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To provide an evidence based approach
Coaching CPD courses

Short 2-day Primary Certificate courses and modules

IMPORTANT INTRODUCTION TO COURSES

 

These primary certificate courses below are usually of two-day duration. A number of primary courses may form the modules for full certificate programmes at the Centre for Coaching.

 

 

 

Certificates of Continuing Professional Development (CPD) are issued to delegates who attend 90% of a primary certificate course. A full primary certificate is only awarded to participants who successfully complete a written assignment(s) undertaken at home within 60 days of the course. An extension can be negotiated if necessary otherwise a late submission fee of £20 is charged for late assignments.

 

PRIMARY CERTIFICATE IN STRESS MANAGEMENT

 

 

 

 

CONTENT

 

This two-day course includes the theory of stress and its management. The course takes a multimodal cognitive-behavioural approach to stress management and is based on current research and practice. Some of the topics included are individual and organizational symptoms of stress, thinking errors and thinking skills, stress mapping, stability zones, relaxation techniques, biofeedback, pressure and stress, lifestyle management, physical outlets, management of the personal work environment, Type A behaviour, locus of control, time management, coping strategies at work and home. The application of theory to practice in different settings, e.g. coaching, counselling, health education, individual and group training, and management will be covered. A book, manual, handouts and biodots are provided. A number of questionnaires will need completing at the end of the first day of the course.

 

 

 

AIMS

 

• to become knowledgeable about the nature of stress, its management and prevention

 

• be able to apply this knowledge to recognise stress in self, others and organisations

 

• to become knowledgeable about a multimodal cognitive-behavioural approach to stress management based on current practice and its application to different settings

 

OBJECTIVES

 

 

• define stress and understand how it differs from pressure

 

• have a working understanding of modern models of stress including the multimodal-transactional model, the cognitive ABCDE model and an organisational model

 

• understand the psychophysiology of stress

 

• identify the main physical, psychological and behavioural symptoms of stress in self and others

 

• examine primary, secondary and tertiary stress management interventions at the individual and organisational levels

 

• recognise thinking errors and performance interfering thoughts and develop coaching, training or counselling thinking skills to help individuals modify these beliefs

 

• develop a range of strategies and techniques to tackle stress, including Type A modification, relaxation skills, lifestyle management, biofeedback, stress mapping

 

• understand Type A behaviour and Locus of Control constructs

 

• recognise the organisational symptoms of stress and identify what strategies can be undertaken to prevent and manage stress at work

 

STAFF

 

 

The trainer is Professor Stephen Palmer or Nick Edgerton or Dr Alison Whybrow.

 

PRIMARY CERTIFICATE IN OCCUPATIONAL AND ORGANISATIONAL STRESS MANAGEMENT  

 

CONTENT

 

This 2-day course includes the theory of stress and its management with specific reference to occupational and organisational settings. The course is based on current research and practice. Some of the topics included are individual and organisational symptoms of stress, primary /secondary/tertiary interventions, stress auditing, HSE stress risk assessment, thinking errors and thinking skills, stability zones, pressure and stress, management of the personal work environment, Type A behaviour, locus of control, factors intrinsic to the job, career development, structure and climate, relationships, legal issues, role conflict and ambiguity, time management and coping strategies. A book, manual and handouts are provided. A number of questionnaires will need completing at the end of the first day of the course. As some of the content in this course overlaps with the Primary Certificate in Stress Management, we do not recommend students to do both.

 

 

 

AIMS

 

• To become knowledgeable about the nature of stress, its management and    prevention

 

• Be able to apply this knowledge in the workplace to recognise stress in self, employees and the organization  

 

OBJECTIVES

 

• Define stress and understand how it differs from pressure

 

• Have a working understanding of modern models of stress

 

• Identify the main physical, psychological and behavioural symptoms of stress in self and others

 

• Examine primary, secondary and tertiary stress management interventions at the

 

individual and organisational levels

 

• Develop a range of strategies and techniques to tackle stress at work and home

 

  including thinking skills, coaching skills and Type A modification

 

• Understand Type A behaviour, Locus of Control and Coping Strategies

 

• Examine a number of relevant legal cases

 

• Recognise organisational symptoms of stress

 

• Examine the 2007 HSE guidelines and guide for employees

 

• Understand the 2007 HSE stress risk assessment

 

• Be aware of the main sources of occupational and organisational stress

 

• Identify what managers, health professionals and trainers can do to prevent and

 

  manage stress at work

 

• Develop a personal stress management action plan, if appropriate

 

 

 

STAFF

 

The trainer is Professor Stephen Palmer or Nick Edgerton or Dr Alison Whybrow.

