Certificate in Coaching Supervision

The Programme

The value of supervision in ensuring professional and ethical practice is increasingly acknowledged by the coaching industry and its clients. As the demand for coaches using supervision grows, so too does the demand for experienced professionals who can provide coaching supervision services.

i-coach academy’s Certificate in Coaching Supervision Programme is aimed at experienced coaches who wish to add coaching supervision, within an organisational or business context, to their portfolio of professional services. As an experienced coach, this programme will assist you to develop your own coherent model and approach to coaching supervision.

This programme will be delivered over ten days in six months and is designed to allow you to implement what you learn in your supervision practice as you study.

Upon completion you will be expected to:

Establish and work within a coaching supervision alliance and appropriately manage contract conditions, professional boundaries and ethical responsibilities
Demonstrate an ability to supervise from a coherent perspective and set of underlying principles that can be articulated and demonstrated in practice
Recognise and address personal and interpersonal issues that may be evoked by the supervisee’s
material and be willing to explore these in an appropriate framework

Who is it for?

This programme is aimed at experienced coaching professionals who want to offer coaching supervision.

Trend for Supervision

i-coach academy defi nes supervision as “a structured opportunity for coaches to work with other professionals to review their specifi c cases from a personal, professional and systematic perspective”. Supervision is a key to ensuring return on investment for organisations as it assists coaches to:

Protect themselves and their clients by identifying areas of potential concern in a coaching-client relationship
Reflect on their work patterns and gain insight into improving their interventions
Identify their strengths and weaknesses and judge limitations to set with respect to the types of work they undertake
Learn from their peers and keep up to date with professional developments

Most organisations now expect coaches to maintain their own supervision and 86% of those working in the profession believe that coaches should receive supervision (CIPD Coaching Supervision Maximising the Potential of Coaching 2006 Report). Yet CIPD research suggests that only 10% of coaching organisations actually offer supervision services to external coaches. As the fi eld of coaching continues to develop a critical issue for the industry is who is actually supervising the coaches.

Learning Journey

Our programme assists you to critically reflect on your experience and knowledge, while integrating new theories and approaches.

Since coaching supervision is inherently interdisciplinary, our curriculum draws on broad areas of knowledge that inform the field of supervision. Through a process of experimentation and application, the programme is designed to help you to define your unique approach to coaching supervision. Instead of memorising the ‘right’ answers or behaviours, our Faculty act as facilitators, encouraging you to discover principles for yourself and to build knowledge by working with others.

The Faculty

Programme Director - Caroline Horner MBA, DProf (Coaching Psychology)
Caroline is one of the initiators of i-coach academy and a Director. Caroline brings over 12 years international experience as a general manager, consultant, marketing director and change agent. Caroline holds a Professional Doctorate in Coaching Psychology from the International Centre for the Study of Coaching at Middlesex University. The focus of her Doctorate was on developing professional coaching practice. Caroline also has a Certificate in Supervision from Metanoia Institute. Much of her coaching experience has been working with those in transition, often leaders taking on more responsibility for delivering results through others or those managing signifi cant change for their organisation and/or themselves.

Prof. Ernesto Spinelli – BA, MSc, PhD, CPsychol, AFBPsS, UKCP Reg, Fellow BAC (Acc)
The programme is facilitated by Ernesto who is known internationally as a leading figure in the development of existential practice in psychotherapy, coaching, mediation and supervision. As well as maintaining a private practice as a psychotherapist, executive coach and supervisor, Prof. Spinelli is a Founder of ES Associates, a Senior Fellow at the School of Psychotherapy and Counselling at Regents College and a published author.

Prof. Mike van Oudtshoorn – EdD, PhD, CPsychol
Founder of i-coach academy, Mike is a South African born organisational psychologist who has extensive international experience in consulting, academic teaching and executive coaching. His background in business, adult learning and development, assessment of potential and performance and existential counselling is firmly underpinned by a Masters Qualification and two Doctorate Qualifications. Mike has held academic posts at The Californian School of Professional Psychology, The Fielding Institute and The Napier Business School.

Greg Madison – BA (Hons), MA (Dist), PhD, ADEP, CPsychol, UKCP Reg, ECP, Accr. Med. Country Coordinator
Focusing Inst
Greg is a Senior Lecturer on the Doctorate Programme at Regent’s College School of Psychotherapy and Counselling Psychology, a Chartered Psychologist at Central Stress Management, a clinical Supervisor at the Sussex Partnership NHS Trust, and an existential therapist and supervisor in private practice. Greg’s background includes a MA in Psychotherapeutic Studies, Post-MA in counselling psychology and a PhD in psychotherapy and counselling. Greg is currently writing a chapter on supervision.

Time Commitment

Attend an initial two hour group interview as part of your application process
Attend four learning modules in London – seven days
Attend two CPD days and one assessment day
Deliver a minimum of 48 hours of applied supervision
Receive a minimum of 12 hours of supervision
Work independently for a minimum of four hours each week on activities such as refl ective practice, reading and course work