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Health Coaching Skills Training EQA Workbook A step-by-step guide with course information, exercises and tools to help you master the foundations of Health Coaching, to enable greater levels of Personalised Care This course is accredited by

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Get in touch

0203 488 3270

admin@health-coachingacademy.com

www.health-coachingacademy.com

@HealthCoachingA

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Contents

Welcome pg 4

About the Health Coaching Academy pg 5

Meet our Health Coach Trainers & Team pg 6

10 core principles of Personalised Care pg 8

Overview of the course pg 10

Getting ready & Joining instructions pg 11

Self-assessment pg 12

Getting started: Contracting & Buddying pg 14

Getting focussed feedback: www & ebi pg 15

Onboarding: Welcome video pg 16

Day 1 pre-work pg 17

Live training day 1 & post training reflections pg 19

Day 2 pre-work pg 21

Live training day 2 & post training reflections pg 23

Day 3 pre-work pg 25

Live training day 3 (Final Day & Assessment) pg 27

Next steps: Developing your skills further pg 29

Appendix pg 31

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Welcome

Welcome to your Health Coaching Skills Training workbook. We are excited to be partnering with you at the start of your journey to becoming an even better empowering partner with people you support. The purpose of this workbook is to give you a point of reference and focus over the next few weeks and months as you progress towards becoming an accredited Health Coach. It contains resources, slides and handouts that you will encounter as you work through the programme. The workbook is also designed as a practical tool to track your learning and progress. We invite you to customise it and use it to suit your own learning style. We are very much looking forward to working with you. Warm wishes, Kaye Burnett & Lesley Thompson Directors and Founders of HCA www.health-coachingacademy.com

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About the Health Coaching Academy The Health Coaching Academy are expert providers of Health Coaching Skills training. We believe that Health Coaching lies at the heart of being able to deliver higher levels of personalised care and train all health and care professionals and volunteers, including Health and Wellbeing Coaches, Social Prescribing Link Workers, GPs, Practice Managers, Clinical Directors, Nurses, Midwifes, HealthCare Assistants and Mental Health professionals. We are accredited by both the Personalised Care Institute (PCI) and the European Mentoring and Coaching Council (EMCC), who recognise the high quality of the health coaching skills training we deliver. What is Health Coaching? Health coaching is about truly person-centred conversations which blend deep listening, evidence-based strategies, powerful and open questions, the neuroscience of change and individualised lifestyle interventions. Using these skills allows health & care professionals and volunteers to actively engage and create a partnership between themselves and the people they work with. In doing so, it builds confidence in patients and citizens to achieve positive health behaviour change.

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Meet our Health Coach Trainers We are a team of highly experienced coaches and trainers in health coaching skills

Kaye Burnett

Kaye is a director of the Health Coaching Academy and is a qualified coach with the ICF and ILM with 700 hours of coaching experience. Kaye is also an NHS non-exec director

Lesley Thompson

Lesley is a director of the Health Coaching Academy and is a Professional Certified Coach (PCC) with the ICF with over 1,000 hours of coaching experience

Amanda Bolger

Amanda is a Professional Certified Coach (PCC) with the ICF, is qualified in Career Counselling and has been coaching since 2001. She previously worked at a senior level in HR.

Denise Chilton

Denise is ILM Level 7 certified coach and supervisor, with qualifications in advanced coaching with neuroscience, clean language and use of multiple profiling tools

Mary Cross

Mary is a professional coach with the Association for Coaching, has qualifications in coach supervision, Counselling, NLP and use of a variety of psychometric tools

Hazel Russo

Hazel is a professional executive coach with the Association for Coaching, is an ILM Level 7 qualified coaching supervisor & has over 1,500 hours of coaching experience

Nick Cromwell

Nick is an accredited master executive coach with the Association for Coaching, is an ILM 7 qualified coaching supervisor and master practitioner of NLP

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Meet our Health Coach Trainers & wider team We are a team of highly experienced health coaches and trainers in health coaching, supported by a small internal team who make it all happen.

Elizabeth Arthur

Elizabeth is a Professional Certified Coach (PCC) with the ICF and is qualified in NLP and behavioural modelling. She has been coaching health care professionals since 2010.

Louise Wembridge

Louise is a qualified coach and trainer, specialising in leadership and positive psychology. Her earlier career was in HR, including being an executive director of HR in the NHS.

Lynda Brooks

Lynda is an qualified coach, mentor, facilitator. Prior to coaching she was a clinician with extensive experience working at a senior level within the NHS and public sector.

Adam Henderson

Adam leads our strategy and communications and is responsible for all of our supporting course content, eLearning and digital content.

Claire Early

Claire is our operations manager and is integral to the setup and implementation of our health coach skills training courses as well as managing customer relationships.

Emma Moore

Emma is our programme manager and ensures all of our programmes run smoothly. She will be in touch via the Health Coaching Academy’s admin email account.

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10 core principles of Personalised Care

Health Coaching lies at the heart of Personalised Care and everything that you do within this course will enable you to learn and develop new skills to delivered higher levels of person-centred care.

What is Personalised Care? Put simply, it means people have choice and control over their care and the way it is planned and delivered, based on what matters to them and their individual strengths, needs and preferences. Also often referred to as person-centred care, better Personalised Care happens when those within the health and social care system support people they are working with to stay well for longer, and make the most of the expertise, capacity and potential of people, families and communities. This fundamentally means working in partnership with people to help them achieve better health outcomes. What is the relevance of these 10 principles? Applying these 10 core principles in your conversations will facilitate a shift in the job you do and the outcomes you strive for. It empowers a change in the belief-system of the people you work with, raising motivation, enthusiasm and confidence to do more on their own. This means that, as Health and Care professionals, we can feel ‘lighter’ at the end of the day, get more job satisfaction and see even better outcomes for the people we work with.

How can you use these principles? Please see the next page to see an infographic of all 10 principles. We recommend you print it out to use as a quick reference guide when trying to adopt greater levels of personalised care with your patients. Throughout this training we will build on all of the principles shared, but this 1-pager can also serve as a good reminder in the shift in mindset required in delivering truly personalised care.