 

PRIMARY CERTIFICATE IN PERFORMANCE COACHING  

 

CONTENT

 

This intensive two-day course based workshop covers the theory and practice of performance coaching applied to work and personal contexts. Participants will have the opportunity to practise coaching skills and techniques in small group work. Some of the topics included are the structure of a performance coaching session, assessing current performance, awareness and taking responsibility, reducing interference, overcoming psychological blocks, the coach as a catalyst, goal setting and goal theory, eliminating the discrepancy between actual and desired performance, competence, developing performance confidence, performance as a measure of behaviour, overcoming the perils of perfectionism, performance enhancing thoughts, performance improvement plans, tackling troublesome thoughts, keeping focused. Handouts and a manual are provided. For the purposes of skills training, participants should be prepared to discuss one problem in small group work. Suitable for coaches, managers, personnel staff, trainers and counsellors. Normal rules of confidentiality apply.

 

 

 

AIMS

 

To provide participants with a range of performance coaching skills.  

 

OBJECTIVES

 

• gain competence in carrying out an assessment of a person’s current performance

 

• identify and tackle blocks to improving current performance

 

• develop collaboratively a performance improvement plan

 

• understand what steps will be needed to maintain performance once it has 

   improved

 

• troubleshoot obstacles to improving and/or maintaining performance

 

STAFF

 

 

The trainer is Nick Edgerton or Professor Stephen Palmer.

 

 

 

PRIMARY CERTIFICATE IN PROBLEM FOCUSED COUNSELLING, COACHING AND TRAINING

 

CONTENT

 

 

This two-day workshop is based upon the problem solving and stress management approaches of Meichenbaum, 1985; Falloon et al, 1984, 1987, 1993; Palmer, 1994, 1997; Wasik, 1984; Hawton and Kirk, 1989; Palmer and Burton, 1996; Milner and Palmer, 1998. It includes the seven-step sequence: problem identification, goal selection, generation of alternatives, consideration of consequences, decision-making, implementation, and evaluation. The indications and contra-indications are also covered, i.e. when and when not to use the approach. For the purposes of skills training, participants should be prepared to discuss two personal problems in small group work. Normal rules of confidentiality apply.

 

AIMS

 

 

To provide participants with an introduction to the theory and practice of problem solving within counselling and coaching settings.

 

OBJECTIVES

 

 

• develop an understanding of and gain practice in using the seven-step problem focused model and two coaching models

 

• practise applying the models step by step to current problems

 

• practise using the techniques associated with problem solving

 

• distinguish between problem interfering thoughts (PITS) and problem enhancing thoughts (PETS)

 

• understand the differences between counselling and coaching

 

 

 

STAFF

 

The trainer is Kasia Szymanska, Nick Edgerton or Professor Stephen Palmer.

 

PRIMARY CERTIFICATE IN ASSERTION AND COMMUNICATIONS SKILLS TRAINING

 

 

CONTENT

 

 

This two-day workshop focuses on the theory and practice of assertion and communications skills. There will be an emphasis on skills practise and course participants will be given opportunity to practise assertion and communication skills, step by step. Assertion skills such as negative feelings assertion, fogging, workable compromise and setting clear boundaries will be covered. Communication skills such as sending and receiving skills will be included. The use of assertion and communications skills in coaching, counseling and stress management training will also be discussed.

 

AIMS

 

 

To provide a practical understanding of those skills associated with assertiveness training and how these skills can be used to aid the communication process.

 

OBJECTIVES

 

 

By the end of the course delegates will:

 

• have an understanding of the differing personality types associated with assertiveness training

 

 

• be able to identify individual behaviour patterns

 

• have had the opportunity to practise a range of assertiveness techniques

 

• have had the opportunity of discussing personal concerns

 

• have developed an Action Plan to consolidate learning and future training needs

 

 

 

STAFF

 

The trainer is Nick Edgerton or Gladeana McMahon.

