calsca.gif (1671 bytes)

 

ALBERTA SOCIETY OF LIFE SKILLS COACHES'

CODE OF ETHICS AND STANDARDS

Table of Contents

ASLSC E&S Directory
Ethics and Standards Documents Directory

 

PREAMBLE

VALUES

The profession of Life Skills Coaching holds the worth, dignity and capability of every human being as of primary value. Therefore, Life Skills Coaches shall not discriminate against anyone on the basis of race, color, language, religion, age, sex, marital status, physical and mental disability, economic condition or national ancestry and they shall work towards preventing and eliminating all discrimination in rendering service, in work assignments and in employment practices. The profession of Life Skills Coaching affirms that society has an obligation to ensure that all people have access to the resources, services and opportunities that they require to promote their well-being in addition to the right to learn the skills necessary for the development of human relationships and that each person has the right to self-determination with due regard to the interests of others.

PURPOSE

In accordance with these professional values, Life Skills Coaching is committed to fostering capabilities and skills in the individual through its professional services and activities. Life Skills practice focuses on the relationships among people in their social environment. Life Skills Coaching endeavors to enhance the problem solving and functioning capacities of people to help people utilize personal and environmental resources.

ACCOUNTABILITY

Life Skills Coaches have an obligation to protect and promote the interest of clients through professional services delivered with integrity and competence. This can only be achieved by establishing and maintaining high standards of coaching practice. The following Declaration sets out the fundamental ethical principles to which Life Skills Coaches should adhere in professional relationships and practice. It is understood that failure to fulfill the following obligations to the best of one's ability may result in disciplinary action by the Ethics and Standards Committee of the Alberta Society of Life Skills Coaches.

LIFE SKILLS COACHES' DECLARATION

As a member of the profession of Life Skills Coaching I commit myself to fulfill, to the best of my ability, the following obligations:

  1. I will regard the well-being of the students and the groups I serve as my primary professional responsibility.
  2. I will fulfill my obligations to students and responsibilities to the agency with integrity and competence.
  3. I will coach in a conscientious, diligent and efficient manner.
  4. I will respect the students in my professional relationships with them, and act in accordance with the students' individual needs and the appropriateness of the coaching situation.
  5. I will protect the privacy of the students and hold in confidence all professionally acquired information concerning them. I will disclose such information only when authorized by students or when obligated legally or professionally to do so.
  6. I will not allow outside interest to jeopardize my professional judgment, independence or competence.
  7. I will work for the creation and maintenance (within agencies employing Life Skills Coaches) of conditions and policies which are consistent with the values and obligations of this code.
  8. I will endeavor to promote and maintain excellence in the profession of Life Skills Coaching.
  9. I will attempt to differentiate between the person and his behavior.
  10. I will adhere to the guidelines established by the Alberta Society of Life Skills Coaches.

ASLSC Ethics and Standards Table of Contents

 

COMMENTARY ON THE CODE OF ETHICS

PREFACE

The profession of Life Skills Coaching is dedicated to providing an environment in which students can freely choose to acquire the skills necessary to function appropriately and successfully in their own lives. Therefore, the basic ethical principles in Life Skills Coaching are necessarily extremely wide and quite general. The purpose of a statement of professional obligation is to provide a guide and framework for the individual Life Skills Coach and for the profession within which they practice. It is not possible to foresee every situation which Life Skills Coaches may encounter, therefore, this code may be revised from time to time.

The Preamble identifies the philosophy, values and objectives of the profession in general terms. The Declaration attempts to provide a guide for practice while recognizing that Life Skills Coaches must exercise personal judgment and ethical reflection. The obligations, therefore, are qualified by the phrase "to the best of my ability" and in some instances may become extremely individualized. In such instances the willingness of Life Skills Coaches to give of their best is recognized.

DECLARATION

  1. PRIMARY PROFESSIONAL RESPONSIBILITY
  2. INTEGRITY
  3. QUALITY OF SERVICE
  4. STUDENT/COACH RELATIONSHIP
  5. CONFIDENTIAL INFORMATION
  6. OUTSIDE INTERESTS AND THE PRACTICE OF LIFE SKILLS COACHING
  7. RESPONSIBILITY TO EMPLOYER
  8. RESPONSIBILITY OF THE PROFESSION
  9. STUDENT BEHAVIOR
  10. GUIDELINES

  1. PRIMARY PROFESSIONAL RESPONSIBILITY

    I will regard the well-being of the students and the groups I serve as my primary professional responsibility.