Download the infographic If you would prefer to download the infographic directly, please visit our website: https://health-coachingacademy.com/the-10-principles-of-personalised-care/

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Overview of the course This 4-day accredited Health Coaching Skills training programme comprises of 1-day of online e-learning and 3 ‘live’ days. The breakdown is as follows:

E-learning Modules 1 & 2

E-learning Modules 3 & 4

E-learning Modules 5 & 6

Live Day 1 Introduction to

Health Coaching

Live Day 2 Health Coaching

Fundamentals

Live Day 3 Embedding Health

Coaching Skills

CPD Certificate By the EMCC & PCI

Understanding what Health Coaching is, the shift in mindset required and new tools in how to have better conversations

How to set powerful goals and meaningful outcomes and introducing the key components of behaviour change

How to enable patients to overcome barriers with tools on determining motivation and an introduction on how to sustain behaviour change

Building on e-learning modules to look at patient activation, managing time effectively, shared goal setting and much more. All embedded with practice with peers & feedback from our trainers

A deeper dive into behaviour change, how to build confidence and motivation in others to change, using appreciation and feedback and lots of practice to embed these new skills

More in-depth look at the neuroscience behind sustained behaviour change, how to overcome limiting beliefs, share decision making, all embedded with further practice & an assessment

Our trainers observe and assess participants new coaching skills throughout the course and if the required standards are met, we issue you with an EQA certificate, which is accredited by the EMCC

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Getting ready Write in the dates of your live training courses:

Day of Live training Date of training

Day 1

Day 2

Day 3

Joining the training For all of our training, we use Zoom. If you’ve never used Zoom before, please refer to the Appendix for some instructions on how to download and use zoom. We recommend joining from a computer or laptop with a working camera and microphone to enable you to see and participate most easily. Otherwise, using a tablet can also work well. If you don’t have access to any of those, joining on a smartphone is also fine but not ideal due to the small screen. Once everything is set up, in order to join the meeting all you have to do is click on the Zoom link provided in the joining email, or open Zoom, click on the ‘join’ button, enter the room number in the email, and then simply click ‘join’. Please note that for all of our Zoom meetings you don’t need a password in order to join, as there will be a Zoom waiting room, from which you’ll be invited into the main room when the session is ready to start. Please ensure you arrive a few minutes before your session is due to start in order to make a prompt start and maximise our time together.

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Self-assessment

On the above, mark yourself out of 10 (where 10 is excellent) for each of the Health Coaching competencies below and shade in the relevant section with your score:

1. Understanding Self: Demonstrates awareness of own values, beliefs and behaviours, recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the client’s, and where relevant, the sponsor’s objectives

2. Commitment to Self-Development: Explores and improves the standard of their practice and maintains the reputation of the profession

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3. Managing the Contract: Establishes and maintains the expectations and boundaries of the mentoring/coaching contract with the client and, where appropriate, with sponsors

4. Building the Relationship: Skilfully builds and maintains an effective relationship with the client, and where appropriate, with the sponsor

5. Enabling Insight & Learning: Works with the client and sponsor to bring about insight and learning

6. Action & Outcome Orientation: Demonstrates approach, and uses the skills, in supporting the client to make desired changes

7. Use of Models & Techniques: Applies models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning

8. Evaluation: Gathers information on the effectiveness of their practice and contributes to establishing a culture of evaluation of outcomes

Questions for reflection Once you have completed the wheel above, please take a few minutes to review your scores and reflect on the 2 questions below: What are my areas of strength?

What are my areas of stretch?

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Getting started Contract between you and the Health Coaching Academy In order for you to be able to complete and achieve your EQA certificate, it’s important that you complete all 3 live training days and all 6 of the online learning modules. This adds up to 4 days of Health Coach training. If, for any reason, you cannot attend one of the live sessions, we may be able to fit you into another cohort but this is not guaranteed and is subject to availability. Any non-attendance will delay your learning and the accreditation process. Confidentiality: Whilst attending the live sessions we say that any personal conversations must remain confidential within the space of the virtual rooms, however, all the materials are there for you to use and share, so can leave the room.

In Between Work Buddying In between the live training days, we encourage you to connect with other attendees and work together as pairs or triads so that you can continue to practice your coaching skills and give each other observed feedback. This is a really important part of your health coaching journey, as we know that your coaching skills will be strongly enhanced by regular practice. We invite you to connect and create time to coach, be coached and to receive feedback. We recommend about 20 minutes coaching with 20 minutes feedback per individual as often as you can. However, please create the time that works best for you. We will provide time in the session to buddy up and exchange details.

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Getting focused feedback Getting focused feedback on your health coaching skills will support you even more. We encourage you to focus on the coaching skills only. Please resist being drawn into the content or story of the conversation; we know it is very tempting to do so, but the best way to improve your coaching skills is to stay focused on the health coaching skills. To achieve focused feedback, we recommend you use:

• 3 examples of www: What Went Well

• 1 example of ebi: Even Better If

What Went Well (www) : Example 1

What Went Well (www) : Example 2

What Went Well (www) : Example 3

Even Better If (EBI): Example 1

Note: Please feel free to print off multiple copies of this page to use throughout the course to track your progress as your health coaching skills develop.

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Onboarding: Welcome video Prior to starting this Health Coaching Skills training course, you will be sent a welcome email that will share a video to help you prepare for the first live day. If you haven’t watched this video, please visit our website on the following link: https://health-coachingacademy.com/virtual-health-coach-training-welcome/

In this video, lead trainer and co-director, Kaye Burnett and Health Coach trainer Amanda Bolger, talk you through:

• The Programme Overview

• Understanding the Health Coaching mindset

• Start to define the core principles of Health Coaching

• Outline of how to get the most from the programme In addition to the first 2 e-learning modules (see next page), we encourage you to watch this introduction video ahead of the first live day, so you are fully prepared.

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Pre-work before Day 1 of the live training Watch the e-learning modules 1 & 2, which contain 12 individual lessons. These 2 modules give a good introduction and overview to Health Coaching and its core principles, which we will build on in the first live day. Log into the e-learning course by going to https://health-coachingacademy.com/dashboard/.

Bring some issues with you In order to understand the power of Health Coaching, we prefer to work on real issues individuals have when we are demonstrating coaching and practicing it. Therefore, we invite you to think of 1 or 2 real issues that you would like to be coached on during Day 1 of the live training. These could be work, or personal issues, something that you would like to change or make progress with, such healthier diet, taking more exercise, better work/life balance. Write them below:

Issue 1

Issue 2

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Day 1: Reflective Practice – pre-work We encourage you to reflect on the following 4 questions after you have completed the first 2 e-learning modules and prior to attending the first live day:

Q1: What is my key learning from the e-learning?

Q2: How will I use this learning between now and the next training day?

Q3: What questions do I have that I want to ask at the live training?

Q4: What am I learning about myself as a health coach?

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Attend Day 1 of live training In this first day of training, we will cover:

• Patient Activation

• Building trust and rapport

• Core skills – listening and asking open questions • Collaborative Goal setting

• Managing time

• A structure for the Health Coaching Conversation

• Building resilience

• Coaching practice

Reflective Practice: Post Day 1

Q1: What are my key learning points from Day 1?

Q2: What have I learnt about myself as a health coach? (use the live day feedback evaluation form here – see pg 37 in the Appendix for reference)

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Q3: How will I use this learning between now and the next training day?

Q4: What questions do I have that I want to ask at the next live training?

Q5: Who is my health coaching practice buddy? When is our next practice session?

