Applications open for 2025/2026
We are accepting applications for the academic year 2025 / 2026. To apply, please send an e-mail to secretariat.accpi@gmail.com or call 0040744333362.
Intended for all those who want a career in coaching or personal development counselling, as well as all those who want to change their lives, through relating to oneself and others (increasing self-esteem, improving relationships, changing unproductive patterns, achieving personal goals, managing emotions, etc.), the integrative strategic coaching course is accredited by the European Coaching, Mentoring and Counselling Association (ECMCA).
The total duration of the training programme is three years, including theory and methodology, practical applications, personal development and supervision.
The training curricula in integrative strategic coaching
MODULE 1. INTRODUCTION TO COACHING
1. History of coaching; 2. Definition of coaching; 3. Types of coaching: 3.1. Life coaching; 3.2. Career coaching; 3.3. Organizational coaching; 3.4. Co-coaching; 3.5. Business and executive coaching; 3.6. Relationship coaching; 4. The differences between coaching, psychological counselling and psychotherapy; 5. Coaching models: 5.1. Systems theory; 5.2. Neurolinguistic programming; 5.3. Transactional analysis; 5.4. The Gestalt model; 5.5. Psychodrama; 5.6. Cognitive-behavioural theory; 5.7. The psychodynamic model; 5.8. The integrative strategic model.
MODULE 2. THEMES AND PROBLEMS IN INDIVIDUAL COACHING
1. Common topics and problems in individual coaching: 1.1. Skills and performance; 1.2. Personal development; 1.3. Leadership; 1.4. The search for the meaning of life; 1.5. Motivational deficits; 1.6. Career choice; 1.7. Communication difficulties; 1.8. Difficulties in interpersonal relationships; 1.9. Performance anxiety; 2. The coaching process; 3. The client variable; 4. The coach variable; 5. Interview and assessment.
MODULE 3. INTEGRATIVE STRATEGIC COACHING
1. Defining the problem / area in which the client needs help: 1.1. The integrative strategic model; 1.2. The cognitive domain; 1.3. The emotional domain; 1.4. The domain of internal dynamics; 1.5. Social, family and occupational domain; 1.6. The existential domain; 1.7. The behavioural domain; 2. The individual coaching process: 2.1. Exploring the current situation; 2.2. Imagining the future; 2.3. Exploration, testing and goal setting; 2.4. The action; 2.5. Homework; 2.6. Confronting resistance; 3. Basic interventions and techniques in coaching: 3.1. Questions and confrontation; 3.2. Clarification; 3.3. Reframing; 3.4. Feed-back; 3.5. Guided imaging; 3.6. Use of metaphors.
MODULE 4. THE COACHING RELATIONSHIP
1. The coaching relationship in context: 1.1. The coaching alliance; 1.2. Alliance ruptures and their management; 1.3. Building and maintaining the coaching relationship; 1.4. Relational principles in coaching; 1.5. The co-creation of coaching relationship; 1.6. The model of the six modalities of relationships – Clarkson and Gilbert: coaching alliance, transference-countertransference relationship, developmental or the developmentally necessary relationship, the I-You relationship or the real relationship, the transpersonal relationship and the representational relationship; 2. The coach variable: 2.1. Empathy; 2.2. Unconditional regard; 2.3. Authenticity; 2.4. Professional variables; 2.5. Demographic and diversity variables; 2.6. Personality variables; 2.7. Personal development in coaching; 2.8. Attachment style; 2.4. The client variable in coaching.
MODULE 5. MOTIVATION
1. Motivation theories: 1.1. Needs reduction theories; 1.2. Expectancy-value theories; 1.3. Theories of development; 2. Intrinsic and extrinsic motivation; 3. Setting goals; 4. The locus of control; 5. The learned helplessness; 6. Motivation for change and stages of change; 7. Theory of self-determination; 8. Placebo, hope and expectation; 9. Learning experiences; 10. Strengthening the ego; 11. Attribution of the result.
