JOINT PROFESSIONAL LIFE COACHING AND COUNSELLING DIPLOMA COURSE ASSIGNMENT ONE

INTRODUCTION What to expect from the course The aim of this course is to ensure the student has a firm grasp of what life coaching is, and how to use it to help a variety of different client groups. This is then contrasted with counselling, referring to the acknowledged ‘National Occupational Standards’, which are the standard of good practice in the UK. Graduates will have studied both life coaching and counselling, and should be competent in the provision of eclectic or gestalt-based counselling, as well as professional life coaching. During the course, other methods, including person-centred counselling, cognitive behavioural therapy, relaxation therapy and psychodynamic theory will also be studied. The counselling part of the course is based around the first set of NOS standards written in 1995. An additional module has been added to explain the revisions made in the 2007 NOS revision. Since the NOS are regularly updated and revised, students are reminded to monitor ENTO and SKILLSFORHEALTH websites, where NOS are published and are freely accessible. Both of these websites are listed at the www.societytherapistscoaches.co.uk website.

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Currently (2008) the process of statutory regulation of counselling, psychotherapy and psychology is just beginning, and may take several years to complete. This will involve the planned publishing of new and additional NOS, and eventually an agreed set of standards that practitioners must meet if they are to be able to legally use the titles of Counsellor, Psychotherapist or Psychologist. If a title is restricted by law through statutory regulation, it is an offence to use that title unless you meet the appropriate standards and practice requirements. Usually this means not only completing appropriate qualification training, but also maintaining various standards of practice and professional behaviour. This course is intended for external accreditation, and already refers in detail to the existing NOS, therefore providing graduates with an excellent starting point for when regulation occurs. There are no plans for life coaching regulation at this time, partly because it is considered a form of education and training as well as a therapy. Therefore graduates may simply choose to opt for the title of ‘Life Coach’ or ‘Holistic Therapist’ should they choose not to seek membership of any new regulated counselling body. In that event the graduate could naturally still refer to having completed counselling training. For example, ‘Professional Life Coach with qualifications in Counselling’. The Society of Holistic Therapists and Life Coaches (SHTC) accredits this course for professional membership, and keeps its members up to date on changes in NOS and other industry issues. Practical training is also available to graduates of this course, which provides an optional certificated level of competence and training. Those graduates who complete the additional training benefit from added certification and reduced insurance costs. Graduates will also be able to join a variety of other professional bodies. The SHTC encourages membership of other organisations, and can advise regarding other productive memberships and options. Graduates can use the titles: •

Professional Life Coach

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Counselling Life Coach

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Counsellor and Life Coach (subject to any future regulation rules re: counselling)

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Counselling and Life Coaching Practitioner

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Holistic Life Coach

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Holistic Therapist

Assignments are given at the end of each lesson, and a final exam is completed at the end of the course. There is a high emphasis on learning to apply the skills taught in this course, hence the inclusion of case studies and client scenarios in the question papers. A key learning outcome is the ability to apply the knowledge gained in actual client cases. Students who choose the optional practical training will have real client cases presented, with professional therapists provided playing the role of clients.

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Additional reading is highly recommended, in particular referring to the NOS at the appropriate websites, and where possible additional book reading and study. It is possible to pass the course using only the course materials, but for additional knowledge and competence on graduation, you are strongly advised to use the course as ‘core’ knowledge, and to build additional study and reading around it. This begins the process of Continuous Professional Development, which is a crucial part of professional practice, and which is required in the NOS. Additional links to websites and information sources are provided at the SHTC website. Students intending to use this course as part of an overall therapy career, perhaps also using other complementary health skills, should also review the Healing NOS (Skillsforhealth) and note how the methods taught in the course fit in to the standards for holistic healing. You are advised to keep a copy of your answers for each lesson to refer back to later on. Also, occasionally additional accreditation is gained by courses. In the event of wanting to apply for any additional accreditation, you may need to provide an additional copy of your answers (this is because different accreditation and examination bodies require different marking schemes). Life Coaching v Counselling Life Coaching is a combination of eclectic therapy and training skills. This means that a great many styles of therapy and methods of therapy are combined in a teaching or coaching format. This course aims to provide a basic range of therapy and coaching skills so that the graduate is able and competent to assist clients with those methods. It is then up to the graduate to continue adding new competencies and methods through appropriate training and self-study. A number of typical client types and problems are discussed in the course. In real life the graduate will find many variations and combinations of these. Therefore the course emphasises case studies in its assessments. Case studies are described cases that the student will be asked to formulate a plan of action for. The student may stick to the methods provided in the course, or add their own methods from further reading, prior experience or other study. By enabling the student to complete a range of case studies, the course aims not just to teach the student how to respond to specific problems, but also to think in terms of client care. Case studies enable students to learn the vital skill of taking the information provided by the client and turning it into a plan of action. Without this skill, any information learnt from an academic perspective can be made redundant, since the student must learn application. It is this application, through assessment and planning, that the course seeks to teach.

