Beautiful ideas that can make us ill: Implications for coaching
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A moral conundrum for philosophy of coaching is the noticeable parallel between the growth of the coaching industry and the unprecedented growth of mental health issues in western societies. Even if wellbeing of employees is not the only purpose of coaching interventions, they should at least not in any way be responsible for its undermining. Unfortunately, a number of 'beautiful ideas' which have become thematic in the coaching industry may be playing a detrimental role at both the personal level and for wellbeing of society as a whole. In this paper we focus on three: 'Positive Psychology', 'Mindfulness', and 'Transformational Coaching'. On the face of it these 'beautiful ideas' appear to be unquestionably beneficial. However, they have been largely accepted into the mainstream thinking of coaches without too much critical consideration. The aim of this paper is to explore the shadow side of these beautiful ideas for the wellbeing of people in organisations and the role of coaching in relation to them. Our intention is to start a challenging conversation about a paradoxical situation in which that which is meant to scaffold our wellbeing initiatives may be making significant contributions to a lack of wellbeing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it