Upon completion of this unit you will be able to:

• Describe how psychological life is actively constructed by core psychological ingredients that are managed by intrinsic brain networks, rather than produced by fixed mental faculties.
• Explain how traditional interventions target outputs (e.g., behavior, thought, or emotion), whereas lasting transformation requires revising the brain’s generative model: the predictive architecture that constructs meaning, experience, sense of self, and view of the world.
• Understand how prior learning shapes perception, action, and identity, and guide coachees to construct new ways of being that expand their range of effective actions.
• Use the principles of psychological construction and predictive processing to support deep, system-wide change across emotional, cognitive, and behavioral domains.

Upon completion of this unit you will be able to:

• Understand meaning-making as an active, predictive process that constructs personal reality through language and prior experience.
• Recognize how language both reflects and shapes a coachee’s conceptual scaffolding, including identity, values, and perceived possibilities.
• Gain insight into your own linguistic patterns and how they generate psychological experiences, emotions, and actions.
• Identify and work with the structure of meaning-making—including categories and concepts—to help coachees loosen rigid interpretations and construct more adaptive realities.
• Use the Change Cycle to loosen automatic meaning patterns, surface underlying rigid conceptual structures, and open space for new interpretations and shifts in self-perception.

Upon completion of this unit you will be able to:

• Describe the role of somatic awareness in shaping experience, and how tuning into the body can enhance health, relationships, and performance.
• Distinguish between interoceptive and exteroceptive awareness, and guide coachees in shifting flexibly between internal states and external cues to construct a more accurate map of reality.
• Explain how core affect—arising from bodily signals—underpins all psychological states, including perception, cognition, emotion, and behavior.
• Facilitate somatic and embodied shifts that allow coachees to move from reactive states to more grounded, coherent ways of being.
• Identify and help coachees revise postures, physiological habits, and somatic practices that reinforce unhelpful mental and emotional patterns.

Upon completion of this unit you will be able to:

• Explain how emotions are not fixed responses but constructed experiences, shaped by interoception and conceptual knowledge, in context.
• Distinguish between affect, mood, and emotion, and describe how each contributes to a coachee’s psychological experience and way of being.
• Help coachees identify and reconstruct the conceptual scaffolding that gives emotional states their meaning, revealing greater agency over how they feel and respond.
• Recognize patterns of emotion that arise from unmet needs, rigid constructs, or outdated predictions, and guide coachees toward more adaptive interpretations.
• Facilitate embodied emotional shifts that integrate both somatic and cognitive insight, promoting coherence across thought, feeling, and action.

Upon completion of this unit you will be able to:

• Understand virtues and character strengths as conceptual constructions that shape identity, guide behavior, and scaffold adaptive prediction.
• Help coachees recognize and develop their signature strengths as embodied ways of being that generate coherence, confidence, and resilience.
• Support coachees in shifting from problem-based self-concepts to strength-based narratives, reinforcing adaptive identity priors through action and reflection.
• Facilitate the integration of virtues such as courage, compassion, and perseverance into daily life, enabling coachees to act from their highest values even in uncertainty.
• Apply a multifaceted constructionist approach to help virtues become internalized and sustainable patterns of experience.

Upon completion of this unit you will be able to:

• Help coachees identify the specific domains of concern through which they interpret, assess, and respond to challenges in their lives, based on what matters most to them.
• Bring awareness to how unmet, misinterpreted, or overemphasized concerns generate recurring emotional and behavioral patterns—and guide coachees toward more adaptive and values-aligned responses.
• Support coachees in constructing a personal concerns map that clarifies where energy is being misdirected, and where new ways of being and acting can emerge.
• Introduce and apply the NCC model to design habits and actions that are anchored in the coachee’s domain of concern, aligned with their identity, embodied through somatic cues, and reinforced by context and core character strengths.

Upon completion of this unit you will be able to:

• Describe what coaching is and give examples of different coaching approaches.
• Explain what brings you to the field of coaching.
• Recognize and understand the ICF Competency Standards.

Upon completion of this unit you will be able to:

• Describe what distinguishes coaching from other support professions.
• Define client-centered coaching and explain the importance of the coaching relationship.
• Be able to explain the link between the ICF performance indicators for Cultivates Trust & Safety and Maintains Presence and unconditional positive regard, genuineness, and empathic understanding.

Upon completion of this unit you will be able to:

• Explain three of the foundation principles of solution-focused coaching.
• See clients as competent, resilient, resourceful - and building on these resources to enable our clients to build change in their lives.
• Help clients learn to grow - and not focus on the pre-occupation with finding explanations before taking action.
• Help clients focus on positive outcomes, not the eradication of a problem.

Upon completion of this unit you will be able to:

• Define ‘be’ goals and ‘do’ goals and give examples.
• Explain what is meant by ‘goals as incentives’.
• Explain what determines the choice and pursuit of goals that clients set for themselves.
• Give examples of what will assist clients to think about goals from different perspectives.
• Demonstrate how to work with a client to set & pursue goals based on expectations and free fantasies.

Upon completion of this unit you will be able to:

• Apply the 7 Step Coaching Format to the Initial Session.
• Provide examples of SFC Signature Questions for the Initial Session for each step in the 7 Step Coaching Format.
• Summarize the minimum skill requirements for the ICF Competencies Listens Actively and Evokes Awareness.
• List the SFC signature questions for the Initial Session - goal setting.
• List the SFC signature questions for Second & Subsequent Sessions - committed action.
• Demonstrate how the SFC signature questions for Second & Subsequent Sessions can be utilized in an observed coaching session.
• Apply the SFC signature questions for Ending the Work - recognition of and reflection on achievement.
• Explain the temporal map of coaching model.

Upon completion of this unit you will be able to:

• List SFC signature questions for decision-making and coaching in challenging situations.
• Explain the Choice Point Model (Acceptance and Committment).
• Apply the Choice Point Model as a SFC approach to procrastination.