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By the end of the course the student should have learnt: •

The fundamentals of life coaching

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Different types of life coaching

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Commonly used therapy models and how to apply them

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The principles of helping your client to help themselves by coaching them

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How to address common issues

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How to adapt to different issues

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How to design and apply your knowledge to help your client

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How to behave appropriately as a practitioner and life coach

Please note that by completing the lessons on the different therapy models, you do not become a qualified therapist in each one of these therapies. You will become a life coach when you are qualified to use these methods in the context of life coaching. Key Learning Points are indicated in most lessons. These should be noted with particular attention, since as the name suggests, they refer to vital information that the student needs to understand and remember. The self-study lessons in the course are designed to: •

Help you think more deeply about the issues

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Encourage you to do background reading and bring your own knowledge into your answers

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Assist you in answering the formal questions presented for each lesson.

Remember, the objective of the course is not just to successfully answer the questions and gain certification, but also to become confident and competent for practice. If you cut corners in selfstudy, you may still pass your assignments, but you will not gain the overall sense of confidence when entering practice that these exercises will bring. Where possible, the author has designed this course to be neutral in terms of the many viewpoints regarding life coaching, instead discussing factual or agreed models and considering the NOS National Occupational Standards available in therapy. Inevitably, however, there are conflicting viewpoints and models available. The student is encouraged to consider alternatives. Where the student does not agree with the provided material, they are encouraged to express their opinions, as long as they explain them, and where possible evidence their viewpoint. As long as these views do not involve malpractice or complete disregard for vital principles of coaching/therapy, students will not be penalised for having valid alternative perspectives.

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During the lessons of the course, the author deliberately interchanges the terms ‘therapy’ and ‘coaching’, ‘therapist’ and ‘coach’. This is done quite deliberately in order to assist the student in remembering that life coaching is a form of complementary health therapy, and thus life coaches are therapists as well as trainers. Counselling is a far more difficult term to define, although in the course it is defined in terms of the National Occupational Standards. It is usually perceived as a fairly non-invasive and listening-based process, and the old adage of ‘you have two ears and one mouth, use them in that ratio’ is often used in counselling. There are many types of counselling, partly because of the lack of a distinct boundary between counselling and psychotherapy. Therefore although counselling is often perceived as humanistic or person-centred, there are practitioners using psychodynamic and psychoanalytical processes who call themselves counsellors. In this course a number of approaches are presented, and in particular Gestalt and CBT are likely easy for the student to combine with life coaching. Both of these approaches are more direct than person-centred counselling, which does not mix too well with the problem solving approach typical of coaching. What is Life Coaching? Life coaching is a term that has become increasingly familiar over the last ten years. The term first became popular in the USA, where, together with NLP (Neuro Linguistic Programming), it became part of a new wave of highly proactive therapy modalities. In many ways, both coaching and NLP are a reaction against certain aspects of the humanistic movement, in particular person-centred counselling. A criticism of the person-centred approach is that it is highly reactive and not terribly proactive. Although this works well with some clients, with others, long periods of impasse or low return for time and effort occur. Coaching and NLP are both humanistic in stance, focusing on improving a person’s well-being rather than delving into the depths of childhood, as in traditional psychoanalysis. Their emphasis is, however, deliberately proactive and problem solving. Life coaching can be seen to be similar to a few modalities: •

As in Humanistic Psychotherapy, the approach favours helping the client reaching their optimum state of well-being, rather than seeking out neurosis.

