TRAINING CURRICULA IN INTEGRATIVE STRATEGIC COACHING
MODULE 1. INTRODUCTION TO COACHING
1. History of coaching; 2. Definition of coaching; 3. Types of coaching: 3.1. Life coaching; 3.2. Career coaching; 3.3. Organizational coaching; 3.4. Co-coaching; 3.5. Business and executive coaching; 3.6. Relationship coaching; 4. The differences between coaching, psychological counseling and psychotherapy; 5. Coaching models: 5.1. Systems theory; 5.2. Neurolinguistic programming; 5.3. Transactional analysis; 5.4. The Gestalt model; 5.5. psychodrama; 5.6. Cognitive-behavioral theory; 5.7. The psychodynamic model; 5.8. The strategic integrative model.
MODULE 2. THEMES AND PROBLEMS IN INDIVIDUAL COACHING
1. Common topics and problems in individual coaching: 1.1. Skills and performance; 1.2. Personal development; 1.3. Leadership; 1.4. The search for the meaning of life; 1.5. Motivational deficits; 1.6. Professional orientation; 1.7. Communication difficulties; 1.8. Difficulties in interpersonal relationships; 1.9. Performance anxiety; 2. The coaching process; 3. Client variable; 4. Coach variable; 5. Interview and evaluation.
MODULE 3. STRATEGIC INTEGRATIVE COACHING
1. Defining the problem / area in which the client needs help: 1.1. The strategic integrative model; 1.2. Cognitive domain; 1.3. Emotional domain; 1.4. Domain of internal dynamics; 1.5. Social, family and occupational domain; 1.6. The existential domain; 1.7. Behavioral domain; 2. The individual coaching process: 2.1. Exploring the current situation; 2.2. Imagining the future; 2.3. Exploration, testing and goal setting; 2.4. The action; 2.5. Homework; 2.6. Confronting resistance; 3. Basic interventions and techniques in coaching: 3.1. Questions and confrontation; 3.2. clarification; 3.3. reframing; 3.4. Feed-back; 3.5. Guided imaging; 3.6. Use of metaphors.
MODULE 4. THE COACHING RELATIONSHIP
1. The coaching relationship in context: 1.1. Coaching Alliance; 1.2. Alliance breakdowns and their management; 1.3. Building and maintaining the coaching relationship; 1.4. Relational principles in coaching; 1.5. Co-creation of coaching relationship; 1.6. The model of the six modalities of relationships – Clarkson and Gilbert: coaching alliance, transference-countertransference relationship, developmental or necessary relationship developmentally, the I-You relationship or the real relationship, the transpersonal relationship and the representational relationship; 2. Coach variable: 2.1. empathy; 2.2. Unconditional acceptance; 2.3. authenticity; 2.4. Professional variables; 2.5. Demographic and diversity variables; 2.6. Personality variables; 2.7. Personal development in coaching; 2.8. Attachment style; 2.4. The client variable in coaching.
MODULE 5. MOTIVATION
1. Motivation theories: 1.1. Needs reduction theories; 1.2. Expectancy-value theories; 1.3. Theories of development; 2. Intrinsic and extrinsic motivation; 3. Setting goals; 4. The locus of control; 5. The learned helplessness; 6. Motivation for change and stages of change; 7. Theory of self-determination; 8. Placebo, hope and expectation; 9. Learning experiences; 10. Strengthening the ego; 11. Attribution of the result.
MODULE 6. THE INDIVIDUAL COACHING PROCESS
1. Coaching context: 1.1. Coaching contracts; 1.2. The fundamental conditions for the validity of the coaching contracts; 1.3. Formulation of the coaching contract; 1.4. Contracts in three corners; 2. The coaching model; 3. Essential techniques for the coach; 4. Success and failure in coaching; 5. Clients for whom coaching is contraindicated; 6. Problems that go beyond the coaching sphere; 7. The ethical code; 8. Confidentiality.
MODULE 7. THE COGNITIVE DOMAIN IN INDIVIDUAL COACHING
1. The limiting beliefs; 2. Self-esteem; 3. Body image; 4. Perfectionism; 5. Inefficient behaviors; 6. Interventions in the cognitive field: 6.1. Modifying limiting beliefs; 6.2. Exposure and desensitization techniques; 6.3. Homework; 6.4. journals; 6.5. Clarification questions; 6.6. confrontation; 6.7. Feed-back.
MODULE 8. THE EMOTIONAL DOMAIN IN INDIVIDUAL COACHING
1. The manifestations of the types of adult attachment and their impact on coaching: 1.1. Formation of attachment; 1.2. Types of adult attachment; 1.3. Client attachment style and impact in coaching; 1.4. Coach attachment style and impact in coaching; 2. Emotional intelligence: 2.1. Self-knowledge; 2.2. self-control; 2.3. Social and group consciousness; 2.4. Management of interpersonal relationships; 2.5. Stress tolerance; 3. Empathy; 4. Expression and emotional regulation; 5. Interventions in the emotional field: 5.1. Guided imaging; 5.2. Use of metaphors; 5.3. Imagining the future.
