Level 3 Diploma in Life Coaching

This Quality Assured Level 3 Diploma in Life Coaching course is designed for those wishing to work as a Life Coach upon completion, both on a personal and corporate basis. Throughout the course you will build on the skills you need to coach in a range of situations, and for a wide range of people.

The course will also explore and develop your own strengths and show you how this can be implemented into your training and therefore into practicing as a coach as a career. The Oxford College course is widely respected worldwide, and provides a first class training for prospective coaches.

This course will provide the student with a diploma in Life Coaching. It will contain 9 sub modules [termed units] made up as follows:

This module will explore the role of the coach in a variety of situations. The module will ask you to look introspectively and will start building the blocks of thinking about the numerous reasons people will seek a coach. The module also examines the various methods of the delivery of coaching. The module will explain and train in the differences in advice, guidance and the implementation of coaching. You will start to cover 'active listening' and personality profiling. You will be asked to review your thoughts and feelings about certain situations, and learn how to structure thoughts and plan personal development. You will also start to learn the questioning techniques and building up a preliminary client session.

Focuses on the qualities a Life Coach needs to posses to be a positive influence on the client. You will cover confidentiality and report taking. The module will ask you to complete your interview form and ask you to summaries case studies.

How to build key client relationships, maintaining confidence and trust of clients, delivering quality services, managing client expectations. Your interviewing technique is key to the successful coach to enable the coach to see the client as a whole. All aspects of the clients life and lifestyle and examined. You will learn key techniques which you will build on later in your course. The NLP component of this module is a stand alone course in itself, the specific parts are detailed below; We start with some definitions of Neuro-Linguistic Programming (best shortened to NLP) in the interests of clarity.

NLP brings together the three areas of the mind, our use of language, and our behaviour to achieve our goals. "Neuro" relates to neurology, the study of the mind and how we think, "linguistics" covers our use of language and how it affects us and "programming" addresses how we sequence our actions to achieved desired outcomes.

Richard Bandler, one of the "creators" of NLP has described it as:

• an attitude of curiosity…to discover how to communicate effectively with others…
• a methodology based on the presupposition (assumption) that, "All behaviour has a structure that can be modelled, learned, taught and used to change the behaviour of others."

An article in Science Digest went on cite NLP as possibly "the most important synthesis of knowledge about human communications to emerge since the sixties". NLP has also been described as "the practice of understanding how people organise their thinking, feeling, language and behaviour to produce the results they do. NLP provides people with a methodology to model and so emulate the outstanding performances achieved by …leaders in their field". (see NLP Academy website)

For whom is this Module Designed?

This Introduction to NLP is designed to support the revised Oxford Distance Learning for Life Coaches. The Module is free-standing, and assumes no prior knowledge of the subject. It is also suitable for anyone with a "sketchy" understanding of NLP and an interest in learning more.

The basis premise is that it useful and desirable for coaches to appreciate the nature and applications of NLP, particularly since there are strong links and similarities between many NLP concepts, strategies and techniques and others widely used in coaching.

Despite the somewhat off-putting title of "Neuro-Linguistic Programming", there has been a rapid growth in the adoption of this approach since its initial development in the 1970s by Grinder and Bandler. Originating from the world of psychotherapy, NLP theories, strategies and techniques are now also frequently applied in the fields of e.g. coaching, personal development, sales, and management. The number of practitioners is increasing rapidly, and a growing range of courses are available to add to this pool.

A practical approach is used in this Module, including twenty-six "Action Learning" exercises and an end-of-Module Assignment (set of summative activities), to be "in tune" with the nature of NLP. This is such a "hands on" subject, that it can only really be appreciated fully through personal experience and the face-to-face practice of techniques in a group with a trained Master Practitioner.

The Module adopts an objective, informative, and questioning approach. Yet, it reiterates the benefits of NLP in promoting positive thinking, effective communication, and encouragement to use one's internal resources to "change one's state" to achieve well-formed outcomes. There is criticism of certain aspects of NLP e.g. an acknowledgement of the views that it is somewhat unscientific in approach and possibly manipulative in its application. This is in contrast to the fervent enthusiasm often expressed by many of those who have attended NLP courses.

