In Introduction to Neuroconstruction you'll learn:

• Why it's important to work with the client's subjective and constructed experience, rather than taking a cookie-cutter coaching approach.
• How the brain creates psychological states and our personal reality (and why this is vital to understand in the new era of coaching).
• How to take a neuroconstructionist coaching approach when working with first-order change (behavior change).
• How to take advantage of the new wave of neuroscience-based constructionist coaching.

Upon completion of this unit you will be able to:

• Understand the neuroscience of the Ideal Self as a key driver of purposeful change and sustained motivation.
• Learn how activating the Ideal Self network supports neuroplasticity, openness to new ideas, and long-term goal orientation.
• Explore the contrast between the Ideal Self and the Ought Self, and how each shapes emotional and cognitive states.
• Use evidence-based coaching strategies to help clients articulate a clear, emotionally resonant vision of who they want to become.
• Examine how the Ideal Self engages the brain’s default mode network (DMN) and supports future-oriented thinking and self-reflection.
• Practice techniques for integrating the Ideal Self into coaching sessions to align values, goals, and daily actions.
• Understand the role of positive emotional attractors in sustaining engagement and driving intrinsic motivation.
• Apply neuroscience-informed frameworks to guide clients in developing identity-based goals that foster transformation over time.

Upon completion of this unit you will be able to:

• Explain the importance of personal vision, including purpose/meaning, core values, and aspirational identities.
• Describe the roles that emotional attractors and the Ideal Self play in helping people change.
• Use a neuroscience-based approach when working with values and vision, as well as co-creating the relationship.
• Coach with curiosity and facilitate change by working with components of the Self: vision, values and aspirational identities.

Upon completion of this unit you will be able to:

• Explore how the brain constructs meaning from language and experience, and why this matters in coaching conversations.
• Learn how to identify and unpack the subjective meaning behind the words clients use to avoid assumptions and misinterpretations.
• Practice techniques for “slowing down the language” to surface the deeper cognitive and emotional frames driving client behavior.
• Understand how meaning is a product of individual neural filtering, influenced by prior experiences, values, and identity.
• Examine the neuroscience of motivation: how the brain assigns subjective value and how this shapes goals, decision-making, and behavior.
• Discover how to identify the implicit reward signals clients are responding to, and how to work with them to realign motivation.
• Apply neuroscience-informed strategies to co-create new perspectives and meaning structures that support desired change.

Upon completion of this unit you will be able to:

• Understand the neuroscience of how habits are formed, so you can help clients to start taking charge of the habits that impact their life.
• Identify the specific behaviors and habits that need to change to unlock potential.
• Leverage the brain's valuation system to "tip" into a new behavior and reinforce it for long-term change.
• Know when to use motivation, immediate action, or micro celebration to establish and reinforce new behaviors.
• Draw from the neuroscience-based habit formation map, so you know exactly what part of the habit process to focus on for rapid and lasting change.

Upon completion of this unit you will be able to:

• Use evidence-based behavior change strategies to help clients define their ideal future and recognize their obstacles to success.
• Identify when to shift from visioning and future-oriented questioning to problem solving and planning (timing this correctly accelerates results).
• Help clients gain insight into the barriers preventing them from changing their behavior.
• Create an action plan so that clients know exactly what to work on, and can start taking action immediately (an invaluable but often overlooked step in behavior change).

Upon completion of this unit you will be able to:

• Help clients work with the brain's affective and emotional "systems"
• Describe to clients how the brain makes emotions to help them understand that they have more control over their experiences than they think.
• Use affect awareness values-based action to manage emotional states during goal pursuit.
• Help clients develop an acceptance style way of being, so that they’re unaffected by unhelpful emotions as they encounter obstacles and challenges as they pursue goals.

Upon completion of this unit you will be able to

• Describe the how, why and when of insight and analytical thinking as thought-modalities for problem solving and decision making.
• Highlight why the biggest issue when faced with a problem or decision is not the problem or decision itself, but the brain's response, and how to address it.
• Utilize a neuroscience-based coaching process to facilitate insight-solutions to problems.

Upon completion of this unit you will be able to:

• Describe the differences between permanent and personal domains of human concern.
• Draw on the neuroscience evidence for different domains of concern, so clients gain valuable insight into their importance.
• Design the domains of concern that clients will observe and assess their lives with.
• Bring clients' awareness to the unavoidable concerns of life, so they can act to take care of them.
• Develop a life concerns map for each client, to help guide them towards their new way of being.

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 ACC coaches 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.