MODULE 9. THE PSYCHODYNAMIC DOMAIN IN INDIVIDUAL COACHING
Course: 10 hours. Contents: 1. ego states: 1.1. Concept of ego states; 1.2. Structural and functional ego states; 1.3. Energy invested in ego states; 2. The basic positions in life; 3. The dramatic triangle and the autonomous triangle; 4. Structuring time; 5. Life scenario and internal saboteur. Self-sabotage behaviors; 6. Personality adaptations; 7. Transfer and transfer in coaching.
MODULE 10. THE SOCIAL AND FAMILY AREA IN INDIVIDUAL COACHING
1. Family roles: 1.1. Dysfunctional family roles; 1.2. Dysfunctional parental roles; 2. Family patterns and systems; 3. Parenting models; 4. Courting scenarios; 5. Partner choice and self-sabotage patterns; 6. Relation patterns; 7. Social roles.
MODULE 11. THE EXISTENTIAL DOMAIN IN INDIVIDUAL COACHING
1. The search for the meaning of life; 2. Time management; 2.1. Chronotype and biological clock; 2.2. Emergency and perspective on time; 2.3. Categories of people who are late; 2.4. The myth of multitasking; 3. Change management: 3.1. Fear of change; 3.2. Change management; 3.3. Promoting change; 4. Interventions in the existential field: 4.1. prioritization; 4.2. The “bandits” of time; 4.3. Profile of the personal meaning of life; 4.4. Creative intervention techniques.
MODULE 12. VERBAL AND NON-VERBAL ABILITIES IN COACHING
1. Language: 1.1. Surface structures and deep structures; 1.2. The expression of empathy; 1.3. Trans-derivative search; 1.4. Accessing the deep structures in the client’s discourse; 2. Assertiveness; 3. The reformulation; 4. Transactions; 5. Communication channels; 6. Redefine; 7. Non-verbal language.
MODULE 13. CREATIVITY
1. Definition of creativity; 2. Theories on creativity: 2.1. The Amabile model; 2.2. Weisberg Model; 2.3. The Gardner model; 2.4. The Csikszentimhalyi model; 3. The neurobiopsychic theory of creativity; 4. Barriers and roadblocks to creativity.
MODULE 14. PROCESSES AND GROUP DYNAMICS
1. Definition of groups; 1.1. Groups as a system; 1.2. Characteristics of successful groups; 1.3. The life of a subsystem; 1.4. Place of the group in the organization; 2. Group processes: 2.1. Formation and development of groups; 2.2. Experience as a member of a group; 2.3. Group performance and interactions; 2.4. Group influence; 2.5. Modalities of communication in the group; 3. Group dynamics: 3.1. Threatening against identity; 3.2. Group coaching relationship; 3.3. Roles and behavioral problems; 3.4. Group conflicts; 4. Anti-group: 4.1. Anti-group determinants; 4.2. Working with the anti-group.
MODULE 15. THE ORGANIZATION AND ORGANIZATIONAL BEHAVIOR
1. Types of organizations; 2. The specificity of the organizations; 3. Components and relationships within organizations; 4. Organizational theories: 4.1. Classical theories; 4.2. Neoclassical theories; 4.3. Human resources theory; 4.3. Modern structural theory; 4.4. Economic theory; 4.5. Theory of power and politics; 4.6. Theory of culture and organizational change; 4.7. Theory of the environment; 5. Organizational behavior: 5.1. The theory of the hierarchy of needs; 5.2. Theory of existence, relationship and growth; 5.3. Organizational psychoanalytic theory; 5.4. Theory of motivational hygiene; 5.5. Theory of job characteristics; 5.6. Expectancy theory; 5.6. Operational learning.
MODULE 16. ORGANIZATIONAL CULTURE AND CLIMATE
1. Organizational culture: 1.1. History and definitions; 1.2. Models of organizational culture (power, role, procurement, support); 1.3. Dimensions of organizational culture (1.3.1. The Hofstende system: power / distance, masculinity / femininity, individuality / collectivism, insecurity / avoidance; 1.3.2. Orientation to the future; 1.3.3. Orientation to people; 1.3.4. Assertiveness; 1.3 .5. Performance Orientation); 1.4. Function of organizational culture; 1.5. Strong and strong organizational cultures; 1.6. Creation of organizational culture; 1.7. Maintaining organizational culture; 1.8. Methods of learning organizational culture; 1.9. Changing organizational culture; 2. The organizational climate.
MODULE 17. THE UNKNOWN LIFE OF ORGANIZATIONS
1. Psychoanalytic organizational theory; 2. Organizational defense mechanisms; 3. Psychodynamics of organizational culture; 4. The identity of the organization; 5. Personal identity and group affiliation; 6. Psychodynamics of language and communication in the organizational environment.
MODULE 18. THE PERSONALITY OF THE INDIVIDUAL AND THE ORGANIZATION
1. Theories of personality: 1.1. Psychodynamic perspective; 1.2. Humanist perspective; 1.3. Characteristic perspective; 1.4. Behavioral perspective; 1.5. Cognitive perspective; 2. The connection between personality and occupational performance; 3. The role of personality in the team; 4. Personality and counterproductive occupational behavior; 5. The personalities and relationships are service; 6. Person-organization matching; 7. The personality of the organization and the group.
