Distant Life Coaching Diploma Registration Fee is $1549.00 USD This Life Coaching course is offered to you through the Institute of Life Coaching, which is a recognized school with ICF(International Coaching Foundation). The Canadian College of Healing Arts and Institute of Life Coaching are affiliated. Length of Course: The course is self paced, so depending on your time commitment it can take 3 to 8 months. By studying for our Diploma in Life Coaching, you’ll give yourself that edge. You couldn’t ask for anything more from a distance learning course.
Life coaching is socially acceptable
Most people dislike going to a traditional therapist. They don't like to admit they have a problem. But seeking a life coach doesn't carry the same negative connotations. There's no stigma. On the contrary, it's quite fashionable. That's why men - and women - are keen to have life coaching.
Life coaches are special
Life coaches are a special breed of people. They're skilled and caring people. They have an excellent standard of living. Their work is intellectually demanding, and they work on a close and intimate level with their clients.
What is coaching?
Life coaches help people to achieve their goals.
Some clients are stuck in a bad relationship.
Others are in a dead end job, or are suffering stress at work.
Others are having difficulty in their family relationships.
While some are in debt, and can't see a way out.
As a life coach, you can unblock these problems, liberate these people, and set them on a new course. What could be more exciting!
The market is vast. At one time or another, everyone needs advice.
And the people who are closest to the client are usually too close to the problem. They can’t see it with fresh eyes, the way you can.
A complete course
We give you the tools and techniques you need to help people as a life coach. The course is crammed full of activities, suggestions, tips and ideas that you can instantly use with your clients.
We explain how to set up your own life coaching practice. We show you how to launch and market it, and how to win clients. You'd be surprised how many courses don't cover this adequately.
Life coaching is very flexible. You can coach people by phone, by email, and by face-to-face meetings. And the easiest way to become a life coach is to enroll on our online course, the Diploma in Life Coaching. It contains everything you need to know about coaching.
What's more, the course is flexible. You can start whenever you want. You can take as long as you need. And whenever you have a query, you can phone a course advisor or email your tutor.
You have the skill
Understanding someone's concerns and problems is a talent that's inside every human being. But you need the secrets of this course to bring out that skill. Once you've learnt the secrets, you can coach anyone, no matter what their concerns. That's why the Diploma in Life Coaching course is so useful. It will turn you into a professional and successful life coach.
Imagine getting paid for doing what you enjoy!
Is there much competition?
Unlike the world of therapy and counseling, there's little competition - because there are few life coaches.
Moreover, few life coaches learn how to promote their business on the net. Fewer still learn how to properly publicize their business in their locality. All of this we teach you on the course.
Your assignments will be marked by one of our experienced tutors, who will be a working life coach. It means you work is checked in a friendly and confidential atmosphere before being exposed to the outside world.
The course is a complete learning package. It is crammed full of information, tips and exercises. Everything is beautifully packaged to provide you with your own permanent reference library which you can consult long after completing the course.
Constructed by coaching experts, the course distills years of experience, covering every aspect of the coaching market.
And we incorporate the most common questions and comments made by our students. By taking this course, your success as a life coach is almost certain.
The course is personal to you
Your course is fully personalized. We carefully mark your assignments, and show you how to improve. We provide advice that you can't get anywhere else, and we give you the encouragement that you need to succeed.
The courses are based on the real world. By the end of the course, you'll have met all the main problems that a life coach encounters. So you won't have any surprises when you face a client.
You also have two advantages over life coaches who have learnt ‘on the job’. They have rarely been taught the craft in a systematic way (so they’re less professional); and they rarely know the full extent of coaching.
if you're ever unsure of something you can phone a Student Advisor at the Institute or contact your tutor.
At successful completion of the diploma program, students will develop and meet these 11 guidelines and skill development in Life Coaching
1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations
a. Understands and exhibits in own behaviors the ICF (International Coaching Federation) Standards of Conduct
b. Understands and follows all ICF Ethical Guidelines
c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions
d. Refers client to another support professional as needed, knowing when this is needed and the available resources
2. Establishing the Coaching Agreement - Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship
a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate)
b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities
c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client
Key Skills Evaluated: 1) The depth of creation of agreement for session; 2) The coach’s ability to partner and the depth of partnering with the client in the creation of agreement, measures of success, and issues to be addressed 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust
a. Shows genuine concern for the client's welfare and future
b. Continuously demonstrates personal integrity, honesty and sincerity
c. Establishes clear agreements and keeps promises
d. Demonstrates respect for client's perceptions, learning style, personal being
e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure
f. Asks permission to coach client in sensitive, new areas
Key Skills Evaluated: 1) The coach’s depth of connection to the client; 2) The coach’s depth of demonstration of trust in the client and the client’s processes of thinking, creating; 3) The coach’s willingness to be completely comfortable with their own authenticity with the client. Students must demonstrated the ability establishing trust and intimacy with the client is that the coach shows genuine concern for client and is attuned to client’s perceptions, learning style, and personal being at a basic level. The coach must also demonstrate an ability to provide ongoing support for new behaviors and actions at a basic level.
