Life Skills Coaches Association of BC
Accreditation Pilot Project
Accreditation based on the ALSCO process
THE COMPETENCIES
Sources and references for the Competencies are found in Readings in Life Skills and Dynamics of Life Skills
Coaching. Other sources and references as agreed upon by the Primary Mentor and the Intern may be accepted.
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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
1.1b Demonstrates understanding of basic Life Skills theory 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 of helping/teaching. 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's 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 for skills acquisition by individuals
- explains the relevance of the experiential aspect of Life Skills
- explains 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 and explains the differing intellectual, emotional and communication aspects of each stage, as well
as their representative behaviours
1.2d Demonstrates understanding of group leadership theories
- identifies a variety of leadership styles and their impacts
1.2e Demonstrates techniques used in structuring group activities
- implement various group strategies, for example fish bowl, small group dyads, triads, etc.
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2.0 HUMAN RELATIONS
2.1 PERSONAL ORIENTATION
2.1a Displays positive self concept
- models a positive, 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 that interfere with effective coaching
- refers when appropriate
2.1d Recognizes personal style
- identifies own personal style and its impact on the group
- checks out personal impact by questioning
- asks for direct feedback
2.2 COMMUNICATION SKILLS
2.2a Practices active listening
- uses attending behaviours
- checks for accuracy of received verbal and non-verbal messages
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 behaviour oriented feedback
- follows feedback guidelines from Dynamics pp. 57-60
2.2d Recognizes and expresses own feelings
- explains the difference between thoughts and feelings
- makes feeling statements by saying 'I feel...' followed by a feeling word
- expresses personal feelings appropriately to time and place
2.3 GUIDANCE SKILLS
2.3a Demonstrates respect and empathy
- provides a model of self respect and respect for others (positive regard)
- respects individual students' personalities, learning requirements, skills and knowledge
- establishes and maintains rapport with students
2.3b Encourages independence and self-confidence
- recognizes strengths of others, gives positive feedback
- encourages
- uses humour appropriately
- helps the student engage in self exploration
- helps the student understand him/herself in his/her life situation
- helps the student to take action to improve his/her situation
- models self praise and support
- 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
- defines, models and promotes confidentiality
- focuses on the positive
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, for example family members
2.3e Demonstrates fairness and lack of prejudice
- shares time fairly
- treats students equally, respecting their individuality
2.3f Demonstrates Performance Centred Counselling
- incorporates problem solving into PCC with the use of effective questioning
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3.0 PROBLEM SOLVING
3.1 THEORY
3.1a Demonstrates understanding of Problem Solving With A System
- describes each step of the Problem Solving System, teaches it and uses it
3.1b Demonstrates understanding of basic principles of creative problem solving
- explains importance of suspension of judgment, incubation, visualization and creativity in problem solving
- demonstrates an understanding of problem solving strategies and their uses, for example brainstorming and force
fields
3.2 PERSONAL PROBLEM SOLVING
3.2a Applies problem solving skills to own life
- demonstrates personal application of problem solving
- shares examples of these applications
3.3 INSTRUCTIONAL PROBLEM SOLVING
3.3a Applies problem solving skills to instructional problems
- solves problems such as equipment failure, inadequate resources
3.4 GROUP PROBLEM SOLVING
3.4a Applies problem solving skills to the group
- applies problem solving strategies to problems relevant to the group
- elicits willingness to solve problems
- facilitates student ownership of and responsibility for problems
- facilitates group identification and resolution of problems
3.5 QUESTIONING
3.5a Uses effective questioning techniques
- uses questions that aid students to move through the steps of problem solving
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4.0 DEVELOPMENT
4.1 LIFE SKILLS PROGRAM DEVELOPMENT SKILLS
4.1a Defines goals and expected outcomes for a Life Skills program
- defines ''success' for a Life Skills program
- defines expected outcomes in measurable, behavioural terms
4.1b Defines and applies criteria for suitable candidates
- develops criteria for suitable candidates
- demonstrates an understanding of Human Rights legislation (eg. equity principles) and applies the legislation
in the selection process
- uses appropriate selection strategies
4.1c Defines the needs of a target group
- uses various strategies (eg. intake interviews) to define the needs of a specific target group
4.1d Identifies and acquires required resources when available
4.1e Develops a course outline
- designs a course outline that is based on the needs of a target group
