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Competencies
Required for Accreditation
Alberta Society of Life Skills Coaches
Saskatchewan Life Skills Association
Return to Alberta Society of Like Skills Coaches accreditation page
Return to Saskatchewan Life Skills Association Accreditation Documents
1.0 THEORY AND KNOWLEDGE
1.1 LIFE SKILLS THEORY
1.1a Demonstrates understanding of the definition of Life Skills
·
Defines Life Skills as in Dynamics
or Conceptual books
1.1b Demonstrates understanding of basic Life Skills theories and principles
·
Demonstrates an understanding of the
history and context of Life Skills
·
Demonstrates an understanding of the
difference between Life Skills and other forms helping/teaching {i.e. what
makes Life Skills special}
·
Relates principles of adult
education to Life Skills methodology
1.1c Demonstrates understanding of Life Skills lesson theory
·
Demonstrates an understanding of the
steps of a Life Skills lesson and their relevance to the lesson goal
·
Demonstrates an understanding of the
purpose of the Life Skills lesson format in the achievement of Life Skills
goals
1.1d Demonstrates understanding of the role of a Life Skills Coach
·
Defines the role of coach (for
example, by comparing it to that of “teacher”)
1.2 GROUP THEORY
1.2a Identifies the relevance of the group in Life Skills
·
Identifies the relevance of the
group “medium” or “vehicle” for Life Skills acquisition
·
Recognizes the relevance of the
experiential aspect of Life Skills
·
Recognizes the relevance of both
process and content
1.2b Identifies group roles
·
Identifies group roles by name
·
Distinguishes between helpful and
harmful group behaviours as identified in “Dynamics”
1.2c Demonstrates understanding of the stages of group development
·
Defines the stages of group
development
·
Recognizes the differing
intellectual, emotional, and communication aspects of each stage, as well as
their representative behaviours
1.2d Demonstrates understanding of own group leadership style
·
Identifies a variety of leadership
styles/theories and their impact
1.2e Identifies group strategies used in structuring group activities
·
Gives examples of implementation of
various group strategies (i.e. fish bowl, small group dyad, triad…)
·
Explains rationale for use
Competencies Table of Contents
2.0 HUMAN RELATIONS
2.1 PERSONAL ORIENTATION
2.1a Models a positive (optimistic), energetic self
·
Models a positive. (optimistic),
energetic self
·
Models a balanced, self-determined
self
·
Motivates others through modeled
behaviour
2.1b Distinguishes own needs from those of others
·
Knows and applies “Win/Win” theory
·
Recognizes personal needs
2.1c Recognizes own limits
·
Acknowledges personal strengths and
weaknesses to the group
·
Demonstrates authenticity and
honesty
·
Attends to personal needs which are
interfering with effective coaching
·
Refers when appropriate
2.1d Recognizes impact of personal style
·
Identifies personal style and its
impact on the group
·
Checks out personal impact by
questioning
·
Asks for direct feedback from
co-workers and supervisor
2.2 COMMUNICATION SKILLS
2.2a Practices active listening
·
Uses attending behaviours
·
Checks for correctness of verbal and
non-verbal messages received
2.2b Detects lack of understanding
·
Observes non-verbal cues, lack of
participation
·
Checks out suspected lack of
understanding
2.2c Gives and receives feedback
·
Provides feedback which is
behaviour-orientated
·
Observes feedback guidelines in
Dynamics pp.57-60
·
Listens to and paraphrases feedback
given
2.2d Recognizes and expresses own feelings
·
Knows the difference between
thoughts and feelings
·
Makes feeling statements by stating
"I feel . . . ” followed by an adjective
·
Expresses personal feelings at an
appropriate time
·
Demonstrates authenticity in
expression (i.e. congruence of behaviours/expression and feelings)
2.2e Models the communication skills being taught
·
Models the expression of
non-judgmental comments
·
Models the ability to raise
questions, and express personal feelings and thoughts
·
Models receiving feedback concerning
own behaviour
2.3 GUIDANCE SKILLS
2.3a Demonstrates respect and empathy
·
Provides a model of self-respect,
respect for others (positive regard)
·
Respects individual students: their
personality, learning requirements, skills and knowledge level
·
Establishes and maintains a rapport
with students
2.3b Encourages independence and self confidence
·
Recognizes strengths of others, gives
positive feedback
·
Encourages
·
Uses humour
·
Helps the student engage in
self-exploration
·
Helps the student understand
him/herself in his/her life situation
·
Helps the student take action to
improve his/her situation
·
Models self-praise and self-support
(Self praise is identified as: realistic recognition of one’s own skills and
abilities
·
Develops a less directive style over