Q6: Reflections from further health coaching practice

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Pre-work before Day 2 of the live training Watch the e-learning modules 3 & 4, which contain 13 individual lessons. These 2 modules cover the basics of how to set powerful goals and meaningful outcomes and shares what is needed to change behaviour, which we will build on in the second live day. Log into the e-learning course by going to https://health-coachingacademy.com/dashboard/.

Bring some issues with you In order to understand the power of Health Coaching, we prefer to work on real issues individuals have when we are demonstrating coaching and practicing it. Therefore, we invite you to think of 1 or 2 real issues that you would like to be coached on during Day 2 of the live training. These could be work, or personal issues, something that you would like to change or make progress with, such healthier diet, taking more exercise, better work/life balance. Write them below:

Issue 1

Issue 2

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Day 2: Reflective Practice – pre-work We encourage you to reflect on the following 4 questions after you have completed the e-learning modules 3 & 4 and prior to attending the second live day:

Q1: What are my key learnings from the e-learning modules?

Q2: How will I use this learning between now and the next training day?

Q3: What questions do I have that I want to ask at the live training?

Q4: What am I learning about myself as a health coach?

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Attend Day 2 of live training In this second day of training, we will cover:

• Core principles of Behaviour Change

• Empowering others

• Motivation • Building Confidence

• Useful neuroscience

• Health wheel – a powerful coaching tool

• Coaching practice and feedback

• How to Tame My Advice Monster

Reflective Practice: Post Day 2

Q1: What are my key learning points from Day 2?

Q2: What have I learnt about myself as a health coach? (use the live day feedback evaluation form here – see pg 37 in the Appendix for reference)

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Q3: How will I use this learning between now and the next training day?

Q4: What questions do I have that I want to ask at the next live training?

Q5: Who is my health coaching practice buddy? When is our next practice session?

Q6: Reflections from further health coaching practice

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Pre-work before Day 3 of the live training Watch the e-learning modules 5 & 6, which contain 14 individual lessons. These 2 final modules cover the basics of helping patients overcome barriers and sustain behaviour change, which we will build on in the second live day. Log into the e-learning course by going to https://health-coachingacademy.com/dashboard/.

Bring some issues with you In order to understand the power of Health Coaching, we prefer to work on real issues individuals have when we are demonstrating coaching and practicing it. Therefore, we invite you to think of 1 or 2 real issues that you would like to be coached on during Day 3 of the live training. These could be work, or personal issues, something that you would like to change or make progress with, such healthier diet, taking more exercise, better work/life balance. Write them below:

Issue 1

Issue 2

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Day 3: Reflective Practice – pre-work We encourage you to reflect on the following 4 questions after you have completed the e-learning modules 5 & 6 and prior to attending the second live day:

Q1: What are my key learnings from the e-learning modules?

Q2: How will I use this learning between now and the next training day?

Q3: What questions do I have that I want to ask at the live training?

Q4: What am I learning about myself as a health coach?

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Attend Day 3 of live training In this third and final day of training, we will cover:

• 7 Steps to successful change - Transtheoretical model • Overcoming barriers and ambivalence

• Power of effective positive feedback

• More coaching practice and feedback on coaching skills

• Review of EMCC EQA and core competencies

• Applying for EMCC EIA (European Individual Accreditation) and next steps

• Personalised Care Institute – how to apply for this

• Setting up supervision

Reflective Practice: Post Day 3

Q1: What are my key learning points from Day 3?

Q2: What have I learnt about myself as a health coach? (use the live day feedback evaluation form here – see pg 36 in the Appendix for reference)

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Q3: How will I use this learning and new health coaching skills going forwards? How will it impact your ways of working?

Q4: What areas of your new Health Coaching skills would you like to explore/develop further? How might you do this?

Q5: What is an EQA and EIA health coaching qualification and what does this mean for my health coaching development?

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Next Steps Upon completion of your 4-day course with the Health Coaching Academy, you will have achieved an EQA (European Quality Award) in Health Coaching by the EMCC.

We will be in contact shortly with your EMCC CPD certificate, however it can only be issued if you have completed all e-learning lessons. If you still have a few outstanding lessons or quizzes, please visit the website to complete them. You can also down a Personalised Care Institute CPD certificate by providing feedback on this course via their website: https://www.personalisedcareinstitute.org.uk.

Achieving a further qualification in Health Coaching As an accredited European Mentoring and Coaching Council (EMCC) training provider, it means the training you have already done with us meets the required standard and demonstrates that you have already completed the necessary training hours to work towards a further qualification in Health Coaching, called an EIA.

The EMCC Global Individual Accreditation (EIA) is an internationally recognised accreditation, which demonstrates that an individual practising as a professional health coach has the appropriate level of knowledge and the ability to apply it effectively in their practice. Please see the next page for a high level breakdown of what is involved in achieving your EIA.

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Achieving an EIA in Health Coaching

If you have achieved your EQA in Health Coaching (completed our 4-day course), you can get started on your EIA journey straight away by documenting your health coaching experience. An overview of what is required to achieve your EIA is detailed below and typically takes 12 months to achieve.

To support you in achieving your EMCC Individual Accreditation (EIA), we provide health coaching supervision and further CPD training (masterclasses above). Supervision and further CPD can also be undertaken without pursuing your EIA.

If you are interested in developing your Health Coaching skills further, please contact us at enquiries@health-coachingacademy.com

Supervision 4 x 1hr sessions

(4hrs in total)

Experience Log of at least 50 client hours + 5

client’s feedback

This is a collaborative learning practice to continually build the capacity of the coach through reflective dialogue for the benefit of both coaches and their clients. These are provided in groups once every quarter and are facilitated by an expert Health Coach supervisor

Health Coaching CPD 2 days/16 hours total

over 12 months

You are required to complete 2 days/16 hours of health coaching CPD over 12 months in addition to your initial training. We offer 4 x half day (4 hrs each quarter) CPD masterclasses, training you on more advanced health coaching techniques

Application Personal statement,

CV & Coaching reflections

The EMCC provide you with advice and templates to guide you through what information

is needed in order to apply and maximise your chances of achieving your EIA accreditation. Full

details can be found on the EMCC’s website: www.emccglobal.org/accreditation/eia

Please note the EMCC charge a c£125 + VAT fee

to assess each application.