MODULE 19. CONFLICTS IN ORGANIZATIONS
1. Nature of conflicts; 2. Types of conflicts; 3. Conflict measurement; 4. Intrapersonal conflict: 5. Interpersonal conflict; 6. Inter-group conflict; 7. Conflict resolution methods: 7.1. The win-win method; 7.2. negotiation; 7.3. The process of conflict resolution; 7.4. Conflict prevention
MODULE 20. STRESS AND CHANGE MANAGEMENT
1. Stress: 1.1. Definition of stress; 1.2. Manifestations of stress; 1.3. The sources of stress; 1.4. Stress measurement questionnaires; 1.5. Stress adaptation; 1.6. The effects of occupational stress; 1.7. Intervention levels in stress management; 1.8. Stress and work teams; 1.9. Stress management in organizations; 2. Fatigue; 3. Change in organizations: 3.1. Tension as a precondition; 3.2. Authority and power; 3.3. Moving towards specific goals; 3.4. Modification of old values; 3.5. Self-esteem and stress in the conditions of organizational change; 3.6. Internalization.
MODULE 21. TIME MANAGEMENT
1. Crisis management; 2. Inadequate planning; 3. Inability to say “no”; 4. Poor communication; 5. Telephone interruptions; 6. The impact of e-mail; 7. Overloading with information; 8. Confusions regarding responsibility and authority; 9. Poor delegation; 10. Social networks; 11. Procrastination; 12. Overloading with tasks.
MODULE 22. LEADERSHIP SKILLS
1. Place of the group in the organization: 1.1. What are the groups; 1.2. Teams and working groups; 2. General leadership strategies: 2.1. The universal characteristics of leadership; 2.2. The role of the leader; 2.3. The personal qualities of the leader; 2.4. Leadership style; 3. Authority, power and influence; 4. Obedience to authority; 5. Leadership theories.
MODULE 23. EMOTIONS IN ORGANIZATIONS
1. Individual and group emotional processes: 1.1. Individual emotional processes; 1.2. Group emotions; 1.3. Inter-group emotions; 1.4. The role of the leader’s emotions; 2. Emotional regulation in the group; 3. Emotional expression in the group; 4. Psychodynamics of anxiety in organizations; 5. Roles and interpersonal competence: 5.1. Determinants of behavior in interpersonal situations; 5.2. Specialization and fusion of roles; 5.3. Behavioral patterns; 5.4. The predisposition to assume a certain role; 5.5. Development of interpersonal skills.
MODULE 24. THE PSYCHOLOGY OF LARGE ORGANIZATIONS
1. Definitions and dysfunctions; 2. The bureaucratic model; 3. Organizational society; 4. The personality of the organization; 5. Patterns of accommodation in large organizations; 6. Social dysfunctions in the organization;
MODULE 25. DIAGNOSIS AND INTERVENTION IN ORGANIZATIONAL COACHING
1. Organizational diagnosis: 1.1. Diagnostic levels; 1.2. Diagnostic models; 2. Strategic integrative diagnosis: 2.3. Cognitive diagnosis (2.3.1. Organizational cognitions versus personal cognitions; 2.3.2. Organizational intelligence); 2.4. Emotional diagnosis (2.4.1. Emotional expression and regulation; 2.4.2. Group and intergroup emotions; 2.4.3. Attachment; 2.4.4. Anxiety; 2.4.5. Emotional intelligence; 2.4.6. Interpersonal competence) ; 2.5. Psychodynamic diagnosis (2.5.1. Defense mechanisms; 2.5.2. Transfer phenomena; 2.5.3. Psychological games; 2.5.4. The story of the organization); 2.6. Systemic diagnosis (2.6.1. Groups and groups within the organization; 2.6.2. Predisposition in assuming roles; 2.6.3. System structure); 2.7. Diagnosis of organizational culture and organizational climate; 2.8. Diagnosis of organizational personality and person-organization-group matching; 2.9. Leadership style diagnosis; 2.10. Communication within the organization and communication patterns; 2.11. Presentation problem and impact on performance; 2.12. Organizational history; 3. Selection of the means of intervention.
Personal development program
60 hours of personal development
Personal development focuses, on the one hand, on the development of communication skills, relational skills and self-reflection, and on the other hand on self-discovery, so that trained psychologists discover the ways in which personal history helps or constrains them. regarding professional tasks and their own answers to professional dilemmas.
Supervision
105 hours of supervision
Supervision focuses on strengthening the integration of theory and practice, as well as developing a professional attitude. Supervised psychologists have the opportunity to gain insight into their clinical activity, as well as the opportunity to discover what they are already doing well and what they can replace or improve. Supervision implies respect for the supervisor’s knowledge and emphasizes how the supervisor’s experience is relevant in his professional practice.
There are 7 modules for group supervision. Group supervision is performed in an integrative manner, including models of relational, developmental, narrative and expressive supervision.