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Life Coaching 100 Hours Certificate Course

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Life Coaching 100 Hours Certificate Course

Price: £340.00Course Code: BPS305 CLD
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( Katerina, 17/11/2016 ) Q:

Hello, I saw the reply you gave to Amanda about accreditation. The course description mentions clearly that this course is accredited by ACCPH. Is this the case or not then? Thanks.

( 30/11/2016 ) A:

Hi Katerina,

Thank you for your question. I am sorry for the late reply but your message went into our spam folder for a reason I can't understand, but through no fault of yours.

The course is most definitely accredited by ACCPH and on satisfactory completion, you will be able to join the organisation as a professional member and put the letters MACCPH after your name. The reply to Amanda was made previous to the course being assessed and accredited by ACCPH.

I hope this helps.

( Amanda, 20/03/2014 ) Q: 1) Can you please tell me if this course is accredited? 2) Is there a possible payment plan - can you pay in instalments? 3) Are you able to set up a practice as soon as you finish the course? 4) What level is the course in terms of NVQ?
( 21/03/2014 ) A: Hello Amanda, This course is accredited by the IARC who you can read about here: http://www.iarcedu.com/default.aspx . It is There are payment plans available from £81.25 per month, which means you would finish payment in 4 months. This course is a knowledge based course that will give you a good introduction to the topic and also help build your understanding of it. This course is suitable to help you on your way to set up a Life Coaching practice - but the course is not aligned with any coaching body which means you may wish to consider other course providers. The course is between a level 3 and 4 standard (Just above an NVQ3).

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Life Coaching 100 Hours Certificate Course

Life Coaching course online. Learn how to encourage others to achieve maximal well-being. This course will enable people in health, fitness, counselling, social work, etc to help others set and achieve life goals. Develop an appreciation of how different perceptions of the world can be just as critical as knowledge, skill and opportunity in a person's success or failure. Also covers coaching processes, coaching skills and goal setting; and is equally relevant to developing both physical and psychological well-being in the client.


 This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).

 

This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" and be entitled to use the post-nominal latters "MCMA" after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.

 

"Thank you for the returned assignment, this course has been a wonderful experience and highly recomend it to people looking to advance their skills"  Daniel Tolson


 

Learning Goals: Life Coaching BPS305
  • Define life coaching and differentiate it from other professions such as psychotherapist, counsellor, personal trainer and so on.
  • Understand that people perceive the world in different ways, and identify ways to help clients change counter-productive perceptions without excessive discomfdiscomfort.
  • Define a well-rounded individual and well-rounded life.
  • Define different coaching skills including listening, analysing, planning and focusing.
  • Identify ways in which life coaching can contribute to physical well-being.
  • Identify ways in which life coaching can contribute to psychological well-being.
  • Identify the areas in which successful life coaching can benefit a client.
  • Understand the importance enabling clients to develop aims, plans and goals.
  • Recognise the importance of reviewing and adjusting the life-coaching processes.


 

Lesson Structure:  Life Coaching BPS305

There are 10 lessons:

  1. Introduction
    • nature of life coaching
    • cognitive behaviour therapy
    • different approaches
    • the scope of life coaching.
  2. Individual Perception
    • psychology of self-perception
    • perceptual barriers
    • motivating clients to challenge their perceptions.
  3. A Well Balanced Life
    • the inter-relationship between psychology and physiology
    • stress
    • the psychology of balance.
  4. Coaching Processes
    • key coaching processes
    • assessment of the client's situation
    • dealing with emotions
    • setting goals
    • replacing negative habits with positive ones
    • leadership qualities in a life coach
    • imagination and enthusiasm
    • clarifying goals
    • recognition of limitations.
  5. Coaching Skills
    • understanding the communication process
    • body language
    • communication barriers
    • listening skills
    • assessing learning styles.
  6. Coaching and physical well-being
    • human nutrition
    • important factors in nutrition
    • physical well-being.
  7. Coaching and psychological well-being
    • the psychology of self-esteem
    • stress management programme
    • identifying stressors.
  8. Coaching Success
    • high achievement
    • coaching success
    • career guidance
    • managing your money
    • beginning a business.
  9. Goal Setting
    • values
    • aims and goals
    • types of goals
    • planning
    • future goals
    • steps for sucessful goal achievement
    • effort and attribution.
  10. Review and Adjustment
    • indications that a programme needs to be reassessed
    • client's lack of confidence
    • personality clash
    • over-achievers
    • health and safety issues.

 

Practicals
  • Interview a life-coach (or someone who offers life-coaching service as part of their professional counselling repertoire) for information on the nature of life-coaching.
  • Identify principles that differentiate life coaching from other helping professions.
  • Consider pros and cons of different approaches to life coaching.
  • Do case studies to reflect on and/or observe the effects of different life-coaching
  • approaches on improving a person's quality of life.
  • Design and administer a questionnaire to research some effects of negative aspects of self-perception.
  • Discuss the importance of balancing a client's limitations and encouraging to step outside their comfort zones
  • Identify means of monitoring an individual's self-perceptions.
  • Examine the relationship and interaction between a person's mental/psychological and physical health and wellbeing.
  • Consider how to deal with clients with special needs such as disabilities.
  • Identify the processes involved in life coaching and describe what each can contribute to a client's personal growth and development.
  • Discuss ways individuals might resist life changes and ways to facilitate change.
  • Discuss the pros and cons of assertiveness training.
  • Identify reasons that individuals are unable to make decisions.
  • Identify different life coaching skills and when they are required.
  • Explain the importance of listening to the client and how to do it.
  • Consider factors that might make a life coach's personal skill repertoire ineffectual.
  • Discuss the role and risks of physical life coaching in the life-coaching process.
  • Research factors that must be considered when setting out a life coaching plan to promote physical health, and psychological health.
  • Identify crucial information to be included in the development of a client's plan.
  • Discuss ways to nurture a client's goal setting, planning and self-monitoring skills .
  • Research how much life-coaches use/do not use individualised client plans.
  • How can the life-coach monitor the effectiveness of his/her program for a client?
  • Create and evaluate an action plan for a real person/client, including monitoring.