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APPENDIX

A selection of helpful resources and tools to help you on your Health Coaching journey

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Appendix Contents

1 EMCC 8 Core Health Coaching Competencies pg 33

2 EMCC Accreditation Coaching competencies pg 34

3 Health Coaching Practice Observation Sheet blank template pg 37

3a Health Coaching Practice Observation Sheet – completed example pg 38

4 Benefits of a Health Coach Approach (pie chart) pg 39

5 TIME Conversation Flow tool pg 40

5a TIME Conversation Flow tool in detail pg 41

6 Creating SMART Outcomes tool pg 42

7 Core competencies of Health Coaching pg 43

8 Asking open questions pg 44

9 4 Cs Model & Handout pg 45

10 Health Wheel Tool (blank) pg 51

10a Health Wheel Tool (example) pg 52

11 Your learning journey pg 53

12 Shared Decision Making & Solution Finding tool pg 54

13 Patient Motivation and Activation Model pg 55

14 Our thoughts create our reality pg 56

15 7 stages to successful change pg 57

16 Being proactive – Circle of Influence and Circle of Concern tools pg 58

17 Further Learning: Other resources available pg 59

18 Global Code of Ethics for Coaches pg 60

19 Zoom joining instructions pg 67

20 Notes (4 pages) pg 68

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1. EMCC Competencies

Below are the 8 core health coaching competencies as defined by the EMCC and against which all participants of our course will be measured against. To help you develop skills in these areas, we have provided a “Competencies Health Wheel’ that map all 8 of these competencies to score yourself against before and after your training, to ensure continual personal development.

1. Understanding Self Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the client’s, and where relevant, the sponsor’s objectives

2. Commitment to Self-Development Explore and improve the standard of their practice and maintain the reputation of the profession

3. Managing the Contract Establishes and maintains the expectations and boundaries of the mentoring/coaching contract with the client and, where appropriate, with sponsors

4. Building the Relationship Skillfully builds and maintains an effective relationship with the client, and where appropriate, with the sponsor

5. Enabling Insight and Learning Works with the client and sponsor to bring about insight and learning

6. Use of Models and Techniques Applies models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning

7. Outcome and Action Orientation Demonstrates approach and uses the skills in supporting the client to make desired changes

8. Evaluation Gathers information on the effectiveness of own practice and contributes to establishing a culture of evaluation of outcomes

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2. EMCC Competency Observation & Feedback Form

Name

Observer

Date

1. Understanding Self Examples

Demonstrates awareness of own values, beliefs and behaviours, recognises how these affect their practice and uses this

self-awareness to manage their effectiveness in meeting the client’s,

and where relevant, the sponsor’s objectives

2. Commitment to Self-Development Examples

Explores and improves the standard of their practice and maintains the

reputation of the profession

3. Managing the Contract Examples

Establishes and maintains the expectations and boundaries of the

mentoring/coaching contract with the client and, where appropriate, with

sponsors

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4. Building the Relationship Examples

Skilfully builds and maintains an effective relationship with the client, and where appropriate, with the sponsor

• Treats all people with respect and maintains patient/client’s dignity

• Builds rapport • Uses language that the patient/client

can relate to • Develops trust through keeping

commitments and being non-judgemental with patient/client

5. Enabling Insight and Learning Examples

Works with the client and sponsor to bring about insight and learning

• Demonstrates in their coaching their belief that others learn best for themselves

• Checks for appropriate understanding of the key issues

• Uses an active listening style • Demonstrates effective questioning • Offers feedback in a style that is

useful, acceptable, and meaningful to the patient/client

• Offers own perspectives & ideas in a style that allows the patient to choose whether to work with them or not

6. Use of Models and Techniques Examples

Applies models and tools, techniques and ideas beyond the core

communication skills in order to bring about insight and learning

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7. Action and Outcome Orientation Examples

Demonstrates approach, and uses the skills, in supporting the client to make desired changes

• Assists patient/client to clarify and review their desired outcomes and to set appropriate goals

• Ensures congruence between patient/client’s goals and the context they are in

• Explores a range of options for achieving the goals

• Ensures the patient chooses solutions • Ensures the patient leaves the

consultation/consultation/session enabled to go further with their own development process

8. Evaluation Examples

Gathers information on the effectiveness of their practice and contributes to establishing a culture of evaluation of outcomes

• Monitors and reflects on the effectiveness of the whole process

• Requests feedback from patient/client on coaching

• Receives and accepts feedback in a constructive way

Observer Signature

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3. Health Coaching Skills: Feedback Observation Sheet (blank) Coach ________________ Client __________________ Date_____________ Observer – please be specific with your feedback: write the questions the coach asks and note any other ‘evidence’ you see demonstrated on the sheet below.

Competency Observation/comment/example Explains role in relation to client & manages the session time effectively

Establishes coachee goal for the session

Establishes rapport

Actively listens and allows silence as appropriate

Asks open questions which raise awareness

Summarises and reflects back to check understanding

Observes & notices non-verbal cues

Explores a range of options for achieving goals of the client

Ensures the client chooses solutions

Offers feedback that is useful & acceptable to the client – appreciation & affirmation

Manages the conclusion of the conversation so the client is clear about the outcome of the session

Ensures client leaves conversation enables to go further with own development

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Health Coaching Skills: Feedback Observation Sheet (example) Coach: Amanda Client: Denise Date: 22nd April 2021 Observer – please be specific with your feedback: write the questions the coach asks and note any other ‘evidence’ you see demonstrated on the sheet below.

Competency Observation/comment/example

Explains role in relation to client & manages the session time effectively

This is a different type of conversation, a health coaching session and we want to find out what is important to you. We have 20 minutes today…

Establishes coachee goal for the session

What do you most want from our time together? What do you want to change?

Establishes rapport That sounds like a tough situation… Shared laughter, smiling, nodding

Actively listens and allows silence as appropriate

Nodding, eye contact, one example of silence, umm’s

Asks open questions which raise awareness

What has worked well before? What is holding you back? What are the implications of doing nothing?

Summarises and reflects back to check understanding

I’m hearing that….. Sounds like that…. Is that right?

Observes & notices non-verbal cues

Body language with client was ‘mirrored’. Feedback: when you say that you seem more relaxed…

Explores a range of options for achieving goals of the client

I’m noticing that you seem really determined about this..

Ensures the client chooses solutions

What else could you do? What options do you have?

Offers feedback that is useful & acceptable to the client – appreciation & affirmation

What might be a first step forwards? What support will you need? When will you start?

Manages the conclusion of the conversation so the client is clear about the outcome of the session

I’m conscious of the time, we have 5 minutes left. What will you do next? Scaling question

Ensures client leaves conversation enables to go further with own development

How motivated are you to do this? What might get in the way?

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4. Benefits of a Health Coach Approach Source: Canadian Institute of Advanced Research (2012)

Health Care Input: 25% GPs, Nurses, Hospital, Specialists & Therapists

A B

A

A Person’s Biology: 15% Genetics & Pre-disposition to a condition B

A Person’s Environment: 10% Neighbourhood, Family, Peers, Poverty & Education C

Self-Care & Management: 50% Diet, Exercise, Lifestyle, Stress, Managing medication & Understanding early signs/symptoms

D

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5. TIME Conversation Flow

NOTE: This is a guide and not a linear process. Sometimes you may use elements of this, and sometimes all that is required is expectation setting; one powerful question and then gaining commitment. Play with this and find what works for you.