•

As in CBT (Cognitive Behavioural Therapy), it is experimental in nature. The client is supported in trying out new strategies and assessing their worth. Also, there is a high level of both perceptional and behavioural change.

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•

Life coaching also tends to contain a degree of modelling of others and self. The client is assisted in modelling and replicating strategies that they, or others, have previously used successfully.

The major emphasis of life coaching that sets it apart from most other forms of therapy is the emphasis on teaching the client. Teaching or coaching the client is fundamental to the approach. Clients are typically taught: •

New strategies for managing situations

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New behaviours

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New ways to see (perceive) situations

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Negotiation skills

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Relaxation skills

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Other self-care skills

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Other personal development skills

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How to gather resources and support networks

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How to model others

Prior to life coaching becoming a known term in the UK, over a hundred professional therapists had completed NVQ training and development units, including the coaching awards, and were calling themselves ‘teaching therapists’. As you might have guessed, the term ‘life coach’ is more snappy and accessible, and the former term was soon dropped. Since then a wide range of life coaching training courses have sprung up, offering a diversity of different training types. Because of the training and coaching nature of the modality, it is essential that the student grasps the concept and practicalities of teaching/coaching the client in skills and knowledge. Life coaching is the provision of a range of therapeutic techniques in a training or coaching style. The effective life coach will have a grounding in a range of therapeutic techniques, will be dedicated to ongoing exploration of new styles and information, and will be competent at passing on skills and knowledge to the client. In many ways a life coach is a facilitator who enables the client to learn the necessary information about themselves, and additional skills and knowledge for personal development, thus helping the client to be their own therapist.

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Life coaching is not about telling the client what to do. This is a common misconception. Some life coaches are reasonably successful in their business careers, and then make the crossover to life coaching, thinking that they will merely be required to share their pearls of wisdom with the client. This is more like mentoring an apprentice in a specific environment. Coaching is instead about life as a whole. Life coaches teach clients skills to enable them to find their own solutions. They do not tell the client what to do. There are simple but vital reasons why telling the client what to do is wrong: •

Some of the problems the client have may be due to others bossing them around. You doing the same will either worsen their condition, or drive them away.

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Giving someone a possible solution disempowers them. It is important to teach the client that they are strong and worthy enough to choose their own path. Giving them the answer is treating them as inadequate.

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You can not be an expert in every person’s life! Every person and their lives are unique. There are a multitude of financial, spiritual, legal, social, sexual, religious, racial, geographic, employment, medical etc. situations that can affect the client. You can not be an expert in all of these.

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You must not give direct advice in an area you are not qualified in. If, for example, you are not qualified appropriated in financial matters, you should not give financial advice.

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Solutions that you or others have found to problems may have worked for you/them, but may not be suitable for your client. Therefore they may be worth the client considering, but you must not impose them on the client.

Life coaching is about: •

Helping the client to identify those areas that need addressing.

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Helping the client to see issues from another (external) perspective.

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Helping the client formulate lists of reactions or solutions. If the client is creating a list, you may suggest additions to consider, but you must not spoon-feed or impose answers.

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Helping the client to choose their outcomes, responses and behaviours. Joint Professional Life Coaching and Counselling Diploma Course – Assignment One – Page 7

The above is not an exhaustive list, and we will look in more depth at what life coaching involves as the course progresses. Key Learning Points 1. Life coaching is the combination of therapeutic techniques and training the client in new skills and knowledge. 2. You must not give direct advice unless qualified in that area. 3. Your role is to enable the client to find their answers, not to impose your views or solutions. 4. Your assistance should be carefully planned, yet adaptable to the feedback and experiences of the client. 5. The client should, where possible, be able to resolve their own problems in the future, or at least be able to deal with new issues more effectively.

