Dr Voldis Kudliskis a compassionate coaching professional
Coaching with excellence in mind! ©
Building confidence, competence and capacity with creative coaching! ©
Unsolicited Client Testimonies
Emma
"The [coaching] sessions were very good as they brought my emotions out. I could talk more about what I needed too. You helped me bring things into the open. You helped me see things in a different light. I became impressed by the way you helped me focus on my [positive] memories rather than my sadness."
Elma S; Musician
"You know, the best thing you ever ‘taught’ me was NLP! I never knew I was such an anxious person (even though it has been obvious through my life). This technique has helped me tremendously and I am so grateful that you shared that with us in those extra sessions. It’s made me who I am today."
Eileen; Volunteer
"I am actually really enjoying our sessions, find them confronting at times, but on reflection I am beginning to understand what makes me what I am today. It is comforting to begin to realise…..I’m not really a failure. I’ve done okay, often under difficult circumstances, and that makes me feel pretty happy. Thanks for enlightening me. You have been great. I mean that sincerely."
My Coaching History
I have been a fully-certified Coaching Professional since 2009. I have been awarded a PhD in Psychology (coaching) and Education by the University of Exeter, England. I also have a Diploma in Coaching (Education) awarded by Newcastle College, England. Furthermore, I have been awarded an NLP Practitioner Certificate by the MIND Organisation. I was a finalist in the International NLP Awards in 2017.
I have been helping clients in both England and Spain to achieve their personal and professional goals. The essence of my work is to facilitate self-growth and transformational change by helping you identify the core challenges and setbacks in your life, so that you can overcome them with confidence. I specialise in active listening and challenging perspectives in a caring and empathic manner. You and I create personalised plans and identify the most appropriate psychological tools to guide you forward and achieve your desired goals.
Testimonials from Other Professionals
Former Director NCSL
"Voldis is an outstanding teacher and his students achieve outstanding results. This is a judgement endorsed by Ofsted. Voldis brings to his professional skills as an NLP and coaching expert in his role as leader and educator. Many students and staff have benefitted enormously from his expertise in these areas and he has pioneered a number of innovative and impactful projects utilising both his academic credentials as well as his practical coaching proficiency."
Ray Tarleton
Former Director National College of Secondary Leadership, Nottingham
Head Teacher
"Voldis empowers students, parents and colleagues with an understanding that they can take responsibility for decisions that will impact them positively....... His willingness to provide time to listen to staff, students and parents is an important part of what make Voldis a valued and respected colleague. His coaching skills are exemplary."
Phil Randall
Headteacher, St Peter's Church Aided School, Exeter
Head Teacher
"[Voldis] is the personification of professionalism and dedication to the people he works with......... Using his expertise in coaching, he is able to work with [students] and support them to achieve results that they are capable of and deserve...... My own practice has benefited beyond recognition as a result of seeing Voldis teach, manage and lead others."
Richard Jenkins
Headteacher, Porth Community College, Wales
International Peer-reviewed Articles
Living educational theory (LET) research provides practical enquiries into education in real life contexts. This form of research provides a platform for examining coaching, particularly in the context of students’ perceptions of self, education and the value of coaching. Coaching is purported to be a powerful developmental tool. Concepts and models of coaching are briefly presented. Thereafter, a description of a pilot study into how student perceptions of self, education and the value of coaching may contribute to engagement with learning is provided. The study utilised a single-method approach (open questionnaire) that sits within the interpretivist paradigm; specifically LET. It is a single-site, multi-voice study capturing perceptions of students in post-16 education, situated in a rural community college in England. ‘Positions of Consensus’ are explored, as are individual narratives which suggest that coaching is perceived as advantageous and may be helpful at some psychological level, in enhancing students’ engagement with learning in post-16 education. Deductions provide some speculative evidence that coaching may aid engagement with learning in this specific context. It is suggested that coaching models and strategies such as neuro-linguistic programming (NLP) could be implemented, via a cost-effective training programme, in post-16educational settings to enhance engagement with learning and to drive a culture of excellence in schools and FE colleges.
Asian Journal of Science and Technology. 14 (4), p.12488-12496.
Living Educational Theory (LET), which sits within the interpretivist paradigm, provides pragmatic enquiries in real life educational contexts. This form of research provides a platform for examining four suppositions and two Techniques of Change associated with neuro-linguistic programming (NLP) particularly in the context of boys’ engagement with learning. NLP is proposed as a powerful personal development method. However, the credibility of NLP is questioned due to limited research-based evidence. Four NLP suppositions and two NLP Techniques of Change are examined. Thereafter, a description of an exploratory study into how these suppositions and Techniques of Change may enhance engagement with learning is provided. The study utilised a single method (semi-structured interview) approach. It is a single-site, multi-voice study capturing the perceptions of NLP, for boys in post-16 education, situated in a rural community college. ‘Positions of Consensus’ and individual narratives are explored and suggest that four suppositions and two Techniques of Change may enhance boys’ experiences and perceptions about learning. Possibly these NLP strategies may be helpful at an indirect level in enhancing boys’ engagement with learning in post-16 education. Inferences provide tentative evidence that these suppositions and Techniques of Change may aid engagement with learning in this specific context. It is suggested that these NLP suppositions and Techniques of Change could be implemented, via a cost-effective training programme, to enhance engagement with learning and to drive a culture of excellence in schools and FE colleges.
International Journal of Research, 11 (3), p.137-159.
The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. ‘Positions of Consensus’ and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age).
International Journal of Progressive Education, 18 (3), p.71-90.
