Introductory description

This module provides you with comprehensive knowledge of the ethics and standards required in professional coaching, as well as maintaining high levels of professional practice through supervision and continuing professional development. This module takes an andragogical approach, with individual learning at the centre. The module will involve blended learning consisting of intensive all-day workshops plus virtual learning environment including online module private learning material accompanied by webinar and/or tutorial.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Codes of ethics and professional standards as identified by the main coaching professional bodies, how these aid or inhibit coaching practice.
Self-assessment against a professional body ethical framework, involving a depth of introspection to critically evaluate areas for on-going personal and professional development.
Alignment of personal values and codes of ethics.
Boundaries in practice, defining and maintaining the boundaries between counselling, coaching and consulting, considering coaching and wellbeing/mental health.
The influence of the coach on the coachee and the coaching process.
Contracting, confidentiality, integrity, roles and responsibility, conflict of interest, inappropriate interactions, dependency, recognising equality and diversity, personal bias, transference.
Ability to perform as a coach.
Terminating professional relationships and on-going responsibilities.
Maintaining the reputation of the profession.
Case studies and coaching dilemmas, how ethical frameworks guide decision making, how do coaches judge that coaching is ethical, how do coaches determine if the coachee’s objective is ethical?
Origins and models of coaching supervision, enhancement of professional practice.
Continual professional development.
Unconditional positive regard and congruence in action.
Ethical practice and the impact of context.
The future of the coaching professional and the influence of individual coaches.
An understanding of how this module links to other course modules

Learning outcomes

By the end of the module, students should be able to:

• Critically analyse and evaluate the knowledge and practice relating to coaching ethics and professional standards.
• Evaluate the impact on coaching in practice of ethics in coaching, as stated by the main professional bodies and in literature.
• Systematically identify coach supervision theories and evaluate the influence of other ‘helping’ professions.
• Engage constructively to reflect on own professional development and critically evaluate own coaching practice in relation to ethics and professional standards.

Indicative reading list

Bachkirova, T., Spence G. and Drake D. (2016) (eds) The SAGE handbook of coaching
Cox, E., Bachkirova, T. and Clutterbuck, D. (2018) (eds) The Complete Handbook of Coaching. London: Sage Publications.
Iordanou, I., Hawley R., Iordanou C. (2017) Values and Ethics in Coaching London. Sage Publications
Hawkins, P., Smith, N. (2013) (2nd Ed.) Coaching, Mentoring and Organisational Consultancy: Supervision, Skills and Development. Maidenhead: Open University Press.
Palmer, S. and Whybrow, A. (eds) (2007) Handbook of Coaching Psychology. London: Routledge.
Passmore, J. (ed) (2006), Excellence in Coaching, London: Kogan Page.
Passmore, J. (2009) Diversity in Coaching: Working with Gender, Culture, Race and Age. London: Kogan Page.
Passmore, J. (ed) (2021) The Coaches' Handbook, London: Routledge
Rosinski, P. (2003) Coaching across Cultures: New Tools for Leveraging National, Corporate and Professional Differences. London: Nicholas Brealey.

View reading list on Talis Aspire

Subject specific skills

Demonstrate in-depth specialist knowledge and mastery of techniques relevant to coaching.
Demonstrate systematic understanding and critical analysis of ethics and standards within coaching, which can be applied in practice and is adaptable to the context and sensitive to the coachee’s needs.
To critically evaluate current theories, issues and research in relation to coaching and to be able to critically apply these in practice.
Critically evaluate current research and literature to examine the relationship between effective coaching and ethics and standards.
To take a self-reflective role in working to develop self-awareness and to critically examine personal and professional experience, evaluate strengths and development needs in relation to ethics and professional standards.
Draw on theoretical concepts and relevant literature giving appropriate evidence and examples to discuss the essential components of effective coaching.

Transferable skills

Exercise initiative and personal responsibility.
Critical evaluation of complex theoretical concepts, and the ability to translate these into practice.
Sound judgement, decision-making and initiative in complex and unpredictable situations.
Independent learning ability required for continuing professional development.
Demonstrate originality in the application of knowledge and the ability to deal with complex issues both systematically and creatively.
Able to self-reflection and to enhance self-awareness in complex and unpredictable situations.
Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.