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Basic Flow diagram of Life Coaching

Assessment process and planning at initial meeting ↓

↓

Therapeutic Techniques

Self Help Training

↓

↓

Increase Cclient understanding

Empower the client to help themselves

↓

↓

Help the client in designing new patterns and outcomes

Empower the client to evaluate their own progress ↓ Help the client address underlying issues if required ↓ Help the client plan for the future

↓

↓

Address any fears of the future with the client

Empower the client to use techniques to boost their future confidence and performance ↓ Leave the client with techniques and knowledge for facing the future, ‘walking the walk’ alone

↓

↓

Provide safety net and resource should the client ever need further assistance

Provide model for seeking self-help knowledge into the future

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At every stage the practitioner seeks feedback from the client in order to modify and adapt where appropriate. The initial meeting plan is never ‘cast in stone’. As military leaders have long since known, the initial battle plan rarely survives first contact with the enemy. Although the coaching process should not be seen as combative, the principle still applies, since therapy interventions always throw up additional variables and feedback, especially if underlying causes are present. What are life skills? One of the things that a life coach teaches (or coaches their clients in) is a variety of ‘life skills’. There is no set definition of what life skills are. Some examples are provided below, and you are encouraged to make additional lists of skills and knowledge that can be added to the list. Draw on your own experiences as well as those you have seen in others. Personal Life Skills For example: •

Choosing appropriate clothing and presentation for specific situations

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Qualifications

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Ability to handle money or debt

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Ability to act appropriately in different environments

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Ability to avoid or moderate certain behaviours (e.g. drinking sensibly rather than binge drinking)

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Loving yourself

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Respecting yourself

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Looking after your health

Spiritual Life Skills •

Being in touch with aspects of the environment such as the countryside that make you feel good.

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•

Being able to express yourself and feel the expression of others through art forms such as music or paintings.

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Feeling at ease and content with your faith model of the world, whether you are atheist, agnostic or religious.

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Being in touch with your inner needs and feelings.

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Being at ease with any moral implications of your practical day to day actions.

Business Life Skills •

Effective communication and presentation

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Sales ability

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Being personable

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Being professional

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Being on time

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Being competent at your job in terms of performance and quality

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Feeling job satisfaction from your work.

Crisis Life Skills •

Crisis management

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Helping others

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Survival, physical and emotional

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Dealing with illness, injury or pain

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Helping others to deal with illness, injury or pain

Parenting Life Skills •

Caring for children materially, emotionally and physically

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Setting boundaries

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Coping with stress

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Anger management

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Coping with external agencies and professionals

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Coping with ex-partners

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Social Life Skills •

Feeling confident in public

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Mixing easily

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Being appropriate (e.g. not getting drunk and behaving badly)

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Talking easily to members of the opposite sex (or same sex depending on gender preference)

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Being comfortable with sexual orientations

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Being comfortable and confident about your partner in public

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Not being jealous or possessive

Relationship and Love Life Skills •

Avoiding jealousy

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Trust

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Unconditional love

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Avoiding abusive relationships

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Choosing compatible partners

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Being comfortable with sexual orientations

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Relating to in laws and other family members

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Avoiding counter-dependency

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Avoiding being dominated

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Anger management

Now spend 10-20 minutes adding your own examples for each of these headings, and perhaps add a miscellaneous section too! There is an endless possible list, since every person is unique. If time permits, ask a partner, friend or family member for their ideas. Remember no one is right or wrong, and any client you see after graduating will present a range of problems in much the same way. Key Learning Points 1. There are different parts of life in which a client may need to learn new skills. 2. There are no right or wrong things for a client to be worried about. Any part of life, and any aspect of life may feel inadequate or ‘wrong’ to a client, in which case they may wish to learn new skills or strategies. 3. The problem areas indicated by the client provide you with real issues they want resolved, but may also provide clues to deeper patterns that need resolving (this will be covered in more detail later).

