SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924261
Module Leader Neil Morrison
School School for Work Based Education
Subject SCWBE
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)
  • A (September start)-B (January start)-C (May start)
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

CBT or Counselling Knowledge and Skills

Summary of Content

This online module is designed to build on and enhance the therapeutic practitioner's knowledge by adding 'Coaching', a complimentary therapeutic intervention. This will assist the practitioner with helping clients when they come to the action phases of their therapy. It will also assist with facilitating integration of coaching theory, models, processes, skills and ethical practice within the context of a working alliance with clients with the practitioner operating within a professional code of ethics and practice. Emphasis is on further developing self-awareness, professional development and critical reflection to facilitate 'New Knowledge' that will inform coaching practice throughout the module .


Developing coaching knowledge to enhance client's personal and professional development. -284 Theories and Models of Coaching Coaching and Learning Coaching Image Management Core Values & Coaching in Different Settings Systems Coaching & Professional Practice.

Learning Outcomes

On completion of this module, students should be able to:LO1: Scrutinise evidence from literature to explore the scope and content, perspectives of current models of coaching that use a person-centre approach.LO2: Evaluate current perspectives and models/approaches developed by Egan, Gerkin and Rogers.LO3: Critically analyse and evaluate contemporary models of coaching to demonstrate an appropriate integrative therapy approach to work with a client(s) who are seeking personal and professional development.LO4: Demonstrate the appropriate core skills and qualities (Rogers) to support and facilitate clients through specific stages of a coaching model to explore, understand and set personal and professional development goals leading to outcomes (Egan)LO5: Assess accurately and critically evaluate the potential of the work place setting for supporting and coaching clients.

Teaching / Learning Strategy

The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module. The teaching and learning will follow an online approach to ensure flexibility for students. Teaching methods will include tutor and peer input, guided reading and online learning. Tutors will provide opportunities to consider and explore actual and potential therapeutic intervention strategies relevant to coaching interventions with clients who seek personal and professional development. Online multi-media presentations, audio files and online course materials provide the main theoretical, skills and knowledge framework to assist independent learning. Written and oral feedback from tutors will develop and maintain student's professional competence. The Reflective Practitioner Activities Portfolio will enhance student's abilities to reflect on self, apply theoretical concepts and use the 'collective' (peers, colleagues and internet) to develop their self-regulated learning. The Reflective Practitioner Activities Portfolio further enhances the student's ability to reflect and evaluate progress in developing knowledge and competence in coaching with feedback from the online tutor.

Indicative Reading

Brockband, A., McGill, I, 2013. Coaching with Empathy. Open University. Maidenhead. Conner, M., and Pokora, J. 2012. Coaching and Mentoring at Work: Developing Effective Practice. Open University Press: Maidenhead. Cox, E. 2013. Coaching Understood. Sage Publications Ltd: London. Egan,G. 2014, The Skilled Helper, 10 th edn, Brooks/Cole, Belmont, CA. Gray. D.E., 2016. A Critical Introduction to Coaching. Open University Press: Maidenhead. Ives. Y., Cox. E. 2014. Relationship Coaching: The theory and practice of coaching with singles, couples and parents. Rutledge, London. Neeman, M., Dryden.W. 2013. Life Coaching: A cognitive behavioural approach. Routledge: East Sussex. Paice. L. 2013. New Coach= Reflections from a Learning Journey. Open University, Maidenhead. Pemberton, C., 2015. Resilence - Practical guide for coaches. Open University, Maidenhead. Wildflower, L. 2013. The Hidden history of coaching. Open University, Maidenhead. Journals -142b7 Academic Journal - Association for Coaching b7 Coaching= An international Journal of Theory, Research and Practice. b7 Coaching at Work b7 Coaching Today b7 International Journal of Mentoring and Coaching b7 International Journal of evidence Based Coaching and Mentoring Websites -142b7 b7 b7 b7 b7 b7 b7

Transferrable Skills

-Develop independent learning by working in a self-directed manner -Develop study and IT skills to underpin effective learning -Develop critical thinking, decision making and communication skills -Work effectively with others -Underpin professional practice through reflection and the integration of theory and practice -Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Directed Learning (FDL) 50.00
Independent Learning (FDL) 140.00
Assessment (FDL) 30.00
Tutorials (FDL) 15.00
Practicals (FDL) 65.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 03 n/a 0.00 35% Practice Activities Portfiolio - Pass/Fail only - Exceptions Case No.162
Course Work 01 n/a 50.00 35% 2500 word Reflective Essay on Theory (Trimester 1)
Course Work 02 n/a 50.00 35% 2500 word Case Study-Recorded/Analysed (Trimester 2)