Here is how a conversation might go:

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5a. TIME Conversation Flow in detail

NOTE: This is a guide and not a linear process. Sometimes you may use elements of this, and sometimes all that is required is expectation setting, one powerful question and then gaining commitment. Play with this and find what works for you.

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6. Creating SMART Outcomes

How to help create SMART Outcomes • Using SMART to form Outcomes will help to develop a realistic and

motivating plan.

• This will raise the person’s aspirations by asking them to consider:

o If I could… I would …

o E.g. If I could take my granddaughter to the park I would love it, my weight stops me…

• Ask the person to write it in the present tense, and to make it positive (what they do want, not what they don’t), personal (in their Circle of Influence), and possible (realistic) – asking questions such as:

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7. Core competencies of Health Coaching

With Health Coaching we are bringing together a unique blend of skills, knowledge and experience to support people in identifying their own key issues, uncovering what matters most to them and getting into action with the things they want to change. We know that you already have a wealth of health and care knowledge and expertise which you bring to every patient contact, but with Health Coaching we are equipping others with the skills, knowledge and confidence to make changes that will lead them towards improved outcomes. This approach will add to and amplify all of your current expertise. We’re adding in the latest research and evidence from the world of neuroscience, behavioural psychology, CBT and motivational interviewing amongst others. And the skill-set and practice of coaching – which is anchored in empowering others to identify and act on their unique personal goals with motivation and confidence. This powerful mixture of your skills and knowledge coupled with the latest research and the techniques of coaching will enable you to partner your patients and clients in very different conversations.

- Neuroscience - Behavioural psychology - Social cognition - Patient activation - Motivational interviewing - Positive psychology - Mindfulness - CBT

- Listening skills - Questioning skills - Focus on potential - Challenge and rapport - Patient & Clinician relationship

Goal setting - Coaching models -

Appreciative Inquiry - Awareness & responsibility -

Health knowledge - Health Recommendations -

Diagnostic skills - Consultation skills -

Problem Solving skills -

Clinical Expertise -

Science and Evidence

Coaching Practices

Healthcare Expertise

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8. Asking open questions

Who? What? Where?

When? How? Why?

If….you knew you

could….what

would you do?

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I want something

to be different

9. The 4Cs Model

• All 5 aspects must be satisfied for effective change to occur • Example: Knowing and accepting I need to lose weight and knowing how to lose

weight is not enough unless I want to lose weight and believe I can lose weight • What is it that losing weight will give me?

The 4Cs model in practice What are the barriers to change for your patient? Depression and anxiety can be present and are often contributing factors to having low levels of activation:

• These are some things you might notice about your patient: • Depressed position, looking down, slumped shoulders, limited eye contact • Mono-syllabic (using brief or a few words to signify reluctance to engage in

conversation) • Low energy • Not answering questions or • Answers questions with ‘I don’t know’ • Uncommitted to doing anything • Sense of no hope

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Setting things up for a Health Coach approach consultation: Recognising this may be somewhat different to what you have done previously and what the patient expects you to do:

• As you would, begin with empathy, for their difficulty and situation. • Explain that you will work together to find a way forward through your

consultation and that each of you has a role to play; you bring medical & clinical expertise and experience and they too have a role – you could share with them if appropriate the Canadian Institute of Advanced Research model for the different aspects that contribute to patients’ health outcomes.

• Share that you will use a combined approach of medical approaches and health coaching. Explain HC is about asking questions that are powerful and can be a catalyst for patients in having a great impact on health outcomes. It focuses on moving things forward and is absolutely about what matters to them. Invite them to give it a try.

• Coaching questions can be challenging and should be asked when you have built rapport with the patient, from a health coaching mindset of unconditional positive regard, with no judgment.

• Take your time, you can’t make anyone do anything they don’t want to; they have to be ready, your role is to help them to that point quicker than they would on their own and be a catalyst for change.

• If the patient is informed of the implications of doing or not doing what is recommended, it is ok to focus in on what is important to this patient. It may seem to be irrelevant to your clinical agenda, however, until such time that their health becomes the most important issue it is unlikely that they will change anything to do with their health. So, try following their agenda, encourage and support them, and see what happens…

Bear in mind that taking a Health Coach approach can be as simple as one well-placed question and a different mindset of partnering with the patient, or it can be a whole conversation. Health coaching does not replace the need for medical treatment, but is a skill and approach that works brilliantly where patients have low levels of activation and high levels of health complexity and don’t seem to be moving forwards with their health; you are doing all you can medically and need the patient to self-manage and take ownership of their health. Where to begin: Great openers to manage expectation and get straight to what matters to them for this consultation: • “What brought you here today? We have x time together (e.g. 10 mins) - what is

most important to you for our consultation today? …. Shall we start there?” • “So, what will you notice when a patient is ‘stuck’ and has low levels of

activation and what could you do about it?”

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Here are a few Suggestions Capacity – I believe I can physically do it This is about an individual’s attitude, mindset, time and physical ability to implement change. The table below shares some examples of how this may present and what you can do in response:

What you see and hear What you can do

Tell-tales might be: Resistance, hesitance in responding, avoiding eye contact. Responses to questions might be:

• I couldn’t/can’t do that… • I don’t think/feel I could • I don’t have the time… • I don’t know if I could… • I don’t have the energy to do that…

Explore by asking discovery questions to help the patient understand themselves what is stopping them moving forwards. Checking to explore if what’s stopping them is a mindset or reality: Ask, Listen and Notice: • When have you done this/something

similar before? • What would change this for you? • How much time/energy would be

enough? • What tiny step towards this could you

do? • What evidence do you have that you

can’t? • What if you tried? • What would help you?

Action planning • What one thing will you do? • When will you do it?

Techniques - Invite your patient to: • Visualise doing it – make it colourful,

bright and big, bring in sound and feelings

• Keep a diary – to notice what they can do over a period (14 days) and invite them back

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Capability – I believe/I have the knowledge to do it This is about an individual’s knowledge about their health condition and their mindset towards managing it, which is also closely linked to confidence. The table below shares some examples of how this may present and what you can do in response:

What you see and hear What you can do

Tell-tales might be: Uncertainty in responses to questions, hesitant answers. Responses to questions might be:

• I don’t feel I can (e.g. lose weight, exercise)

• I don’t feel able… • I don’t think I can… • I don’t know… how to… • I can’t…

Explore by asking discovery questions to help patient understand themselves what is stopping them moving forwards.

Checking to explore if what’s stopping them is a mindset or reality:

Reflect back what you are hearing, paraphrase. Ask, Listen and Notice: • Would you like something to be

different? • What would good look/feel like? • What would make a difference here? • If I/another could do something what

would it be? • If there was one thing you could

change what would it be? • What would a friend advise?