The objectives are to:

• increase your appreciation and understanding of NLP theories and concepts
• provide opportunities to practise some basic NLP techniques, with the caveat that most of them should only be used by suitably trained Practitioners for "interventions" with others
• encourage you as a coach to reflect continually on the similarities between NLP and other approaches and techniques as you acquire them

The format is straightforward, covering:

• definitions of NLP
• a summary of the development and "basic philosophy" of NLP
• an introduction to key concepts: ideas are explored in more detail to reflect their importance e.g. the development of rapport, or their complexity e.g. metaprograms and the Meta Model.
• consideration of possible applications to coaching, integrated into the explanation of concepts
• further information on obtaining formal training

The Module covers at a basic level the content of the INLPTA Diploma in NLP.

The main sections include:

• Definitions of NLP
• Background to Development of NLP
• 4 Basic Principles of NLP
• The Pillars of NLP e.g. importance of taking personal responsibility, formulating goals or outcomes, adopting a flexible approach; focus on "presuppositions" the pithy and thought-provoking assumptions which underlie NLP
• Nature and importance of rapport and methods of developing it to relate more effectively to other people - mirroring, matching, pacing, etc.
• Establishing "well-formed outcomes" or appropriate positive goals using the POSERS process
• The NLP Communication Model:
• • Filtering reality through the senses ("The doors of perception") - an introduction to VAK(OG) i.e. visual, auditory, touch/feeling, olfactory (scent) and gustatory (taste) senses
  • The use of language to show preferred "representational systems" e.g. speech patterns with strong emphasis on the visual: " When he saw I had an eye on that house he was in a black mood for weeks". Consideration of how "sensory acuity" helps us to establish stronger rapport with others
  • Eye-accessing cues: interpreting eye movements to assess whether we tend to use visual, auditory or touch/feeling "rep systems" to filter reality
  • The Filters of experience, beliefs, values and attitudes
  • The Filter of Metaprograms: an exploration of the "habitual, perceptual filters" which we apply to reality. This touches on how "personality types" or traits affect our interpretation of reality and our style of communication with others. Explanation of some of the main metaprograms e.g. extrovert/introvert; proactive/reactive; option/procedures orientated; global approach/detail conscious; internally/externally referenced; tendency to learn through sameness/difference; "convincer pattern" or way in which we are convinced by information. Examples of how language provides clues to people's metaprograms. Consideration of the relevance of understanding people's metaprograms and how we can use this knowledge in our communication with them.
  • The Meta Model: discussion of the process by which we delete, distort and generalise reality to make it manageable. Exploration of how we can interpret these distortions etc. to "reconnect" with the "deeper structure" or meaning behind our communication with each other.
• Modelling i.e. identification of patterns of ideas and behaviours which lead to excellence
• NLP strategies for achieving outcomes, including TOTE, the idea of testing the differences between actual and desired states, and working to remove them in an iterative process.
• Further Examples of NLP Techniques which may be used relatively easily and effectively to "change state" and move to a more resourceful mindset:
  • Anchoring - establishing simple methods of "triggering" positive feelings e.g. of confidence, optimism
  • The Meta Mirror: the technique produced by Dilts to see ourselves as others see us, with a view to improving working relationships, and our ability to negotiate with others
  • The use of submodalities (sensory qualities) to change state (the way we feel about an event): playing through past experiences, as if on a video, to face up to and reduce the significance of unpleasant memories conjured up by the sensations we associate with an event e.g. the frowning face and raised voice of an angry line manager
  • Framing and Reframing: defining reality in certain ways order to give it different meanings, to enable us to communicate better e.g. using negotiation frame, or to solve problems e.g. using "as if" frame
  • Use of metaphor and fables to make points, bring us fresh insights
• Trance-like states and use of hypnosis in NLP: brief outline of how a relaxed, internally-focused frame of mind helps us to access our unconscious mind to find the solution to certain problems
• Brief reference to time lines: how we perceive events in time
• Obtaining further training in NLP e.g. Diploma, Practitioner, Master Practitioner, Trainer - considerations of speed of qualification versus time for consolidation
• References -a readily available, accessible texts for further reading
• Final assignment - production of glossary, reflective journal and further development of skills in establishing rapport, using "rep systems", understanding relevance and practical use of metaprograms and the Meta Model

