the international ‘Healthy University’ movement, and its aligned initiatives such as AHMTU, as a powerful, synergistic force to contribute towards the creation of a more diverse and inclusive higher education landscape.

"When a woman goes through the menopause, the symptoms can have a devastating effect on her work life, social life, and relationships. Women going through the menopause often find that they are met with a lack of understanding and empathy in their workplace. Misunderstanding and lack of information about the menopause contribute to everything from dips in employee performance to loss of employees. It is important therefore that organisations make every effort to give their employees the tools necessary to ensure an understanding of the menopause is firmly embedded at all levels within an organisation."

This ¾ hr workshop, part 3 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but ra...

This ¾ hr workshop, part 2 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but rather a set of tools, exercises, activities that build resilience in a person, enabling them not just to survive, but thrive through the small and big life events.This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

This ¾ hr workshop, part 1 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but rather a set of tools, exercises, activities that build resilience in a person, enabling them not just to survive, but thrive through the small and big life events.This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

Research has shown that mindfulness can alter the physical structure of our brains and if practiced regularly can increase those parts of the brain that deal with attention and processing sensory input (Sara Lazar - Harvard Medical School). This ¾ hr workshop briefly explored some coaching and mentoring techniques using a mindful approach as well as the use of some specific mindfulness tools. This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

'Integrating wellbeing and student engagement: A coaching approach' This ¾ hr talk briefly explores how the inclusion of wellbeing elements can positively contribute to student engagement.