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As you work through the course, you will learn methods and resources to draw on, which will enable you to help clients needing assistance in a wide range of situations. What elements of therapy are contained within life coaching? Perhaps the best starting point when discussing this is to discuss what kind of therapy life coaching really is. We have already looked at its similarity to both CBT and humanistic models, and mentioned that it is an eclectic form of therapy. Life coaching is essentially a humanistic form of cognitive behavioural therapy, which uses a teaching or coaching model. When looking at the different types of therapy that may be included, therefore, it is worth beginning with the assumption that these will fall into two types: 1. Cognitive behavioural therapies 2. Therapies that lend themselves to teaching new life skills To explain this further, CBT forms of therapy are essentially based around the changing of perception (cognitive), and responses in different situations (behaviour). This topic is discussed in depth further on in the course, providing methods and tools for the graduate to make use of. For now, let us simply consider some examples of CBT. •

NLP, neuro linguistic programming, especially the many change-invoking patterns that address cognition and behaviour.

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Hypnotherapy. Especially the use of creative visualisation, whether in a very light state of relaxation, or in a deeper trance state.

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Gestalt analysis. Examining the patterns of behaviour in order to design new outcomes.

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Traditional CBT experimental models. Analysing actual situations, and evaluating changes in a positive way.

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Traditional CBT perceptual models. Examining in particular how we often assume wrongly about feelings and perceptions, providing false data.

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Then if we look at those therapies that lend themselves to being taught, we can compile another list, although the student will note a degree of duplication. •

Teaching NLP behavioural and perceptual change methods for self-help.

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Teaching self-hypnosis or relaxation techniques.

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Teaching the use of affirmations.

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Teaching the use of CBT self-analysis and experimental models.

In addition to these there are a vast list of therapies that can be drawn on, either with the practitioner teaching them directly (if qualified in them) or assisting the client to find good and ‘authority’ sources of information to learn from. This differentiation is discussed later in the course, and guidance is provided on finding and using sources of authority (recognised sources of good and correct material). •

Nutritional advice and plans

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Use of herbalism, homeopathy, Ayurveda

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Use of exercise plans or fitness plans

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Weight loss or control programmes

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Addiction control programmes

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Use of Reiki, crystal healing or other similar techniques

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Self-massage, or finding a massage practitioner

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Building support networks

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Choosing new hobbies and activities

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Relationship guidance

Clearly this is not an exhaustive list, since depending on the nature of the problems that your individual client faces, they may need support from a wide range of sources. Spend 10-20 minutes compiling your own list of therapies or techniques that you might imagine your client benefiting from. You can think of methods that have helped you or your friends in the past, those you could provide in a qualified way, or those you imagine your expected client group needing. Indicate on your list which therapies you would be qualified to provide, which ones you would refer a client to a practitioner for, and which ones you might refer them to literature for. (As is mentioned again later in the course, you must of course ensure your client has consulted a medical doctor, and that the doctor makes no medical objection to any fitness, weight loss or other programme that may impact on a medical condition, such as pain relief).

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For example: Client problem

Requires

From Whom/Where

Client with back pain

Massage

Refer

Client wanting to lose weight

Weight loss programme

Nutritional guide

Client needing to learn relax

Meditation or relaxation techniques

Yourself (covered later in this course)

Once you have completed your list, perhaps think about where you might find out more about these topics. The core methods you will need are covered in this course, however depending on your personal interest, perhaps in certain client groups, you may find some additional reading or study helpful. You are encouraged to include information from other sources in your answers to the case studies later in the course. Key Learning Points 1. Some aspects of life coaching require the application of therapy techniques by the practitioner. 2. Other aspects of life coaching require teaching the client skills, or helping them to find places where they can learn skills. As an exercise of self-study for this lesson, write a description of the following: •

What you think the role of a life coach is

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How being a life coach is different to being (for example) a person-centred counsellor

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How you see yourself working with clients

Keep your description informal and simple. Doing this exercise will help you in answering the formal answers for the lesson. Self-Study Exercise As an exercise in positive thinking and visualisation, which you can later adapt for client use, you are advised to do the following exercise. The exercise will also further clarify the answers needed for your formal answer paper. Joint Professional Life Coaching and Counselling Diploma Course – Assignment One – Page 15