Examines the techniques used to draw information out of the client and aid them in coming to terms with how they feel. This unit also explores coaching couples and examines the way the coach should approach the situation in a different manner. The unit covers varying relationships from workplace to family. Death and Bereavement - This unit also explores the stages of dying and the tasks of mourning. The coach can have a huge part to play in these situations. Many clients will benefit from a positive mourning plan and dealing with the vast array of emotions they may be feeling. You will cover perspectives of the reality of loss, the client adjusting to their environment, allowing for individual differences and examine defences and coping styles.

This unit covers the definitions and effects of drugs, alcohol and addictions. You will learn about the effects in regards to relationships, physical and emotional health, performance and legal and financial situations. The unit will cover ways of assisting the client in a practical and supportive manner. The course will also cover coaching clients with financial problems.

This unit covers many of today's largest fields of problems you may encounter with clients. You will work through, in detail, the practical steps and goal setting the coach will use to assist the client is their personal achievements. You will cover healthy coping styles, relaxation techniques, stress management systems, stressors and time management.

This unit explores the areas in which a coach works. You will find out about coaching in specialised areas; i.e Health and Fitness Coach, Addictions Coach, Female Lifestyle Coach, Relationship Coach, Career Coach and Business Coach as well as all round coaching. By this stage of your course you may have definate ideas of specialising the area of coaching you would like to work in, or decide that all-round coaching is the direction you wish to take. You will also cover the ways in which you can promote yourself and your business and dealing with prospective clients.

This unit covers the clients financial goals using financial indicators and positive goal setting. You will also cover career and workplace coaching, which is one of the largest forums for coaches.

This unit gives samples of various coaching sheets. These include:

• Coach client contract
• Client session form
• Client basis form
• Client goal action form
• Referral letter
• Client session form / contract
• Terms and conditions
• Referral to another agency or service
• Client's action plan / care plan
• Permission to release information and / or to advocate
• Client feedback form

The final part to the full course is a 'Plan for Business'. This is a full course in its own merit and moves the student through a business plan, how to market their skills professionally, finance, and the conflicting elements they may encounter. This section of the course is for those who have the ambition to start their own private practice.

This unit also gives the student the chance to read through a professional code of ethics and discuss any parts that they may feel uncomfortable with or unable to cope with. A coach must adhere to a strict code of ethics when dealing with the vulnerable and the student will gain the knowledge of what is expected of them if they choose to take on this role.

Upon completion of each unit in the course the student will be provided with an assignment, based upon short questions and answers or essay questions, in order to test the understanding of the course presented. Upon completion of the final 9th Unit the student will be required to complete a 'thesis'. This will be a 5,000 word assignment, with the option to select from one of numerous subjects.

Students will expect to derive the following benefits from the diploma course:

• Understand the differences between the different modes of complimentary therapy offered to those interested in discussion therapy
• Learn to understand their preferences with and without interaction from others
• Develop skills to deal with the steps involved in reaching their client goals and reaching their own expectations
• Gain an appreciation of the tools and techniques that coaches use as part of their "toolbox"
• How to properly manage and structure client appointments and manage reports and client progress
• Discover ways to improve communications with the client while utilising and developing abilities to goal set
• Develop effective coaching skills and learn how to interact professionally and effectively with outside organisations
• How to collect information and carry out research
• A greater awareness of the dimensions of starting a private business and how to fulfill their role as a coach
• An understanding of what is required as a business owner and how to professionally achieve goals

The course will examine the major attributes required by the professional Coach and includes:

• Code of Conduct
• Coaching descriptions
• Types of client problems
• Professionalism - meaning of trust
• Coaching reports and files The final part to the full course is a 'Plan for Business'.

This is a full course in its own merit and moves the student through a business plan, how to market their skills professionally, finance, and the conflicting elements they may encounter. This section of the course is for those who have the ambition to start their own coaching practice.