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.
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.
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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" andCMA 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:
- nature of life coaching
- cognitive behaviour therapy
- different approaches
- the scope of life coaching.
- Individual Perception
- psychology of self-perception
- perceptual barriers
- motivating clients to challenge their perceptions.
- A Well Balanced Life
- the inter-relationship between psychology and physiology
- the psychology of balance.
- 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.
- Coaching Skills
- understanding the communication process
- body language
- communication barriers
- listening skills
- assessing learning styles.
- Coaching and physical well-being
- human nutrition
- important factors in nutrition
- physical well-being.
- Coaching and psychological well-being
- the psychology of self-esteem
- stress management programme
- identifying stressors.
- Coaching Success
- high achievement
- coaching success
- career guidance
- managing your money
- beginning a business.
- Goal Setting
- aims and goals
- types of goals
- future goals
- steps for sucessful goal achievement
- effort and attribution.
- Review and Adjustment
- indications that a programme needs to be reassessed
- client's lack of confidence
- personality clash
- health and safety issues.
- 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:
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 Start||Anytime, Anywhere|
|Recognised Issuing Body||TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation.|
|Course Prerequisite||No, start at anytime|
|Course Qualification||Level 4 Certificate in Life Coaching|
|Exam Required?||Finalised with an exam/test|
|UK Course Credits||10 Credits|
|US Course Credit Hours||3 Credit Hours|
|Study Support||You'll be allocated your own personal tutor/mentor who will support and mentor you throughout your whole course. Our tutors/mentors have been specifically chosen for their business expertise, qualifications and must be active within their industry. Tutors are contactable by e-mail, telephone and through our Moodle Student Support Zone online. Tutors are there to provide assistance with course material, discuss, explain and give advice and support throughout the whole programme. Their feedback is vital to your success.|
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