- designs a course outline that is based on the stated goals of a program
- provides a rationale for the sequencing of training (eg. from simple to complex skills, from the concrete to
the abstract)
- develops a plan that allows for and enhances skill development
- develops a plan that allows for continuous intake
4.1f Documents program development
- documents progress toward defined goals
- documents own responses to content and process (eg. incident reports)
4.2 LIFE SKILLS LESSON DEVELOPMENT SKILLS
4.2a Defines behavioural objectives for a Life Skills lesson
- defines objectives in measurable, behavioural terms
- identifies skills objectives that are applicable and relevant to the student's life
4.2b Develops a Life Skills lesson
- develops a lesson according to the NewStart model
- plans lessons with attention to the group's needs for inclusion, affection and control
- develops lessons that respond to the defined needs of the target group
- develops affective (feeling), cognitive (thinking) and psychomotor (doing) variations of lesson plans in response
to student needs
- develops lessons that respond to the current status of the group: behaviour, feelings, activities and stage
of development
- develops a lesson with a co-facilitator
4.2c Chooses appropriate techniques and resources for the Life Skills lessons
- develops lesson plans that correspond to personal style
- uses a variety of resources and techniques
- chooses techniques and resources that are pertinent to the lesson objective
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5.0 COACHING
5.1 COACHING SKILLS
5.1a Orients new learners
- orients new learners to methods, roles, expectations
5.1b Establishes learning contracts with new students
- creates a formal agreement with students about their participation in the program
5.1c Creates a physical environment conducive to learning
- attends to the physical needs of the students, especially 'special' groups
- uses available resources to create a comfortable learning environment
5.1d Motivates learners
- uses an invitational style, warm and accepting
- provides personalized attention and support to students based on knowledge gained by ongoing observation of
and interaction with them
- uses effective 'stimulus' variations
- shows energy and enthusiasm
5.1e Establishes, maintains and enforces standards of acceptable behaviour
- defines and enforces standards of minimum participation for acceptability as a member of the group
- helps the group to define and enforce standards of acceptable behaviour
- models acceptable behaviour, including punctuality, language, safe, legal behaviour
5.1f Communicates on a learner's level
- introduces language and concepts at an appropriate time
- changes language when appropriate
- demonstrates respect through body language, sharing of leadership
5.1g Recognizes own limits
- plans appropriate lessons that attend to these limits
- chooses how and when to intervene, confront or avoid based on these limits
- plans and implements lessons in which personal strengths and weaknesses complement those of a co-facilitator
5.1h Shares group leadership
- engages group members in sharing responsibility (eg. equipment maintenance, writing on flip chart, coffee fund)
- facilitates the formation of a group
- gradually retreats from the leadership role
- identifies own role as facilitator, not teacher
- participates in group activities as an 'expert'
- plans activities with the group
5.1i Performs the role of group facilitator
- recognizes and responds to visual and auditory cues that indicate that students wish to participate in discussion
- manages group discussion to balance control and encourages participation by all members
- demonstrates gatekeeping techniques as described in 'Learning Helpful Behaviours in Group' lesson
5.1j Identifies and acts on changing needs of the group
- departs from lesson plan to meet immediate needs of individuals or group
- demonstrates flexibility in allowing group to enter an unstructured phase
5.1k Presents Life Skills lessons
- presents complete Life Skills lessons in the NewStart model. Uses a variety of strategies in lesson presentation
(eg. role play, questioning, case method, discussion)
- presents lessons in all five life areas
- prepares for and organizes lessons
- provides clear instructions and additional material as required for clarification
5.1l Chooses and uses appropriate resources
- uses resources that match the learner's level of risk, maturity and language
- engages students in developing appropriate resources
- uses audio-visual aids
- maintains a list/collection of appropriate resources (eg. films, handouts)
5.1m Works toward clearly defined program goals
- relates activities to program goals
- relates behaviours to program goals
- observes progress toward goals and adjusts plan as required
- recognizes program's time limitations and works effectively within them to achieve the program's goals
5.1n Facilitates behavioural change
- focuses on behaviour in the here and now
- uses behavioural contracts (verbal and written) to facilitate change
- references inappropriate behaviours to goals
- confronts inappropriate behaviour
- asks students to formulate their own personal goals
- evaluates individual progress toward change
- provides opportunity for students to practice new skills in a safe environment
- frequently checks for relevance and application
- invites students to risk toward positive change
5.1o Confronts as required