time with a student
2.3c Identifies and facilitates solution of interpersonal problems
·
Encourages risk-taking,
self-assertion, and the ability to ask for help
·
Uses conflict in the group as a
learning opportunity for the whole group
·
Models and promotes confidentiality
·
Focuses on positive outcomes (what
can vs. what can’t be done)
2.3d Facilitates student adjustment to change as a process
·
Describes the change process
·
Provides students an opportunity to
discuss change
·
Demonstrates patience
·
Facilitates discussion of the impact
of change on significant others (e.g. family members)
·
Facilities awareness and development
of coping skills
2.3e Demonstrates fairness and lack of prejudice
·
Shares time fairly
·
Treats students equally, respecting
their individuality
2.3f Demonstrates performance centred counselling (PCC)
·
Identifies the five guidelines for
performance centred counselling and demonstrates same
·
Incorporates problem solving into
PCC with the use of effective question techniques
Competencies Table of Contents
3.0 PROBLEM SOLVING
3.1 THEORY
3.1a Demonstrates understanding of problem solving with a system
o
Describes each stage of the problem
solving system and teaches it and uses it confidently
3.1b Demonstrates understanding of
basic principles of creative problem solving
o Recognizes the importance of various aspects of problem
solving: suspension of judgment, incubation, visualization, creativity
o Demonstrates an understanding of problem-solving strategies
and their uses (e.g. brainstorming, force field)
o Distinguishes between “describing the situation” and
“defining the problem”.
3.2 PERSONAL PROBLEM SOLVING
3.2a Applies problem solving skills to own life
o Demonstrates personal application of problem-solving
o Shares examples of these applications
3.3 INSTRUCTIONAL PROBLEM SOLVING
3.3a Applies problem solving skills to instructional problems
o Demonstrates confidence in applying skills to instructional
problems (e.g. Equipment failure, inadequate resources)
3.4 GROUP PROBLEM SOLVING
3.4a Applies problem solving skills to the group
o Applies problem solving strategies to problems relevant to
the group
o Elicits a willingness to problem-solve
o Facilitates student ownership of problems
o Facilitates group identification of problems and resolution
3.5 QUESTIONING
3.5a Uses effective questioning
techniques
o Applies problem solving strategies to problems relevant to
the group
o Elicits a willingness to problem-solve
o Facilitates student ownership of problems
o Facilitates group identification of problems and resolution
Competencies Table of Contents
4.0 DEVELOPMENT
4.1 LIFE SKILLS PROGRAM DEVELOPMENT SKILLS
4.1a Defines goals and expected outcomes for a Life Skills program
o Defines “success” for a Life Skills program
o Defines outcomes in measurable, behavioural terms
4.1b Defines and applies criteria for suitable candidates
o Develops criteria for suitable candidates
o Demonstrates an understanding of and applies Human Rights
legislation in the selection process
o Uses appropriate selection strategies
4.1c Defines the needs of a target group
o Uses various strategies (e.g. Intake interview) to define
the needs of a specific target group
4.1d Determines available resources and obtains needed resources
o Identifies and acquires required resources
4.1e Develops a course outline
o Designs a course outline which is based on the needs of the
target group
o Designs a course outline which is based on the stated goals
of the program
o Provides a rationale for the sequencing of training (e.g.
from simple to complex skills, from the concrete to the abstract)
o Develops a plan which allows for and enhances group growth
o Develops a plan which allows for continuous intake when
applicable
4.1f Documents program development
o Documents progress toward defined goals
o Documents personal responses to content and process
4.2 LIFE SKILLS LESSON DEVELOPMENT SKILLS
4.2a Defines behaviour objectives for a Life Skills lesson
o Defines objectives in behavioural, measurable terms
o Identifies skills objectives which are applicable in the
student’s life and are relevant to the student
4.2b Develops a Life Skills lesson
o Develops a lesson according to the NewStart model
o Plans lessons with attention to the group’s need for
inclusion, affection, and control
o Develops lessons which respond to the defined needs of the
target group
o Develops lessons which respond to the current status of the
group; behaviours, feelings, activities, and stage of development
o Develops lessons with a partner when applicable
o Develops a cognitive model
4.2c Chooses appropriate techniques and resources for the Life Skills lesson
o Develops lesson plans which respond to personal leadership
style
o Uses a variety of resources and techniques
o Chooses techniques and resources which are pertinent to the
skill objectives of the lesson.
