Course Summaries

The Parent Coach Certification® Training Program consist of four 5000-level graduate courses. Each course takes three months to complete and comes complete with a 250-page course manual, audio lectures, and supplemental readings as well as required and recommended books.

Course One: Multi-Dimensional Parent Coaching

The concepts in Course One are so life-giving—a breath of fresh air. This stuff is incredible. I have enjoyed Course One so much. ~ Peter Bourland

Course One, Multi-Dimensional Parent Coaching, is the first in a series of four courses for Parent Coach Certification®. This course introduces the PCI Coaching Model™, laying the foundational principles and the basic parent coaching tools participants will use later in the training. The course covers the cognitive, emotional, and intuitive aspects of the PCI parent coaching process, advocating a “multi-dimensional” approach to adequately address the needs of the whole family system while working with parents in a specific, proprietary coaching process—the PCI Coaching Model™.

Course One is divided into three modules—modules 1, 2, and 3. Each module takes about one month to complete. Each module contains six lessons, two preparatory audio lectures, and one audio module summary. Students listen to the corresponding audio lecture for each set of three lessons in each module, for a total of six preparatory audio lectures during the course. About twice a month, students participate in 90-minute class discussions with their cohort and instructor, either through a telebridge line or Skype (for international cohorts). There are seven phone classes for Course One, with the first phone class being an introductory session to help students become acquainted with an overview of the entire Parent Coach Certification® training program and with the components of Course One specifically.

In Module 1, Introduction to Coaching, students examine the differences and similarities between coaching, counseling, mentoring, and consulting and discern the important differences in these disciplines that will help them to be more effective parent coaches.

In Module 2, Core Principles and Concepts, participants study the basic elements of systems, identifying the differences between mechanical and living systems. The concept of Parenting as a Living System™ is introduced through an article by Gloria DeGaetano tracing the history of living systems theory from a broad range of disciplines and identifying what could be useful in thinking about parents, children, and families as dynamic living systems. Students study eight principles of living systems and how they directly apply to parent coaching. Along with these concepts, Module 2 provides the core foundation of two of the four theoretical components of the PCI Coaching Model™—living systems and appreciative inquiry principles—giving students the theoretical knowledge necessary to learn application methods for successful parent coaching. Students express their knowledge of the living system principles and the principles of Appreciative Inquiry and how they relate to one another through a Synthesis Paper, completed at the end of Module 2.

In Module 3, begin their study of the four phases of the Appreciative Inquiry change process through two coaching scenarios: Coaching Emily and Coaching Jill. In Coaching Emily, students study a comprehensive booklet, accompanying guide, and audio program of the four phases and then read/listen to a discussion after each phase that teases out the core tasks and types of questions to ask in each phase. When this is completed, through discussions with peers and instructor, students have the opportunity to ask questions and to share their understanding of the coaching techniques used throughout Coaching Emily.

Upon completion of Module 3, students will have applied the coaching concepts studied in Module 1 and the theoretical framework studied in Module 2, by coaching in three sessions with practice clients. Students write an Application Paper, describing their key insights from these three hours of coaching practice, demonstrating their understanding of the parent coaching process from their studies throughout Course One. These three coaching sessions begin the 100 hours of parent coaching practice required for Parent Coach Certification® that students will practice throughout the remaining nine months of the program.

Course Two: Supporting Moms and Dads to Parent Well in a Media/Digital Age

During Course Two I learned a lot and have had lots to think about, both as a professional parent coach and as a mother. I can say with confidence that my parent identity is stronger and my kids are happier. Thank you. ~ Leanne Shepherd

Course Two, Supporting Moms and Dads to Parent Well in a Media/Digital Age, is the second course in a series of four courses for Parent Coach Certification®. This course provides a complete system for effectively addressing media’s impact on child and teen development, along with effective strategies for providing parents with relevant information, encouraging support, and authentic affirmation to help their children grow into self-actualized adults in control of all forms of screen technologies.

As tools, screen and digital technologies make for powerful collaborators in a myriad of human creative processes. As information systems, they provide us with knowledge and research potential for unlimited development. As convenient entertainment delivery systems, screen technologies provide distance form from our daily grind and when used appropriately, screen amusement doesn’t limit our self-actualization, but instead renews our capacity for it. Why then is it so difficult to use screen technologies in these ways? What is missing from the equation that so few can grow up in control of TV, video games, smart phones, and the Internet while so many become mindless extensions of these machines through screen addiction?

Parents today must have support to boldly confront the media/digital culture which increasingly acts as the “the third parent” by influencing child and teen attitudes, values, and behaviors, and by continually challenging parental standards for their children. This course is designed to help family support professionals more clearly understand the impact of media and screen technologies on parents, children, and family life. It provides the most up-to-date, compelling information on how the media environment affects learning, literacy, motivation, self-image, and moral and spiritual development, as well as research-proven strategies for coaching parents effectively in a media/digital age.

Participants use the PCI Coaching Model™ as a basis for listening, communicating, and encouraging parents to take actions to design home environments conducive to optimal cognitive, emotional, social, and spiritual development within the existing challenges inherent in the media/cyber environments impacting children and teens today.