- confronts concerning lack of active participation
- confronts concerning inappropriate personal presentation (eg, grooming)
5.1p Facilitates transfer of learning to everyday life
- solicits evidence of transfer from students
- develops out-of-group opportunities to demonstrate skills transfer
- delivers Life Skills lessons that have an application outside of group
- provides feedback when possible on out-of-group behaviour
- follows up Life Skills lessons
5.1q Facilitates closure of issues/activities
- recognizes when it's time to close an issue or activity
- summarizes and evaluates the issue or activity in order to move on
- seeks confirmation of the individual's and group's readiness to move on
5.1r Establishes and maintains working relationship with supervisor(s)
- informs employer when responsibility to student and employer may be in conflict
- monitors and ensures that the expected outcomes of the Life Skills program are consistent with the goals of
the employing agency
- meets regularly with supervisor(s) to discuss the skill development of individual students
5.1s Provides documentation
- documents behaviour change in students from intake to exit
- provides reports and statistics as required
5.1t Facilitates temporary exit of students from the group (eg. student who walks out on group or fails
to return after conflict)
- takes action to ensure safety of student who leaves (eg. checks with departing student to determine intentions)
- when appropriate and possible, confirms the location and condition of absent students
- facilitates the expression of feelings in the group
- facilitates problem solving the situation with the student and the group
- if possible, advises the student of the consequences of leaving
5.1u Facilitates permanent early exit of students from the group for reasons which may include quitting,
termination, accident, illness or death
- identifies legislation regarding the rights of students in training programs
- ensures that the policies and procedures of the employing agency are implemented
- assists the leaving student to identify and access alternative and appropriate sources of support
- facilitates problem solving the situation with the group
- if possible, advises the student of the consequences of leaving
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6.0 EVALUATION
6.1 EVALUATION THEORY
6.1a Demonstrates an understanding of basic evaluation theories
- explains the role of evaluation and its relationship to stated groups
- identifies a variety of evaluation strategies that would be suitable for evaluating a Life Skills
program and the progress of a Life Skills group
6.2 EVALUATION SKILLS
6.2a Models and uses appropriate evaluation techniques
- adapts techniques to needs in the group (eg. illiterate students)
- uses appropriate methods of data acquisition
- establishes and respects confidentiality guidelines
- models commitment to the evaluation process
6.2b Evaluates individual behaviours
- identifies specific behaviours as contributing (or not) to achieving stated goals
- provides feedback concerning individual behaviours
- participates in individual counselling and case conferences
6.2c Assists students to self evaluate
- engages students in self evaluation throughout the program
- conducts progress reviews with each student
- models constructive self evaluation
6.2d Engages in self evaluation
- engages peers, supervisors and students in coach's self evaluation
6.2e Discontinues inappropriate students
- applies standards of appropriate and inappropriate behaviour in the group
- recognizes a mismatch between student and program
- if possible, identifies alternate resources available to the discontinuing student
- constructively conducts an exit interview
6.2f Evaluates a Life Skills lesson
- includes 'evaluation' step at the end of a Life Skills lesson
- relates lessons to stated goals of the program
- engages students in evaluation of the coaching, their own performance, the group process, resources
used and the relevance of the lesson
6.2g Evaluates a Life Skills program
- relates program outcomes to defined program success criteria
- engages students in an evaluation of the program
- encourages evaluation by current, exiting and former students
6.2h Evaluates the progress of a Life Skills group
- engages students in evaluation of group progress
- facilitates the learning and use of helpful group behaviours for evaluation purposes
- facilitates student examination of their own expectations and input
6.2i Develops an action plan in response to evaluation
- engages students in developing action plans in response to evaluation (eg, behaviour contract)
- models active, constructive response to evaluation
- models commitment to useful change and professional development activities
6.2j Incorporates feedback of client group
- seeks feedback, formally and informally, about the program and the coach's performance
- evaluates feedback and makes appropriate adjustments in performance and in planning future Life
Skills programs
6.3 EVALUATION RESPONSE
6.3a Demonstrates an understanding of feedback from Supervisor, Mentor, Agency representative and Self
- asks clarifying questions
- identifies consequences of behaviour
- identifies strengths, weaknesses and alternative behaviours
- implements change where appropriate
6.3b Develops and carries out an action plan that uses feedback appropriately
- evaluates results of new action plan
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