 

 Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:

 

Iona Lister
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.

Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.

 

Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
 

She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.

Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.

 

Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner. 
 

Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB) 
 

Trainer (Skills for Seeing): Macular Society 
 

Reviewer of Books/Information: Macmillan Cancer Support 

 

Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
 

Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes

 


 

Excerpt from the Course

Personality and Heart Disease

Friedman and Rosenman (1959) identified Type A and Type B personalities. A number of studies have found a significant correlation between Type A behaviour patterns and coronary heart disease. Type A is characterised by feeling under excessive time-pressure, aggressively competitive, overly-ambitious, and easily aroused to hostility by situations perceived as being trivial to Type B personalities. Type A’s also veer towards individualism and accomplishment which tends to promote isolation rather than interpersonal connection. They have a hyperactive sympathetic nervous system and an under-active parasympathetic nervous system. There is high secretion of corticosteroids and high blood cholesterol which results in a tendency towards heart attacks. Obviously not everyone is Type A or Type B but most people tend to exhibit aspects of each.

Not all Type A behaviour may be significant in the onset of heart disease. It would seem that hostility is the most important factor.

Irritable Bowel Syndrome and Ulcers

Irritable bowel syndrome is a disturbance of contractions of the gut organised by the enteric nervous system (ENS). The ENS is a subdivision of the peripheral nervous system, responsible for controlling the gastrointestinal system. Stress, whose effects are mediated via the central nervous system and the autonomic nervous system is a causal factor implicated in this.

Peptic ulcers would seem to be caused by an interaction of psychological factors and bacterial infection.

Ways to Stay Healthy

By recognising stress we can avoid situations that bring it about and maximise situations that bring about the opposite response. We can unlearn behaviour that brings about a hostile response.

Also, for some disorders social isolation poses a greater risk than for those who are happily socially integrated. Defence against stress is also provided by a happy social environment. Where people have a sense of belonging, they tend to form part of a social network that is harmonious and gives them meaning in life and enables them to predict, control and cope. Goals become acceptable and attainable within a social network and the person values friendship above the acquisition of material resources (Friedman 1996).

Culture can also have a large impact. Japanese culture emphasises social interaction, inter-dependence, stability, cohesion and group values far more than Western culture. Marmot and Syme (1976) carried out a study and found that Japanese people living a traditional lifestyle, but living in California, had a five times lower rate of coronary heart disease than Californians.

Meditation has been linked to a reduction in sympathetic nervous system domination and hyper-arousal (Bracke and Thoresen, 1996). The parasympathetic contribution is simultaneously strengthened.

Owning a pet also seems to have a positive correlation with mental health. Pet owners tend to have lower blood pressure and lower levels of fatty substances in the blood compared to non pet owners (Anderson et. al., 1992). There is no difference between types of pet so walking the dog cannot explain this phenomenon.

There is some (though rather weak) evidence that thinking positively can also help cancer patients. Sustained aerobic exercise can actually help preventing heart disease and also alleviate depression and anxiety.

There are lot of alternative ways to alleviate stress. A massage once in a while is known to eliminate stress and make a person more relaxed.

Reiki is a form of healing which focuses on the sense of touch for healing purposes both physical and psychological.


 

 

 

 

 

 

Course Info
How Do Our Tuition Fees Compare?Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.
Course StartBegin your learning at any time.
Course Prerequisite None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.
Course Qualification (Study Option A)Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.
Course Qualification (Study Option B)Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.
Comparative Credits InformationUK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.
Course Duration and DeadlinesCourse hours given are a guide only. You will be encouraged to work at your own pace to learn as much as you can, with no assignment deadlines or end date by which you must complete your course by. You are in control!
Study SupportPersonal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the Moodle online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed. They will also mark and grade your assignments, plus provide constructive and helpful feedback vital to your success.
Suitability for Self Employment and Small BusinessesOur courses are ideal for sole traders and small business owners and their staff. Customer confidence in what you can do will determine how successful you are in getting clients. Doing the job right using the correct knowledge and skills, leads to repeat business and referrals to friends, family and work colleagues. Completing one or more of our courses for the service you have to offer, will give you the tools to achieve this and grow your business.
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Designing Your Own QualificationBundle up your choice of related courses to form your own qualification. Our Advanced Certificates (4 courses), Diplomas (6 courses), Advanced Diplomas (8 courses) and Higher Advanced Diplomas (12 courses), are used to differentiate between the in-depth knowledge and skills you will acquire in your chosen area of study. e.g. Advanced Certificate in Turf Care Management, which includes individual courses: Turf Care, Sports Turf Care, Turf Repair and Renovation and Turf Grasses.
How Can I Enrol?Online by selecting your study option, learning materials, plus payment option and then clicking the Enrol Now button - By contacting us for an application form - By telephoning us on 01227 789 649 (International: 0044 1227 789 649). Lines open 9am till 5pm Monday to Friday, excluding Bank Holidays and between Christmas and New Year.
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ACCPH Professional AccreditationAccredited by ACCPH, which allows you to join as a professional member after completion. Membership means you can add the letters MACCPH after your name.
CMA Professional AccreditationAccredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a Fully Qualified Practitioner and be entitled to use the post-nominal latters MCMA after your name. ​CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.

                                                                             

 

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