Course Two is divided into three modules—modules 4, 5, and 6. Each module takes about one month to complete. Each module contains six lessons with required readings. About twice a month, students participate in 90-minute class discussions with their cohort and instructor, either through a telebridge line or Skype (for international cohorts). There are six phone classes for Course Two. The first sixty minutes of each phone class is devoted to discussing course content; the last thirty minutes of each phone class is devoted to discussing the students’ parent coaching practice. Students log at least 25 hours of parent coaching practice during Course Two.

Course Three: Coaching Parents to Appreciate the Wonder Within

While every PCI course has been thought provoking and full of valuable information, it wasn’t until Course Three that I fully understood the deep responsibility of being a “change agent.” I found courage in the curriculum, and support from both my instructors and peers, to make the deep personal changes necessary to work so intimately with parents. What a joy now to stand at the edge of the undiscovered and take the leap with my clients, confident in the system and the success that awaits us. ~ Melanie Salonen

Course Three, Coaching Parents to Appreciate the Wonder Within, is the third course in a series of four courses for Parent Coach Certification®. The course addresses concepts regarding the nature of change and parent coaches as catalysts for a positive change process.

Its basic aims are to:

  • Introduce students to new change process principles that build on previously learned living system principles.
  • Provide students with useful tools for addressing unique stylistic differences for both parents and children.
  • Help students learn and use intrinsic motivation when coaching parents and to support parents’ learning goals for their children.
  • Provide coaching techniques and parenting strategies for helping parents be appreciative advocates for their children in school settings.
  • Provide exercises and assessments for students to integrate their learning to date.

Course Three examines the theoretical concepts introduced in Course One in more depth with relevant application to parent coaching. An emphasis is on learning a “deep change process” as introduced by Robert Quinn with his concept of “Advanced Change Theory—ACT.” The principles and concepts throughout this course weave a richer, denser tapestry between Living System principles and Appreciative Inquiry concepts and their applications in parent coaching.

Course Three is divided into three modules—modules 7, 8, and 9. Each module takes about one month to complete. Each module contains six lessons with required readings. About twice a month, students participate in 90-minute class discussions with their cohort and instructor, either through a telebridge line or Skype (for international cohorts). There are six phone classes for Course Three. The first sixty minutes of each phone class is devoted to discussing course content; the last thirty minutes of each phone class is devoted to discussing the students’ parent coaching practice. Students log at least 25 hours of parent coaching practice during Course Three.

Course Four: Transformational Parent Coaching

Thank you for the deep readings we had for Course Four…It is an enriching experience to discuss these readings and apply them to our practice. I also very much appreciate how the readings complement one another, and ask us to think about life.” ~ Kim Walker

Course Four, Transformational Parent Coaching, is the fourth course in a series of four courses for Parent Coach Certification®. This course extends students’ thinking about personal and social transformation, while honing coaching strengths, skills, and strategies. The dictionary definition of “transformation” demonstrates deep truths. It states that “to transform something means to change both the outer and the inner—both the outward form or appearance and its character and condition.” So, “to transform” implies a major change in form, nature, and function. Transformational parent coaching, then comprises both the inner changes in the parent and the outward manifestations of these changes, as well. Those changes are both on a personal and transpersonal level. For instance, transformational parent coaching results in parent making daily decisions more in alignment with their values and priorities. On a transpersonal level those daily decisions add up over time to impact parenting practices in future generations as well as standards of a civilized society. Put simply, as PCI coaches assist moms and dads to parent well, we support societal transformation as well. Since enduring, positive change on any large societal scale must first begin with changes in families on a small scale, this course provide meaningful ways to articulate to parents that parenting well means changing the world and their children’s future—for the better.

Course Four is divided into three modules—modules 10, 11, and 12. Each module takes about one month to complete. Each module contains six lessons with required readings. About twice a month, students participate in 90-minute class discussions with their cohort and instructor, either through a telebridge line or Skype (for international cohorts). There are six phone classes for Course Four. The first sixty minutes of each phone class is devoted to discussing course content; the last thirty minutes of each phone class is devoted to discussing the students’ parent coaching practice. Students log at least 50 hours of parent coaching practice during Course Four.

In this course students examine and design productive approaches for helping parents understand the power they hold to effect positive changes in their families. Using the PCI Coaching Model™, students develop a skill-set to not only “think out of the box,” when working to support parents, but also to “act out of the box”—utilizing our fullest capacities and creativity as parent coaches. Since this is the final course in the Parent Coach Certification® Training Program, the basic goal is to assist and equip the student to accept and develop his/her role as a catalyst for transformational change in our world.

I found the PCI course to be well researched and put together. I learned so much through the course, the reading materials and the interactions that I had with PCI instructors. It has been an incredibly enriching experience completing this course.
Laura MarkowitzCape Town, South Africa

Contact Us

Email Newsletter

Events

(No Events Right Now)

© 2000 – 2017 Parent Coach International.  Terms of Use  |  Privacy Policy