    Commentary

    This principle is fundamental and self-explanatory. The following obligations are intended to aid the Life Skills Coach in fulfilling the primary professional duty. It is also noted that in order to fulfill his obligation the statement on discrimination in the Preamble is applicable.

    Declaration headings

     

  2. INTEGRITY

    I will fulfill my obligations to students and responsibilities to the agency with integrity and competence.

    Commentary

    Integrity is an integral part of the Life Skills Coach's practice and therefore, underlines each point of the capitalized Code of Ethics.

    1. Public announcements (advertising, etc.) relating to Life Skills made by Life Skills Coaches shall be clear and true and not misleading.
    2. In situations where conflicts arise the integrity and competencies of a Life Skills Coach are paramount. This requires that a coach shall inform his employer of any situation that might impede his competent performance of his duties or that infringes on his integrity in the performance of his functions.
    3. The Life Skills Coach is expected to observe this Code of Ethics of professional conduct in spirit as well as in the letter. Therefore, it's expected that a Life Skills Coach will report in writing to Alberta Society of Life Skills Coaches any incident involving or appearing to involve a breach of this code. In all such cases a report should be made in good faith.
    4. In private life or in professional activity the Life Skills Coach's behavior reflects upon the profession as a whole. If the behavior is such that knowledge of it would be likely to impair coach/student relationships, the Ethics and Standards Committee of the ASLSC will consider a complaint and take suitable action. Examples of such behavior include the committing of a criminal offense which indicates a potential threat to a student, taking improper advantage of a student, and significant disrespect for human beings.
    5. Life Skills Coaches as professionals know that they bear a heavy social responsibility because their recommendations and professional actions may alter the lives of others. They are alert to personal, social, organizational, financial and political situations or pressures that might lead to misuse of their influence.
    6. It is noted that the code is not meant to imply a standard of perfection. Even though it might be actionable under law, a mistake would not necessarily constitute a failure to maintain the standards set by this code. However, evidence of gross neglect or mistakes may indicate such a failure regardless of civil liability.

    Declaration headings

     

  3. QUALITY OF SERVICE

    I will coach in a conscientious, diligent and efficient manner.

    Commentary

    Quality of service goes beyond just the mere acquisition of formal qualifications. Life Skills Coaches should strive continuously to upgrade their knowledge, skills and abilities in their professional service.

    1. Life Skills Coaches should not undertake a matter unless they honestly believe that they are capable of handling it.
    2. By diligent we mean that Life Skills Coaches should exhaust every reasonable and safe alternative in facilitating their students progress in the acquisition of skills.
    3. Life Skills Coaches should recognize that competence for a particular task may require advice or collaboration with experts in other professional fields.
    4. Part of the professional competency of a Life Skills Coach is to maintain their own well-being so as to be able to be effective with students.
    5. The List of Knowledge and Skills Competencies is to be considered as illustrative of the skills, standards and conscientious conduct which defines the minimal competence and quality of service required.

    Declaration headings

     

  4. STUDENT/COACH RELATIONSHIP

    I will respect the students in my professional relationships with them, and act in accordance with the students' individual needs and the appropriateness of the coaching situation.

    Commentary

    Life Skills Coaches should respect their students as individuals and attempt to ensure, through appropriate measures, with care and concern, that the individuals' rights and responsibilities are safe guarded.

    1. The Life Skills Coach/student relationship requires that Life Skills Coaches be trustworthy. Therefore, Life Skills Coaches should be open, honest and non-judgmental. It must be considered that the responsibility of Life Skills Coaches is to strive for skill acquisition - often this is a long term goal. In the short term and momentarily it occasionally might appear that care and concern are lacking, however, the long term goal of skill acquisition is to be considered paramount.
    2. The profession's focus should be to the group and the individuals in the group. This focus assumes that Life Skills Coaches maintain a high degree of self-awareness so they can recognize when personal needs, feelings, values, and limitations interfere with the process of planned change and/or termination of the professional relationship.
    3. Life Skills Coaches must take into account the student's motivation, capacity and opportunity for change at any given time during the change process to appropriately guide the interaction. ("START WHERE THE STUDENT IS").
    4. Recognizing the intense level of affective involvement inherent in a professional relationship, Life Skills Coaches must ensure that the difference between professional and personal involvement with students is explicitly understood and respected and that Life Skills Coach behavior is appropriate to the difference.