4. Coaching Presence - Ability to be fully conscious and create a spontaneous relationship with the client, employing a style that is open, flexible and confident
a. Is present and flexible during the coaching process, dancing in the moment
b. Accesses own intuition and trusts one's inner knowing - "goes with the gut"
c. Is open to not knowing and takes risks
d. Sees many ways to work with the client, and chooses in the moment what is most effective
e. Uses humor effectively to create lightness and energy
f. Confidently shifts perspectives and experiments with new possibilities for own action
g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions
Key Skills Evaluated: 1) The coach’s depth of partnership with the client; 2) The coach’s depth of observation of and use of the whole of the client in the coaching process
5. Active Listening - Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client's desires, and to support client self-expression
a. Attends to the client and the client's agenda, and not to the coach's agenda for the client
b. Hears the client's concerns, goals, values and beliefs about what is and is not possible
c. Distinguishes between the words, the tone of voice, and the body language
d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding
e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc.
f. Integrates and builds on client's ideas and suggestions
g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories
h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps
Key Skills Evaluated: 1) The coach’s depth of hearing what the client says in relations to the client’s agenda; 2) The coach’s ability to hear on multiple levels including both the emotional and substantive content of the words; 3) The coach’s ability to hear underlying beliefs, thinking, creating, and learning that are occurring for the client including recognizing incongruities in language, emotions, and actions; 4) The coach’s ability to hear the client’s language and to encourage the client to deepen descriptive language for themselves .
6. Powerful Questioning -Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client
a. Asks questions that reflect active listening and an understanding of the client's perspective
b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions)
c. Asks open-ended questions that create greater clarity, possibility or new learning
d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards
Key Skills Evaluated: The coach’s depth of questioning that evokes the core issues that are either contained in or underlie the client’s agenda; 2) The coach’s ability to explore with and to evoke exploration by the client of the emotional and substantive content of the words; 3) The coach’s ability to explore with and evoke exploration by the client of the underlying beliefs and means of thinking, creating, and learning that are occurring for the client; 4) The depth at which the coach’s questions provide a thinking space for and elicit new perspectives from the client
7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client
a. Is clear, articulate and direct in sharing and providing feedback
b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about
c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises
d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon)
e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture
Key Skills Evaluated: 1) The ease, directness, and depth with which the coach shares perspectives, thoughts, intuition, and feedback; 2) Whether the coach appears to have any attachment to the coach’s perspective; 3) The coach’s effective use of the client’s language and learning models; 4) The breadth of the invitation the coach gives to the client to share his/her own perspectives, thoughts, intuition, and feedback
8. Creating Awareness - Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results
a. Goes beyond what is said in assessing client's concerns, not getting caught up in the client's description b. Invokes inquiry for greater understanding, awareness and clarity . Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action
d. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them
e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action
f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background)
g. Expresses insights to clients in ways that are useful and meaningful for the client
h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching
i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done
Key Skills Evaluated: 1) The coach’s ability to partner fully with the client in exploration of new and broader perspectives, learning, creating, and actions; 2) The coach’s ability to share perspectives without attachment and invitation to the client to share their own thinking, perspectives, and intuition; 3) The coach’s invitation to and acceptance of the client’s intuition, thinking, and language as critical tools in the coaching process; 4) The coach’s ability to illuminate the client’s fixed ways of thinking that might inhibit growth or accomplishment of the client’s goals without treating the coach’s observation as truth, but only as the coach’s thoughts; 5) The coach’s ability to use the client’s language as a tool of creating awareness; 6) The coach’s ability to integrate beginning, middle and end of the session together if appropriate to the client’s learning and creating
9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results.
a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning, b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals, c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions, d. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting, e. Celebrates client successes and capabilities for future growth, f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action, g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them, h. Helps the client "Do It Now" during the coaching session, providing immediate support, i. Encourages stretches and challenges but also a comfortable pace of learning.
Key Skills Evaluated: 1) The coach’s ability to fully partner with the client in designing actions that relate to and move forward towards the client’s stated agenda; 2) That actions are of a breadth and depth that they may include thinking, feeling, and learning; 3) That the designed actions integrate the whole of the client whenever appropriate; 4) That the designed actions are appropriate to what occurred in the session, where the client is with their sated agenda and desired outcomes; 5) That the designed actions are appropriate to the client’s methods of thinking, learning, integrating, and creating
10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client
a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development, b. Creates a plan with results that are attainable, measurable, specific and have target dates, c. Makes plan adjustments as warranted by the coaching process and by changes in the situation, d. Helps the client identify and access different resources for learning (e.g., books, other professionals) e. Identifies and targets early successes that are important to the client.
Key Skills Evaluated: 1) The coach’s ability to fully partner with and explore with the client in order to create goals and plans that match the client’s learning and creating style, stated agenda and desired outcomes; 2) That the plans and goals designed are of a breadth and depth that they may include thinking, feeling, learning, and creating; 3) That the designed plans and goals integrated the whole of the client whenever appropriate; 4) That the designed plans and goals are appropriate to what occurred in the session, and where the client is with their stated agenda and desired outcomes; 5) That the designed plans and goals are appropriate to the client’s methods of thinking, learning, integrating, and creating; 6) That wherever appropriate, the coach helps the client design measurable achievements that are steps toward the client’s ultimate desired outcome
11. Managing Progress and Accountability - Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action.
a. Clearly requests of the client actions that will move the client toward their stated goals, b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous sessions(s) c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching sessions(s) d. Effectively prepares, organizes and reviews with client information obtained during sessions e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s), f. Focuses on the coaching plan but is also open to adjusting behaviours and actions based on the coaching process and shifts in direction during sessions, g. Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go, h. Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames, i. Develops the client's ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences) j. Positively confronts the client with the fact that he/she did not take agreed-upon actions.
Key Skills Evaluated: 1) The coach’s ability to partner fully with the client to create structures and methods for measuring progress and holding the client accountable to themselves for the progress; 2) That the methods and structures of accountability integrate the whole of the client whenever appropriate; 3) That the designed structures and methods of accountability are capable of producing forward movement by the client, appropriate to what occurred in the session, and to where the client is with their staged agenda and desired outcomes; 4) That the designed structures and methods of accountability are appropriate to the client’s methods of thinking, learning, integrating, and creating; 5) The coach’s ability to trust the client to be accountable to themselves and confidence in holding the client accountable as per the agreed upon methods of accountability.
|