Action planning • What one thing will you do? • When will you do it?

Techniques - Invite your patient to: • Explore their health beliefs – use what

and how questions, explore assumptions and evidence base

• Use diaries or journals – to record and notice what is going on that will help us to shed more light…and talk again

Then invite them back to check progress

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Commitment – I want to do it This is about the importance an individual puts on the need to change and their motivation to do it. The table below shares some examples of how this may present and what you can do in response:

What you see and hear What you can do

Tell-tales might be: Possible lack of interest, avoiding eye contact, fidgeting. Responses to questions might be:

• I am not sure about… • I have been thinking about

changing things (my diet, weight, exercise, taking my meds, etc) but… excuse

• That sounds good but I can’t imagine doing it.

• I don’t know if I want to… • Ummm, well it sounds like

a good idea…

Here together you are discovering the level of motivation about this particular goal that they have said they are interested in. Several things could be going on here, so with no judgement explore through open questions and scaling to help the patient to see whether this is something they want to do or not. If not, then it may require going back to asking ‘what’s important to you right now?’.

Listen very carefully to what might be important to them even if it seems irrelevant.

Notice body language shifting – watching for the tiny details - Notice what could be important to them. Ask, Listen and Notice: • How important is this to you? • On a scale of 1 through 10 (where 10 is high) how

important is this to you? • What difference would this make to you? Others? • What would it enable you to do? • How would that feel?

Action planning • What one thing will you do? • When will you do it?

Techniques - Invite your patient to: • Weigh up the pros and cons of doing it and not

doing it– use a handout from this programme if you wish (this can be done out of the consultation and then explored when you invite them to come back in).

• If the cons outweigh the pros for change then the patient won’t change (it’s human nature!) so go back to asking what is important to them right now?

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Confidence – I believe I can do it This is about how an individual is feeling, their identity (who they are) and their thoughts and beliefs about themselves and their health. The table below shares some examples of how this may present and what you can do in response:

What you see and hear What you can do

Tell-tales might be: Here likely to be a level of desire for something to be different but is hesitant, HC role here is to enable the patient to see what they can do, have done already (even if it is unrelated or where there are similarities) Responses to questions might be: • I am not sure about… • I don’t know if I can… • A person like me can’t

do it… (my family all drink loads, eat unhealthily, don’t exercise, we are all the same…)

• I have never done anything like that

With building the patient’s confidence, you have a significant role to play. Acknowledge progress and achievements that they make, no matter how small, notice what they have done, e.g. coming in today is a significant step, being a parent, going to school/uni. Confidence is closely connected to the learning journey too, and it’s ok if we don’t get it right first time. Ask, Listen and Notice: • What is most important to them or matters most to

them right now? • What is getting in the way? • When have you done something similar? • What are you most proud of? • What did it take to achieve that? • What would a small first step be? • What if you made that first step, how would that feel? • What do you need to put in place to support you? • Who else could help you?

Action planning • What one thing will you do? • When will you do it?

Techniques - Invite your patient to: • Breaking it down – Breaking the thing down into tiny

steps here is key. • Using a Journal – to write down what they notice over

a period of 1-2 weeks about their unhelpful thoughts, ask them to consider if these thoughts are true.

• Write down 1-5 things they are proud of

Next consultation follow up on these reflections, explore the thing(s) they are proud of and celebrate this. Review together evidence around the unhelpful thinking and use this as a way for the patient to find thoughts that are more helpful to them.

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10. Health Wheel Tool (blank)

Think about 8 key areas of your life and add them to the Health Wheel above

and give yourself a score based on how happy you are with each, with 0 being not happy at all and 10 being very happy. Then shade in each segment up to

your chosen score, to create a picture of your current wellbeing.

Reflections on areas I want to change

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10a. Health Wheel Tool (example)

Think about each of the 8 key areas of your life detailed in the Health Wheel

above and give yourself a score based on how happy you are with each, with 0 being not happy at all and 10 being very happy. Then shade in each segment

up to your chosen score, to create a picture of your current wellbeing.

This is an example of a Health Wheel that has been completed, whereby the individual has shaded in their scores out of 10 on each of the respective areas

in their life, giving an easy to understand and visual representation of their current thoughts.

Here it is evident that this individual seems to be very happy with their Health

& Family and happy with their Environment, Money, Partner and Friends.

However there does appear to be some unhappiness around Learning and Work that would be useful to explore further with the individual.

Reflections on areas I want to change

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11. Your learning journey The 4 stages of competence

Unconscious Incompetence

Unaware

Mastery

Unconscious Competence

Conscious Competence

Conscious Incompetence

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12. Shared Decision Making & Solution Finding tool

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13. Patient Motivation and Activation Model

There are 4 stages of Activation

Source: Dr Ollie Hart Patient Activation model

High Activation,

Low Clinical

Complexity

High Activation,

High Clinical

Complexity

Low Activation,

Low Clinical

Complexity

Low Activation,

High Clinical

Complexity

Activation

Complexity

High

Low

Low High

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14. Our thoughts create our reality

THOUGHTS “Nobody likes me”

“I always mess things up!”

FEELINGS “Sad”, “Anxious” ”Self-conscious”

BODY “Tense”,

“Palpitations” “No energy”

BEHAVIOUR “Withdraw from

others” ”Stop doing the things

you enjoy”

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15. The 7 stages of successful change

This is an adaptation of the Transtheoretical Model

Try

Again

1 PRE-CONTEMPLATION

Not Ready

2 CONTEMPLATION

Thinking

3 PREPARATION

Getting Ready

4 ACTION

Having a Go

6 CHANGE

Successful

Change

7 MAINTENANCE

Sustained

Change

RELAPSE 5

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16: Being proactive: Circles of Influence and Concern

This tool can be a very impactful way of helping explore ownership and responsibility. Ask the person you are speaking with “What do you want to be different?”; and ask them to name the things that are impacting upon them and plot where they are situated. Using the two circles below, work with them to plot what they say, either in their circle of influence or circle of concern, before asking what issue is most important to them. You can then use a coaching-style conversation to explore what they could do about the issues and what steps they will commit to as a result, to take them towards their desired outcome.

Circle of Influence & Concern

Now plot areas of your life where you have concerns & influence

My Circle of Influence

Your Circle of Influence

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17. Further Learning

If you would like to extend your learning and knowledge further, we recommend the

following books:

• Coaching for Performance by Sir John Whitmore

• Coaching with the Brain in Mind By David Rock & Linda Paige, Ph.D.

