Learning Objective
The objective is to examine the structure, principles, and implications of group coaching sessions, with particular attention to methodological components, participant engagement, and community-building effects.
CONCEPTUAL FOUNDATIONS
[F1] Group coaching (coaching grupal: proceso de crecimiento conjunto) is defined as a structured methodology in which participants engage collectively to set, monitor, and achieve goals under professional guidance. It combines elements of individual coaching with the dynamics of group interaction, fostering both personal reflection and shared accountability.
[F2] The concept of monthly sessions (sesión mensual: reunión periódica) refers to organized meetings scheduled once every month to maintain continuity and momentum in personal development. This structure supports progressive planning, regular evaluation, and a sustainable rhythm for long-term growth.
[F3] The framework emphasizes five pillars of well-being (cinco pilares de bienestar: dominios esenciales), namely faith and community, physical health, emotional well-being, personal growth, and relationships. These pillars represent multidimensional aspects of human flourishing and ensure a holistic approach to development.
[F4] The adoption of SMART goals (objetivos SMART: metas específicas y medibles) constitutes a core methodology in group coaching. SMART is an acronym for Specific, Measurable, Achievable, Relevant, and Time-bound. This framework ensures clarity, feasibility, and evaluation in personal objectives across diverse participants.
[F5] Gratitude and prayer (gratitud y oración: prácticas de reflexión) serve as complementary practices in group coaching. They allow participants to acknowledge previous experiences, cultivate appreciation, and strengthen spiritual or emotional resilience while projecting future goals.
[F6] Community-building (construcción de comunidad: creación de vínculos) is an essential element of group coaching, fostering solidarity, mutual support, and accountability. By encouraging interaction and trust, participants gain additional motivation and diverse perspectives on personal growth.
APPLICATIONS AND CONTROVERSIES
[A1] Group coaching sessions, such as those announced under programs like Reenfoca Pass, demonstrate practical integration of theoretical principles. The emphasis on reflection, visualization, and planning highlights the alignment of structured practices with participants’ developmental needs. Such examples confirm the viability of monthly cycles and time-limited interventions of approximately thirty minutes.
[A2] The explicit reference to dates and times, such as a session scheduled for Monday, July 28 at 6:30 pm (Mexico time), illustrates the contextualization of group coaching within concrete temporal frameworks. This integration of scheduling demonstrates the importance of time management and accessibility in collective educational processes.
[A3] Public figures, including facilitators explicitly identified as Carola, serve as mediators of content and group dynamics. Their professional role emphasizes the importance of trust, charisma, and methodological clarity in guiding participants through complex processes of change and reflection.
[A4] The integration of technological tools, including links to join live sessions, reveals the influence of digital platforms in modern coaching practices. Online delivery expands reach, enables synchronous interaction, and supports diverse geographical participation, thus reshaping traditional limits of group learning.
[A5] Controversies in group coaching include questions of scalability, individualization, and cultural adaptation. While standardized frameworks such as SMART provide clarity, critics argue that unique personal circumstances may not always fit predetermined criteria. Similarly, spiritual elements such as prayer may be valuable for some participants but contested by others in secular or plural contexts.
[A6] The construction of community growth environments highlights potential tensions between inclusivity and exclusivity. Programs committed to holistic development aim to welcome diverse participants, but differences in background, faith, or availability may challenge the balance of shared identity and individual autonomy.
Sources
- Doran, G. T. (1981). “There’s a S.M.A.R.T. way to write management’s goals and objectives.” Management Review, 70(11), 35–36.
- Brown, S. W., & Grant, A. M. (2010). “From GROW to GROUP: Theoretical issues and a practical model for group coaching in organisations.” Coaching: An International Journal of Theory, Research and Practice, 3(1), 30–45.
- Thornton, C. (2016). Group and team coaching: The secret life of groups. Routledge.
My Diary - Leonardo Cardillo 