      The Alberta Society of Life Skills Coaches expects acceptable and appropriate behavior which must be justifiable before the appropriate body. Social involvement may take place. We are not experts in psychological assessment, however a general, reasonable consideration must be maintained for the benefit of the student, who it must be assumed is in an emotionally susceptible state to the Life Skills Coach as an authoritative figure. It further must be assumed that the Coach is viewed as an authoritative figure no matter how equal he or she might appear within the group.

    5. When making agreements and working with students, Life Skills Coaches must be mindful of the parameters established by the coaches' abilities and values, and the breadth and scope of the coaches' activities. ("BE AWARE OF YOUR BIASES AND VALUES").
    6. Life Skills Coaches are aware of the diverse backgrounds of students and when dealing with topics that may give offense will treat the material objectively and present it in a manner for which the student is prepared.

    Declaration headings

     

  5. CONFIDENTIAL INFORMATION

    I will protect the privacy of students an hold in confidence all professionally acquired information concerning them. I will disclose such information only when obligated legally or professionally to do so.

    Commentary

    The commitment to confidentiality fosters open communication and is essential to effective coaching practice. Most agencies and organizations have policies concerning agency confidentiality and it is the duty of Life Skills Coaches to abide by these policies, if sound or to work for creation and maintenance of effective policies and procedures. Concerns about privacy and confidential matters arise throughout the entire professional relationship, from intake to after the course is completed.

    1. Students should be the primary source of information about themselves and their problems.
    2. As a general rule, a minimum amount of personal information should be recorded. Life Skills Coaches should ensure that information recorded is either demonstrably related to the solution of the students' problems or required by agency administrative accountability or research needs.
    3. As a general principle students have the right to know what their records contain and should be allowed the opportunity to check the accuracy of all information.
    4. Confidential information may be divulged with the express authority of the student concerned. It is recommended that consent be in written form to safeguard the coaching agency.
    5. Disclosure by Life Skills Coaches may be justified to defend themselves, their colleagues or employees against allegations or malpractice or misconduct. However, such disclosures should occur only to the extent necessary for such purposes.
    6. Disclosure of information necessary to prevent a crime, to prevent students doing harm to themselves or to others is justified. Such disclosure should not be made without great care or without the student's knowledge, unless informing the student would impede the due process of law or endanger someone.
    7. When disclosure is required by law, by order of a court or competent jurisdiction or by the work setting, Life Skills Coaches should not divulge more information than is required and when possible should notify the student of this requirement.

    Declaration headings

     

  6. OUTSIDE INTERESTS AND THE PRACTICE OF LIFE SKILLS COACHING

    I will not allow outside interests to jeopardize my professional judgment, independence or competence.

    Commentary

    A Life Skills Coach's commitment to professional values does not exclude the Life Skills Coach from participating in outside interests such as politics, another profession, occupation or business enterprise. The term "outside interests" covers the widest possible range and includes activities which may or may not overlap with the practice of Life Skills Coaching.

    1. Ethical considerations will usually not arise from outside interests unless conduct brings the Life Skills Coach or the profession into disrepute, or the activities impair competence. An example of this is when the outside interest so occupies the Life Skills Coach's time that students suffer from inattention or poor service.
    2. When ever an outside interest might influence the Life Skills Coach's judgment, the Life Skills Coach should disclose and explain the nature of the conflict to student and employer.

    Declaration headings

     

  7. RESPONSIBILITY TO EMPLOYER

    I will work for the creation and maintenance (within agencies employing Life Skills Coaches) of conditions and policies which are consistent with the values and obligations of this code.

    Commentary

    Life Skills Coaches are accountable and responsible for the efficient performance of their duties to their employers.

    1. At times the responsibilities to the employer and to the student may be in conflict and Life Skills Coaches should bring this situation to the attention of their employers. In some instances it may be necessary to enlist the support of professional colleagues in an attempt to safeguard student's rights and promote changes in the procedures of the agency which will be consistent with the values and obligations of this code. It may also be required of Life Skills Coaches to subordinate the employers' interests to those of the students as it must be remembered that frequently students lack the necessary power to ensure their rights. In cases where resolution cannot be made easily between employer and the Life Skills Coach, the Life Skills Coach should inform the Alberta Society of Life Skills Coaches.

    Declaration headings

     

  8. RESPONSIBILITY OF THE PROFESSION

    I will endeavor to promote and maintain excellence in the profession of Life Skills Coaching.