Take a piece of paper, preferably A4 size. Using initially a pencil (so you can erase errors), turn your paper into a piece of headed paper for your future life coaching practice. If you do not know where you will be practicing, or a phone number, make them up! Do not worry if it is not an art masterpiece, or if you make the odd spelling mistake, just have a go at being creative. Once you have created a design, note on the paper the main points from the last self-study exercise in the form of a short letter. Imagine you are writing to a GP or other professional explaining what life coaching is, and what you have to offer. Keep it brief and to the point. Once complete use ink, colour, or anything you like to enhance it. Keep this piece of work as a visual prompt. Get comfortable with the idea of being a coach, of relating to other professionals and knowing what your role is. You may wish to keep it in a protective poly pocket, or even laminate it. If you wish to refer to this in your studies then take a copy of it and send it with your answer paper. DO NOT SEND THE ORIGINAL. You may refer to this copy of the ‘letter’ in your answers to the formal question paper. Please note this is optional. The main objective of this exercise is to create a symbol of what you are going to achieve, and to become comfortable with that outcome. Use it as something to look at, hold and think positively about. This same easy exercise can be used as a technique to teach to your future clients. Author Comment There are CBT publications available in good bookshops with CBT analysis and experimental forms in them. Depending on the publication, some of these are offered as resources to practitioners with limited copyright permission to copy, as long as this is for use in original form with your clients. Always ensure you obey copyright rules when using other publications for reference. This is discussed in more depth in a later section. Recommended reading list Counselling and Psychotherapy skills: First Steps in Counselling. A Student’s companion for basic introductory courses, third edition. Pete Sanders. PCCS books. ISBN 1-898059-51-9. N.B. Highly accessible and helpful guide to basic counselling and how it can be applied in therapy generally.

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Counselling Skills and Theory. Margaret Hough. Hodder Arnold. ISBN 0-340-70179-X. N.B.: Comprehensive and in depth guide to psychotherapy and counselling skills. Complex and detailed. Self-hypnosis skills: Hypnosis for Beginners. William W. Hewitt. Llewellyn. ISBN 1-56718-359-X. N.B.: Highly accessible guide to methods of hypnosis, hypnotherapy and self-hypnosis. Readers should note that since this is a guide from a U.S. author, the advice regarding registration and qualification is not applicable to U.K. practitioners. CBT: Cognitive Therapy Techniques a practitioner’s guide. Robert L. Leahy. The Guildford Press. ISBN 1- 57230-905-9. N.B.: contains multiple CBT forms and handouts and copyright permission to duplicate these for client use. Cognitive Behavioural Therapy for Dummies. Rob Wilson & Rhena Branch. ISBN 0-470-018380. N.B.: Highly accessible guide and summary with information on a number of approaches and uses of CBT. Written by therapists from the ‘Priory’. Life Coaching: Life Coaching, a CBT Approach. Michael Neeman & Windy Drydan. ISBN 1-58391-138-3. N.B.: An unusually well written text that deals with real therapeutic application of life coaching. NLP: NLP Pocketbook. A pocketful of neuro-linguistic programming tips to help you succeed and make a positive difference to your life. Gillian Burn. Management Pocketbooks. ISBN 1-903776-31-7. N.B.: Very basic overview of NLP and how it can be used in presentation, sales, rapid intervention and positive thinking.

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The Sourcebook of Magic. A comprehensive guide to the technology of NLP. L. Michael Hall & Barbara P. Belnap. CHP press. ISBN 189983622-5. N.B.: Complex but very comprehensive guide to using NLP for therapy. Covers pretty much all there is to know at the time of publishing. Depression: Depression for Dummies. Laura L. Smith, PhD & Charles H. Elliot PhD. Wiley ‘For Dummies’. ISBN 0-7645-3900-0.

TUTOR TALK: Congratulations on coming to the end of this assignment. Now all that remains is for you to complete the question paper and return it to the College for marking. Well done on all your effort. © Copyright Reserved

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STUDENT NOTES: Please use the space below for recording what you consider to be any pertinent information or notes. You may find it helpful to refer back to it later on!

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STUDENT NOTES: Please use the space below for recording what you consider to be any pertinent information or notes. You may find it helpful to refer back to it later on!

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