• Coaching Skills by Jenny Rogers

• Conversational Intelligence by Judith Glaser

• Developing Mental Toughness by Graham Jones and Adrian Moorhouse

• Drive: the Surprising Truth About What Motivates Us by Dan Pink

• Mindful Compassion by Professor Paul Gilbert

• Neuroscience for coaches by Amy Brann

• Presence by Amy Cuddy

• Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry By Catherine M. Pittman and Elizabeth M Karle

• Time to Think: Listening to Ignite the Mind by Nancy Kline

• The 7 Habits of Highly Effective People by Stephen Covey

• The Advice Trap by Michael Bungay Stanier

• The Chimp Paradox. The Mind Management Programme for Confidence, Success and Happiness by Stephen Peters

• The Upward Spiral by Alex Korb

• TED talk: How to Tame Your Advice Monster by Michael Bungay Stanier

• International Coaching Federation (ICF) article on ’The Art of Listening’: https://coachfederation.org/blog/the-art-of-listening

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For Coaches, Mentors, and Supervisors Introduction and Purpose All the major coaching bodies including the EMCC, are signatories to this Code of Ethics (‘the Code’), wish to state the following: As membership bodies, we are committed to maintaining and promoting excellent practice in coaching, mentoring and supervision, a field that is becoming increasingly professionalised. All our members, in their roles as coaches, mentors, supervisors, trainers and/or students, as part of their continuing membership, agree to adhere to the elements and principles of this Code of Ethics. The Code aligns with the content and requirements set out in the Professional Charter for Coaching and Mentoring. The Charter, drafted in accordance with European law, is registered on the dedicated European Union database, which lists self-regulation initiatives in Europe. The Code is a guidance document rather than a legally binding one that in detail spells out what a member can and cannot do. The Code sets the expectation of best practice in coaching, mentoring and supervision promoting the development of professional excellence. Its purpose is to:

• Provide appropriate guidelines, accountability and standards of conduct for all our members

• Set out how our members are expected to act, behave and perform when working with clients

• In conjunction with our respective bodies' professional competences, guide our members' development and growth in the profession

• Serve as a guide for those individuals who do not necessarily identify themselves as a professional coach or mentor, but nonetheless use coaching or mentoring skills in their work

• Be used as the basis of any complaint or disciplinary hearing and action following our bodies’ respective complaints procedures.

Each signatory to the Code may decide that – in creating a complete ethics-related framework specific to their membership – it needs additional ethical principles and/or a code of practice (to reflect context, activity, membership criteria, membership structure, etc.) to complement the Code.

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Such additions must not contradict the essence of the Code, nor carry an obligation for the other co-signatories to adopt. Such additions may be shared with the other co-signatories as part of the ongoing collaborative exchanges between professional bodies. The Code of Ethics The Code is arranged into five sections and covers the bodies’ general expectations of professional behaviour and conduct as well as the list of all the membership bodies that have signed up to this Code of Ethics:

1. Terminology 2. Working with Clients 3. Professional Conduct 4. Excellent Practice 5. Signatories to the Global Code of Ethics

1. Terminology a) For reasons of brevity this Code where appropriate refers to:

• Coachees, mentees, supervisees and students as ‘clients’ • Coaches, mentors, supervisors and trainers as ‘practising members’ or ‘members’ • Coaching, mentoring and supervision work as ‘professional work’ • Coaching, mentoring and supervision as ‘profession’.

b) The signatories to this Code acknowledge that the terms ‘profession’ and ‘professional’ are being used for activities that are not under statutory regulation but are being increasingly professionalised and self- regulated. c) The signatories to this Code acknowledge that the titles ‘coach’, ‘mentor’ and ‘supervisor’ are not protected and may be used by anyone in the field of practice, member or not member of a professional body. d) Each signatory will define exactly which of its members and other stakeholders are expected to abide by this Code (who are hereafter collectively referred to as the ‘members’). e) For proper understanding of this Code members should be aware of their respective professional body’s definitions and terminology for the precise meanings of key words used in this Code e.g. coach, coaching, client, member, mentor, mentoring, sponsor, supervisor, supervision and training

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2. Working with Clients Context 2.1 When professionally working with clients in any capacity members will conduct themselves in accordance with this code, committed to delivering the level of service that may reasonably be expected of a practising member.

Contracting 2.2 Before they start working with a client, members will make this Code available to their client, and explain and make explicit, their commitment to abide by this Code. Members will also make their clients and sponsors aware of their respective bodies’ complaints procedures. 2.3 Before starting to work with a client, members will explain and strive to ensure that the client and sponsor know, and fully understand, the nature and terms and conditions of any coaching, mentoring or supervision contract, including financial, logistical and confidentiality arrangements. 2.4 Members will use their professional knowledge and experience to understand their clients’ and sponsors’ expectations and reach agreement on how they plan to meet them. Members will also try to take into account the needs and expectations of other relevant parties. 2.5 Members will be open about the methods they use, and on request will be ready to supply the client and sponsor with information about the processes involved. 2.6 Members will ensure that the duration of the contract is appropriate to achieve the client’s and sponsor’s goals and will actively work to promote the client’s independence and self-reliance. 2.7 Members will ensure that the setting in which any coaching, mentoring, supervision or training takes place offers optimal conditions for learning and reflection and therefore a higher likelihood of achievement of the goals set in the contract. 2.8 Members should always put their client’s interests first but at the same time safeguard that these interests do not harm the interests of the sponsor. Integrity 2.9 Members will accurately and honestly represent their relevant professional qualifications, professional body to which they belong, experience, training, certifications and accreditations to clients, sponsors and colleagues. 2.10 In communication with any party, members will accurately and honestly represent the value they provide as a coach, mentor or supervisor.

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2.11 Members will ensure that no false or misleading claims are made, or implied, about their professional competence, qualifications or accreditation in any published, promotional material or otherwise. Members will attribute ownership of work, ideas and materials of others to the originator and not claim it as their own. 2.12 Members will act within applicable law and not in any way encourage, assist or collude with conduct which is dishonest, unlawful, unprofessional or discriminatory.

Confidentiality 2.13 When working with clients, members will maintain the strictest level of confidentiality with all client and sponsor information unless release of information is required by law. 2.14 Members will have a clear agreement with clients and sponsors about the conditions under which confidentiality will not be maintained (e.g. illegal activity, danger to self or others) and gain agreement to that limit of confidentiality where possible unless the release of information is required by law. 2.15 Members will keep, store and dispose of appropriate and accurate records of their work with clients, including electronic files and communications, in a manner that ensures confidentiality, security and privacy, and complies with all relevant laws and agreements that exist in their country regarding data protection and privacy. 2.16 Members will inform clients that they are receiving supervision and identify that the client may be referred to anonymously in this context. The client should be assured that the supervision relationship is itself a confidential relationship. 2.17 If the client is a child or vulnerable adult, members will make arrangements with the client’s sponsors or guardian to ensure an appropriate level of confidentiality in the best interests of the client, whilst also complying with all relevant legislation. Inappropriate interactions 2.18 Members are responsible for setting and maintaining clear, appropriate and culturally sensitive boundaries that govern all physical and virtual interactions with clients or sponsors. 2.19 Members will avoid any romantic or sexual relationship with current clients or sponsors. Further, members will be alert to the possibility of any potential sexual intimacy with the aforementioned parties and take appropriate action to avoid the intimacy or cancel the engagement in order to provide a safe environment.

