Aims of the course
- To create a coaching space for students to explore the impact that traumatic and difficult events have on peoples' lives. To explore what trauma is, either as the 'recipient' or as a 'witness'
- To propose ways in which coaching can enable students to become more aware of the impact of trauma and how this can be handled
- Building upon this awareness, to develop strategies for how to 'be' and what to 'do' to cope and thrive
- To create post-traumatic 'exit strategies' through coaching approaches
- To do so in a coaching-based, safe and responsible manner which acknowledges - and in no way seeks to replace - the vital application of therapeutic interventions
- To create learning through coaching approaches, relevant literature, discussions and shared experiences
Schedule (this course is completed entirely online)
Orientation Week: 20-26 September 2021
Teaching Weeks: 27 September-31 October 2021
Feedback Week: 1-7 November 2021
Teaching Week 1 - What is a traumatic experience and what impact does it have?
- What trauma is
- The impact it has
- The trauma spectrum
Learning outcomes
By studying this week the students should have:
- A clear understanding of what trauma is
- An understanding of the impact that traumatic experiences have upon people
- Appreciation of different types of traumatic experiences – which for one person might be the reactions to war, for the next person it might be the death of a pet.
- Realisation of the ‘grip’ that can hold upon the ‘victims’ as they go about their daily lives.
- Understanding of the trauma spectrum – for example ‘extreme’ trauma that might lead to post-traumatic stress disorder (PTSD) and ‘difficult’ experiences that might lead to milder experiences.
Teaching Week 2 - Traumatic memories: acceptance, awareness and appropriate coaching
Learning outcomes
By studying this week the students should have:
- An understanding of the legacy of trauma
- Appreciation that a crucial step on the journey to recovery from traumatic experiences is acceptance and awareness.
- Developed an awareness of why coaching approaches are so valuable on this journey.
- Understanding of how to coach safely in this space, referencing the coaching Global code of practice.
- Knowledge of the role of coaching alongside therapeutic interventions.
- Knowledge of appropriate boundaries.
Teaching Week 3 - Moving on: grief, healing and the change journey
Learning outcomes
By studying this week the students should have:
- Knowledge of change theories that provide roadmaps for the recovery journey.
- Understand the ongoing journey of response, rather than reaction.
- Appreciate the value of group work as an antidote to separation and isolation, often caused by traumatic experiences.
- Overview of ‘body-mind’ and how the memory of traumatic experiences can be locked within the body.
Teaching Week 4 - Awareness into action: the trauma recovery journey
Learning outcomes
By studying this week the students should have:
- Developed an empathic, patient understanding of the trauma recovery journey
- Knowledge of both post-traumatic stress disorder and post-traumatic growth
- Appreciation of the body’s ‘felt sense’ as part of the recovery journey
- Awareness of the importance of ’grounding’ to step forward.
Teaching Week 5 - From surviving though coping to thriving
Learning outcomes
By studying this week the students should have:
- An appreciation of actions that can help to leave traumatic experiences behind
- Understanding of the importance and value of ‘being’ as well as ‘doing’
- A knowledge of both activities and stillness to enable the recovery journey
- Deep appreciation of the journey travelled
- Action plan for coaching others and to promote self-coaching
Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.
While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).
Virtual Learning Environment
Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).
Certificate of participation
A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.