 

PRIMARY CERTIFICATE IN DEVELOPING PSYCHOLOGICAL RESILIENCE: A COACHING PERSPECTIVE

 

 

CONTENT

 

 

This intensive two-day course based workshop covers the theory and practice of developing psychological resilience. Participants will have the opportunity to practise skills and techniques in small group work. Topics include essential characteristics of a resilient personality, managing hardship, steering through daily difficulties, bouncing back from adversity, reaching out to new opportunities, developing resilience, building strengths rather than repairing weaknesses, distinguishing between resilience inducing beliefs (RIBs) and resilience undermining beliefs (RUBs). Handouts and a manual are provided. For the purposes of skills training, participants should be prepared to discuss one problem in small group work. Suitable for coaches, managers, personnel staff, trainers and counsellors. Normal rules of confidentiality apply.

 

AIMS

 

 

To provide an introduction to the concept of psychological resilience and how such an outlook can be developed/strengthened.

 

OBJECTIVES

 

 

• Examine some of the characteristics associated with resilience

 

• Consider some of the myths of resilience

 

• Identify some of the ideas that undermine resilience building

 

• Discuss the views of various writers on resilience

 

• Pinpoint areas where a poor coping response prevails

 

• Identify core beliefs which are a source of psychological vulnerability

 

STAFF

 

 

The trainer is Michael Neenan or Professor Stephen Palmer.

 

PRIMARY CERTIFICATE IN COUNSELLING (SKILLS)

 

 

This is an intensive two-day course in counselling skills based on the developmental skills model of Gerard Egan, with its three-stage framework of exploration, understanding and action, which can be used effectively in different work contexts.

 

 

WHO IS THE COURSE FOR?

 

 

The course is particularly appropriate for counsellors, psychologists, coaches, nurses, doctors, teachers, social workers, welfare officers and other members of the caring and personnel professions. The course is not an opportunity to work out personal issues which may need the support of personal counselling or coaching, but a degree of self-disclosure in relation to course learning will be expected.

 

CONTENT

 

 

A. What is counselling?

 

B. Core conditions of the client-counsellor relationship: empathy, respect and congruence.

 

C. Egan’s Three Stage Model:

 

Stage 1 Exploration: attending, active listening, communicating empathy, demonstrating acceptance, being authentic, paraphrasing, reflecting, summarising, using open-ended questions to encourage.

 

 

Stage 2 Developing New Understanding: building on Stage 1 skills, accurate empathy and the challenging skills, summarising, probing, appropriate self-disclosure, immediacy, confrontation and inconsistencies, goal setting, alternative frames of reference.

 

Stage 3 Action Skills: contracts, decision-making, evaluation, identifying personal resources.

 

D. Professional Issues: pitfalls in counselling, boundaries, ethics, referrals.

 

E. Experience of counselling practice in three interchangeable roles: counsellor, client, observer.

 

F. Learn about the role of the counsellor, to understand the experience of being a client and to develop the skills of giving feedback and evaluation.

 

COURSE METHOD

 

 

The course sessions are designed on a workshop model which includes: a formal theoretical tutor input with group discussion; small and large group exercises to illustrate the teaching in a personal and practical way; practical counselling in triads of counsellor, client and observer, ending with verbal feedback from counsellors and clients and written evaluation from observer which forms part of each participant’s course workbook.

 

AIMS

 

 

To provide an awareness and understanding of basic counselling skills.

 

OBJECTIVES

 

 

On completion of the course delegates will:

 

• understand the principles of the Problem Management Model of Counselling based on the work of Gerard Egan

 

• be able to demonstrate basic Counselling Skills

 

• understand the difference between Counselling and Counselling Skills

 

STAFF

 

The trainer is Nick Edgerton or Kasia Szymanska.

 

 

PRIMARY CERTIFICATE IN COACHING SUPERVISION

 

 

Coaches have been turning to supervision to help maximise effective performance, enhance skill development and to gain assistance with handling coaching dilemmas and coaching dynamics. A number of professional coaching bodies such as the Association for Coaching and the EMCC have all supported the need for a quality control element in coaching together with the need for supporting individual coaches. Many coaches and organisations are already taking part in a range of coaching supervision options – whether these are of a formal or informal nature. As companies look to ways of ensuring value for money it is likely that coaching supervision will become even more widespread. Although there are trained counselling supervisors there are very few trained coaching supervisors. For many coaches who have been successfully operating coaching practices Coaching Supervision provides the opportunity of developing new skills and a new income stream. This workshop offers an opportunity to receive:  

 

• Theoretical input – a five stage approach to supervision

 

• Skills practice

 

• Opportunity to supervise others

 

• Opportunity to learn how to get the most as coaching supervisees

 

AIMS

 

 

To become knowledgeable about coaching supervision.