Conflict of interest 2.20 Members will not exploit a client or seek to gain any inappropriate financial or non-financial advantage from the relationship.

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2.21 To avoid any conflict of interest, members will distinguish a professional relationship with a client from other forms of relationships. 2.22 Members will be aware of the potential for conflicts of interest of either a commercial or personal nature arising through the working relationship and address them quickly and effectively in order to ensure that there is no detriment to the client or sponsor. 2.23 Members will consider the impact of any client relationships on other client relationships and discuss any potential conflict of interest with those who might be affected. 2.24 Members will disclose any conflict openly with the client and agree to withdraw from the relationship if a conflict arises which cannot be managed effectively. Terminating professional relationships and on-going responsibilities 2.25 Members will respect a client's right to terminate an engagement at any point in the process, subject to the provisions of the coaching, mentoring or supervision service agreement. 2.26 Members will encourage the client or sponsor to terminate the coaching, mentoring or supervision engagement if it is believed that the client would be better served by another practising member or a different form of professional help. 2.27 Members understand that their professional responsibilities continue beyond the termination of the professional relationship. These include:

• Maintenance of agreed confidentiality of all information relating to clients and sponsors

• Safe and secure maintenance of all related records and data that complies with all relevant laws and

• agreements that exist in their country regarding data protection and privacy • Avoidance of any exploitation of the former relationship, which could otherwise call

into question the • professionalism or integrity of the member or the professional community

• Provision of any follow-up that has been agreed to. 2.28 Members are required to have a provision for transfer of current clients and dissemination of records in the event of the member’s incapacitation, or termination of practice. 3. Professional Conduct Maintaining the reputation of the profession 3.1 Members will behave in a way that at all times reflects positively upon and enhances the reputation of an increasingly professionalised service.

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3.2 Members will demonstrate respect for the variety of practising members and other individuals in the profession and for the different approaches to coaching, mentoring and supervision.

Recognising equality and diversity 3.3 Members will abide by their respective bodies’ diversity statements and policies. 3.4 Members will avoid knowingly discriminating on any grounds and will seek to enhance their own awareness of possible areas of discrimination. 3.5 Members will be cognisant of the potential for unconscious bias and seek to ensure that they take a respectful and inclusive approach, which embraces and explores individual difference. 3.6 Members will challenge in a supportive way any colleagues, employees, service providers, clients or participants who are perceived to be using discriminatory behaviour. 3.7 Members will monitor their spoken, written and non-verbal communication for inadvertent discrimination. 3.8 Members will engage in developmental activities that are likely to increase their self- awareness in relation to equality and diversity. Breaches of professional conduct 3.9 Members accept that any breach of the code that is upheld in a complaints procedure may result in sanctions including loss of accredited status and/or body membership. The bodies may share details of such breaches between them in the interest of client safety, upholding quality standards and maintaining the reputation of the profession. 3.10 A member will challenge another member if they have reasonable cause to believe that the member is acting in an unethical manner and, failing resolution, will report that person to the body.

Legal and statutory obligations and duties 3.11 Members are obliged to stay up to date and comply with all relevant statutory requirements in the countries in which their professional work takes place and work within any organisational policies and procedures in the context in which they are working. 3.12 Members will have the appropriate professional indemnity insurance to cover their coaching, mentoring and supervising work for the countries in which they operate.

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4. Excellent Practice Ability to perform 4.1 Members will have the qualifications, skills and experience appropriate to meet the needs of the client and will operate within the limits of their competence. Members should refer the client to a more experienced or suitably qualified practising member where appropriate. 4.2 Members will be fit and healthy enough to practice. If they are not, or are unsure if they are able to practice safely for health reasons, they will seek professional guidance or support. Where necessary or appropriate, the practising member should manage the termination of their work with the client and refer the client to an alternative practising member.

On-going supervision 4.3 Members will engage in supervision with a suitably qualified supervisor or peer supervision group with a level of frequency that is appropriate to their coaching, mentoring or supervision practice, the requirements of their professional body and the level of their accreditation, or evidence engagement in reflective practice, ideally with peers and/or more experienced colleagues. 4.4 Members need to ensure that any other existing relationship with the supervisor does not interfere with the quality of the supervision provided. 4.5 Members will discuss any ethical dilemmas and potential, or actual, breaches of this Code with their supervisor or peer supervision group for support and guidance.

Continuing professional development 4.6 Members will develop their level of coaching and/or mentoring competence by participating in relevant and appropriate training and/or continuing professional development (CPD). 4.7 Members are expected to make a contribution to the professional community that is appropriate to their level of expertise. Forms which this may take include informal peer support to fellow practising members, contributing to advancing the profession, research and writing etc. 4.8 Members will systematically evaluate the quality of their work through feedback from clients, their supervisor and other relevant parties.

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19. Technology For all of our training, we use Zoom. If you’ve never used Zoom before, here are some instructions on how to set it up:

• If you don't have a Zoom account already, please go to https://zoom.us and enter the email address you would like to use, then press "sign me up"

• Confirm your email address by clicking on the 'activate account' button in the email that Zoom will send through to you

• On the page that will then come up, enter your name and create a password

• You can skip the 'invite colleagues' page

• You can then have a test meeting with Zoom that determines if your camera/microphone is working. If you don’t have it on your computer already, you'll need to download the Zoom client application (which is free). Similarly, if you’re using Zoom on your tablet or phone, you’ll need to download the Zoom app. Opening the test meeting should lead to the application automatically downloading

• Otherwise, you can download the application manually from this link: https://zoom.us/download. It’s called Zoom Client for Meetings and should be the first one on the list

• We recommend joining from a computer or laptop with a working camera and microphone to enable you to see and participate most easily. Otherwise, using a tablet can also work well. If you don’t have access to any of those, joining on a smartphone is also fine but not ideal due to the small screen

Once all of that is set up, in order to join the meeting all you have to do is click on the Zoom link provided in the email, or open Zoom, click on the ‘join’ button, enter the room number in the email, and then simply click ‘join’. Please note that for all of our Zoom meetings you don’t need a password in order to join, as there will be a Zoom waiting room, from which you’ll be invited into the main room when the session is ready to start. Please ensure you arrive a few minutes before your session is due to start in order to make a prompt start and maximise our time together.

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20: Notes (page 1) Throughout the course, both the e-learning and live days, there will be lots of additional information and feedback you may want to capture here:

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Notes (page 2)

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Notes (page 3)

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Notes (page 4)

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