4.2d Develops a
repertoire of lesson variations
o Develops a supply of “hip pocket” activities (e.g. warmups) to be used in lesson plans; Develops a knowledge of/collection of various resources useful in lesson preparation
Competencies Table of Contents
5.0 COACHING
5.1 COACHING SKILLS
5.1a Orients new learners
o Orients new learners to methods, roles, expectations
5.1b Establishes learning contracts with new students
o Creates a formal agreement with students concerning their
participation in the program
5.1c Creates a physical environment conducive to learning
o Attends to the physical need of the students, especially of
“special” groups
o Uses the resources available to create a comfortable
learning environment
5.1d Motivates learners
o Uses an “invitational” style: warm and accepting
o Provides personalized attention and support to students
based on knowledge gained
o Uses effective “stimulus” variations
o Shows energy and enthusiasm
5.1e Establishes, maintains and enforces standards of acceptable behaviour
o Defines and enforces standards of minimal participation for
acceptability as a member of the group
o Helps the group to define standards of acceptable behaviour
and to enforce them
o Models standards of acceptable behaviour in group (including
punctuality, acceptable language, safe, legal behaviour)
5.1f Communicates on a learner's level
o Introduces language and concepts at an appropriate time
o Changes language when appropriate
o Demonstrates respect through body language, sharing of
leadership
5.1g Recognizes own limits
o Plans appropriate lessons which attend to these limits
o Chooses how and when to intervene, confront, or avoid, based
on these limits
o Plans and implements lessons in which personal strengths and
weaknesses complement those of a partner (when applicable)
5.1h Shares group leadership
o Engages group members in sharing responsibility (e.g.
maintenance of equipment, writing on flip chart, coffee fund)
o Facilitates the formation of a group
o Gradually retreats from the leadership role
o Identifies own role as facilitator, not teacher
o Participates in group activities “as an expert”
o Plans activities with the group
5.1i Performs the role of group facilitator
o Recognizes and responds to visual and auditory cues that
indicate members wish to participate in discussion
o Manages group discussion to balance control and encourages
participation of all group members
o Demonstrates gate keeping techniques as described in
“Learning Helpful Behaviours In Group” lesson
5.1j Identifies and acts on changing needs of the group
o Departs from Coaches lesson plan to meet the immediate needs
of the group
o Demonstrates flexibility in allowing the group to enter an
unstructured phase
5.1k Presents Life Skills lessons
o Presents complete Life Skills lessons following the NewStart
Model
o Uses a variety of strategies in lesson presentation (e.g.
role play, questioning, case method, discussion)
o Presents lessons in all five Life Areas: self, family
community, job/education, and leisure
o Demonstrates good preparation and organization: provides
clear instructions, provides additional material as required to clarify (e.g.
handouts)
5.1l Chooses and uses appropriate resources
o Uses resources which are at the learners’ level of risk,
maturity, and language
o Engages students in developing appropriate resources
o Uses audio-visual aids with confidence: VCR, 16 mm
projector, tape recorder, overhead projector
o Uses VCR frequently to enhance learning
o Maintains a list/collection of appropriate resources (e.g.
films, handout)
5.1m Works toward clearly defined program goals
o Relates activities to program goals
o Relates behaviours to program goals
o Observes progress toward goals and adjusts plan as required
o Recognizes the program’s time limitations and works
effectively within them to achieve the program’s goals
5.1n Facilitates behavioural change
o Focuses on behaviour in the “here and now”
o Uses behavioural contracts for change (verbal and written)
o References inappropriate behaviours to goals
o Confronts inappropriate behaviour
o Asks students to formulate their own personal goals
o Evaluates individual progress toward change
o Provides opportunities for students to practice new skills
in a non-threatening environment
o Frequently checks for relevance and application
o Invites students to risk toward positive change
5.1o Confronts as required
o Confronts inappropriate behaviour
o Confronts lack of active participation
o Confronts inappropriate person presentation (e.g. personal
grooming)
o Discontinues students as required
5.1p Facilitates transfer of learning to everyday life
o Solicits evidence of transfer from students
o Develops out-of-class opportunities for skill transfer
o Designs Life Skills lessons with an “application” outside
the Life Skills group
o Provides feedback where possible on out of group behaviour
o Follows-up Life Skills lessons
5.1q Facilitates closure of issues/activities
o Recognizes when an issue or activity is ready for closure
o Summarizes and evaluates the activity or issue for the
purpose of moving on
5.1r Establishes and maintains working relationship with supervisor(s)
o Communicates to supervisor when responsibility to employer
and student may be in conflict
o Monitors and ensures that the expected outcomes of the Life
Skills course are consistent with the goals of the employing agency
o Meets regularly with supervisor(s) to discuss the progress
of individuals in the group without violating confidentiality
5.1s Provides documentation
o Documents behaviour change in students from intake to exit
o Provides reports and statistics as required
o Documents personal responses to content and process in “log”
form
5.1t Facilitates temporary exit of students from the group (i.e. Individual who walks out on group or fails to show up in group after conflict).