 

OBJECTIVES

 

 

• Understand what coaching supervision is

 

• Recognise differences between coaching supervision and therapeutic supervision

 

• Become aware of different types of supervision (managerial, consultative, etc.)

 

• Recognise different models of supervision

 

• Understand key skills of supervision

 

• Consider supervisor competencies

 

• Recognise the importance of different learning styles

 

• Become knowledgeable in supervision administration

 

• Practise supervision skills

 

In addition to the take-home assignment (see ‘Primary certificate courses: introduction’) students will be expected to provide one appropriate 600 word book review (to be agreed).

 

 

STAFF

 

 

The trainer is Gladeana McMahon or Nick Edgerton.

 

PRIMARY CERTIFICATE IN ANGER MANAGEMENT: A COGNITIVE BEHAVIOURAL APPROACH

 

 

CONTENT

 

 

This intensive 2-day course based workshop covers the theory and practice of Anger Management Coaching, Counselling and Training and adopts a Cognitive Behavioural Approach. Participants will have the opportunity to practise skills and techniques in small group work. Topics include distinguishing between anger, hostility and aggression, the cognitive model of anger, forms of anger expression, examining past and present factors contributing to an anger episode, identifying and tackling blocks to developing a therapeutic relationship, developing an anger intensity scale, relaxation and cognitive restructuring (i.e. thought/belief change) skills, coping skills for dealing with difficult/provocative situations and responding constructively to others’ anger. Handouts and a manual are provided. For the purposes of skills training, participants should be prepared to discuss one problem in small group work. Suitable for coaches, managers, personnel staff, trainers and counsellors. Normal rules of confidentiality apply.

 

AIMS

 

 

To provide participants with a range of CBT skills in assessing and tackling dysfunctional anger.

 

OBJECTIVES

 

 

This 2-day course will help participants to:  

 

• distinguish between anger, hostility and aggression

 

• teach the cognitive model of anger

 

• be familiar with forms of anger expression

 

• examine past and present factors that contribute to an anger episode

 

• identify and tackle blocks to developing a therapeutic relationship

 

• develop an anger intensity scale

 

• learn relaxation and cognitive restructuring (i.e. thought /belief change) skills

 

• learn coping skills to deal with difficult/provocative situations

 

• respond constructively to others’ anger

 

 

 

STAFF

 

The trainer is Michael Neenan or Professor Stephen Palmer.

 

PRIMARY CERTIFICATE IN MEDIATION TRAINING SKILLS

 

 

CONTENT

 

 

This intensive 2-day mediation training skills course offers an effective framework for dealing with conflict and disputes both in the workplace and other settings. It uses a positive problem solving and solution seeking approach.

 

The course includes team role plays, feedback and debriefing. It covers why and when to mediate, qualities and attitudes of a mediator, definition of mediation, structures to provide ways to communicate constructively, opening statements, agenda setting, confidentiality, importance of impartiality and neutrality, a range of mediator skills, use of side meetings, exploring solutions, resolution offers, avoiding collusion and other pitfalls, moving from the past to the future, dealing with strong emotions, overcoming power imbalances, writing up agreements, arranging and conducting reviews.

 

 

Mediation can be used to resolve interpersonal staff conflicts at work, in neighbourhoods and communities. Mediation allows for a greater range of solutions and options for those in dispute and, where appropriate, on rebuilding relationships. It focuses on the future and uses a collaborative problem solving approach to achieve a win/win situation acceptable to all. Participants will gain these valuable skills whilst learning in a safe and supportive setting.

 

 

AIMS

 

 

• To gain core skills in mediation

 

OBJECTIVES

 

 

• To gain skills to examine reasons for conflict

 

• To identify information needed to develop fair solutions

 

• To understand your own conflict management style

 

• To practise the skills of identifying key issues, assessing positions and testing out solutions

 

• To understand the importance of neutrality, impartiality and confidentiality

 

• To apply the principles, process and practical applications of mediation

 

• To practise how to set up and manage a structured mediation

 

STAFF

 

The trainer is Elizabeth Doggart who is an Accredited Mediator or Keith Chadwick MSc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 




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