    Commentary

    The profession has a public responsibility to provide competent Life Skills Coaching services. Therefore, the individual Life Skills Coach should be prepared to advise the profession through appropriate channels of a complaint involving another Life Skills Coach.

    1. The individual Life Skills Coach should assist the profession to function properly and effectively by participation in such activities as influencing social policy, continuing in and contributing of Life Skills Coaching knowledge and education, liaison with colleagues and other professions, and the activities of the Alberta Society of Life Skills Coaches.
    2. Life Skills Coaches must be careful in expressing their views on the findings, opinions and professional conduct of colleagues, confining such comments to matters of fact and matters of their knowledge.
    3. Life Skills Coaches are expected to take steps to protect the community at large from individuals or groups purporting to offer or provide Life Skills programs as defined within the Association but whose services are incompatible with the Life Skills program, Saskatchewan NewStart model.

    Declaration headings

     

  9. STUDENT BEHAVIOR

    I will attempt to differentiate between the person and his behavior.

    Commentary

    It is to be recommended that "the behavior is not the student" and that the student has the right not to change his behavior, as he so chooses. Care must be ensured so that in all cases the student's choice for self-determination is maintained.

    1. It is the Life Skills Coach's duty and responsibility to ensure that a student has the opportunity to make choices in his behavior. It must also be remembered that the student is not expected to demonstrate behaviors beyond his capacity and his level of skill development. This means that just because the Life Skills Coach has "given the lesson", the student may not necessarily have learned it. Therefore, within reason, the onus is on the Life Skills Coach to strive for an acceptable alternate learning situation for the development of the required skills to enable the student to make the desired behavior change.
    2. In the case of voluntary or involuntary termination of a student, the Life Skills Coach's goal should be that the student be allowed to leave with as much dignity as possible.

    Declaration headings

     

  10. GUIDELINES

    I will adhere to the guidelines established by the Alberta Society of Life Skills Coaches.

    Commentary

    This is self-explanatory and all the above should be considered to be minimally acceptable conduct.

Declaration headings

ASLSC Ethics and Standards Table of Contents

 

POLICIES AND PROCEDURES

for THE BOARD OF ETHICS of THE ALBERTA SOCIETY OF LIFE SKILLS COACHES

  1. That the quorum for the Board of Ethics be five (5) members present. In the event that a member(s) is unable to deal with a grievance, the remaining board members will choose an alternate(s) from the membership at large, subject to approval by the Executive. After a meeting of the Board of Ethics, any alternates named are expected to stay with the Board until the end of the grievance procedure.
  2. That if a grievance is toward a member of the Board of Ethics, that member must step down until the matter has been settled. The Board may then reinstate the person to the Board of Ethics if appropriate.
  3. That the grievance procedure should be as follows: the grievance is stated in writing and the document is to be sent to the President of the Alberta Society of Life Skills Coaches. The President is to formally notify the members of the Board of Ethics. Chairperson to call a meeting within thirty (30) days of receipt of the grievance by the President.

    After the Board's first meeting over a grievance, a letter, indicating the board members' names, names of people involved in the grievance and dates pertinent to the issue, must be sent to the people involved and to members of the Alberta Society of Life Skills Coaches' Executive. The letter will also describe the Board's plan of action and/or decisions and information on appeal procedures.

    There are four acceptable actions only:

    1. drop the matter,
    2. refer the matter elsewhere,
    3. continue the investigation,
    4. refer the problem elsewhere with further proceedings by the Board of Ethics to be held in consideration.
  4. That the Board of Ethics and all those involved in a grievance have the right to call upon advisors for the purpose of gathering information.
  5. That the appeal procedure be as set out for the original grievance. Any appeal must be received or postmarked within ninety (90) days of the decision of the Board of Ethics.

ASLSC Ethics and Standards Table of Contents

 

MEMBERSHIP OF THE BOARD OF ETHICS

  1. All member of the Board must be Core Members of the Alberta Society of Life Skills Coaches and at least three (3) members must have completed two (2) - sixteen (16) week Life Skills groups or equivalent.
  2. At least one member must be from the Executive Committee.
  3. Of the other four (4) positions, three (3) shall be elected by the general membership and one (1) shall be appointed by the Executive.
  4. Appointments and elections shall be held yearly.

     

    ASLSC Ethics and Standards Table of Contents
    ASLSC E&S Directory
    Ethics and Standards Documents Directory