o Takes action to ensure safety of individual who leaves
(i.e.) checks with individual as they leave to determine their intentions
o When appropriate, confirm the where-about of individuals who
are absent from the group
o Facilitates the expression of feelings in the group
o Facilitates problem solving the situation with the group and
the individual
5.1u Facilitates permanent early exit from the group for reasons including withdrawal, quitting, termination, accident, illness, and death
o Identifies the relevant legislation regarding the rights of
individuals in training programs
o Ensures policies and procedures of employing agency are implemented
o Assists the leaving individual to identify and access
alternative and appropriate sources of support
o Facilitates the expression of feelings in the group (i.e.
the grief process)
o Facilitates problem solving the situation with the group
Competencies Table of Contents
6.0 EVALUATION
6.1 EVALUATION THEORY
6.1a Demonstrates an understanding of basic evaluation theories
o Recognizes the role of evaluation and its relationship to
stated groups
o Identifies a variety of evaluation strategies which would be
suitable for evaluating life skills programs, and the progress of a life skills
group
6.2 EVALUATION SKILLS
6.2a Models and uses appropriate evaluation techniques
o Adapts techniques to the needs of the group (e.g. illiterate
participants)
o Respects confidentiality guidelines established
o Matches techniques used to gather data required
o Models a commitment to the evaluation process
6.2b Evaluates individual behaviours
o Identifies specific behaviours as contributing (or not) to
the achievement of stated goals
o Provides constructive feedback concerning individual
behaviours
o Participates in individual counselling, case conferences
(when required)
6.2c Assists students to self-evaluate
o Engages students in self-evaluation throughout the program
o Conducts progress reviews jointly with each student
o Models constructive self-evaluation
6.2d Engages in self evaluation
o Engages peers, supervisors, and students in coach’s
self-evaluation whenever possible
6.2e Discontinues inappropriate students
o Applies standards of acceptable and appropriate behaviours
for participation in group
o Recognizes a mismatch between student and program
o Identifies alternate resources available to the student to
be discontinued
o Conducts an exit interview constructively
6.2f Evaluates a Life Skills lesson
o Includes an “evaluation” step at the end of the lesson
o Relates lessons to stated goals of the program
6.2g Evaluates a Life Skills program
o Relates program outcomes to defined criteria for “success”
of the Life Skills program
o Engages students in an evaluation of the program
o Encourages evaluation by current, exiting, and former
students
6.2h Evaluates the progress of a Life Skills group
o Engages students in an evaluation of group process
o Facilitates the learning and use of helpful group behaviours
for evaluation purposes
o Facilitates and examination by students of their input as
well as their expectations
6.2I Develops an action plan in response to evaluation
o Models an active, constructive response to evaluation: a
commitment to change, professional development activities
6.2j Incorporates feedback of client group
o Seeks feedback, formally and informally, regarding the Life Skills
course and the performance of the Life Skills Coach
o Evaluates feedback and makes appropriate adjustments in
performance and in planning future Life Skills courses
6.3 EVALUATION RESPONSE
6.3a Demonstrates an understanding of feedback from the supervisor, Mentor,
client group, agency representative, and self
o Asks questions for clarification
o Identifies consequences of behaviour
o Identifies strengths, weaknesses and alternative behaviours
o Implements change where necessary
6.3b Develops and carries out an action plan that uses all feedback
o Evaluates results of new action plan
Competencies Table of Contents
7.0 DELIVERY STYLES
7.1 SKILL
7.1a Develops affective, cognitive and psychomotor variations of lesson
plans in response to student needs
o Identifies and participates in professional development
activities that provide current and relevant information to meet the specific
Life Area needs of group members (i.e. Job readiness, STDs, family violence)
o Structures lesson plans to incorporate new information
7.1b Develops an action plan to deliver Life Skills information to short term programs
o Determines the appropriate use of group dynamics, given the
limitations of time
o Prioritizes and select topics/lessons to ensure relevancy to
client group, given the limitations of time
7.1c Develops an action plan to deliver topically based Life Skills programming
o Establishes comfort, boundaries, and trust with the group
o Establishes credibility as a facilitator
o Demonstrates preparedness and in-depth knowledge of topic
o Provides resource materials
o Ensures topic/activity is brought to completion before
dismissing group
o Provides access to facilitator for follow-up
7.1d Uses creativity to work with students at whatever level(s) they may be at, at any particular time
o Detects lack of understanding
o Adjusts delivery to students own level of language or
experience
o Ensures the use of a variety of coaching/teaching techniques
to meet the learning styles of individuals in the group (i.e. Role play, visual
aids, case study, analogies)