MODULE 6. THE INDIVIDUAL COACHING PROCESS
1. The coaching context: 1.1. Coaching contracts; 1.2. The fundamental conditions for the validity of the coaching contracts; 1.3. Formulation of the coaching contract; 1.4. Three-cornered contracts; 2. The coaching model; 3. Essential coaching techniques; 4. Success and failure in coaching; 5. Clients for whom coaching is counter-indicated; 6. Problems that go beyond the coaching sphere; 7. The ethical code; 8. Confidentiality.
MODULE 7. THE COGNITIVE DOMAIN IN INDIVIDUAL COACHING
1. Limiting beliefs; 2. Self-esteem; 3. Body image; 4. Perfectionism; 5. Inefficient behaviours; 6. Interventions in the cognitive field: 6.1. Modifying limiting beliefs; 6.2. Exposure and desensitization techniques; 6.3. Homework; 6.4. Journals; 6.5. Clarification questions; 6.6. Confrontation; 6.7. Feed-back.
MODULE 8. THE EMOTIONAL DOMAIN IN INDIVIDUAL COACHING
1. The manifestations of the types of adult attachment and their impact on coaching: 1.1. Formation of attachment; 1.2. Types of adult attachment; 1.3. Client attachment style and impact in coaching; 1.4. Coach attachment style and impact in coaching; 2. Emotional intelligence: 2.1. Self-awareness; 2.2. Self-control; 2.3. Social and group consciousness; 2.4. Management of interpersonal relationships; 2.5. Stress tolerance; 3. Empathy; 4. Expression of emotions and emotional regulation; 5. Interventions in the emotional field: 5.1. Guided imagery; 5.2. Use of metaphors; 5.3. Imagining the future.
MODULE 9. THE PSYCHODYNAMIC DOMAIN IN INDIVIDUAL COACHING
1. Ego states: 1.1. The concept of ego states; 1.2. Structural and functional ego states; 1.3. Energy invested in ego states; 2. The basic positions in life; 3. The dramatic triangle and the autonomous triangle; 4. Structuring time; 5. The life script and the internal saboteur. Self-sabotage behaviours; 6. Personality adaptations; 7. Transference in coaching.
MODULE 10. THE SOCIAL AND FAMILY AREA IN INDIVIDUAL COACHING
1. Family roles: 1.1. Dysfunctional family roles; 1.2. Dysfunctional parental roles; 2. Family patterns and systems; 3. Parenting models; 4. Courting scripts; 5. Partner choice and self-sabotage patterns; 6. Relational patterns; 7. Social roles.
MODULE 11. THE EXISTENTIAL DOMAIN IN INDIVIDUAL COACHING
1. The search for the meaning of life; 2. Time management; 2.1. The chronotype and the biological clock; 2.2. Emergency and perspective on time; 2.3. Categories of people who are late; 2.4. The myth of multitasking; 3. Change management: 3.1. Fear of change; 3.2. Change management; 3.3. Promoting change; 4. Interventions in the existential field: 4.1. Prioritization; 4.2. The “bandits” of time; 4.3. Profile of the personal meaning of life; 4.4. Creative intervention techniques.
MODULE 12. VERBAL AND NON-VERBAL ABILITIES IN COACHING
1. Language: 1.1. Surface structures and deep structures; 1.2. The expression of empathy; 1.3. Trans-derivative search; 1.4. Accessing the deep structures in the client’s discourse; 2. Assertiveness; 3. Reformulation; 4. Transactions; 5. Communication channels; 6. Re-definitions; 7. Non-verbal language.
MODULE 13. CREATIVITY
1. Definition of creativity; 2. Theories on creativity: 2.1. The Amabile model; 2.2. The Weisberg Model; 2.3. The Gardner model; 2.4. The Csikszentimhalyi model; 3. The neuro-bio-psychic theory of creativity; 4. Barriers and roadblocks to creativity.
MODULE 14. GROUP DYNAMICS AND PROCESSES
1. Definition of groups; 1.1. Groups as a system; 1.2. Characteristics of successful groups; 1.3. The life of a subsystem; 1.4. The place of the group in the organization; 2. Group processes: 2.1. Formation and development of groups; 2.2. Experience as a member of a group; 2.3. Group performance and interactions; 2.4. Group influence; 2.5. Modalities of communication in the group; 3. Group dynamics: 3.1. Threatening against identity; 3.2. Group coaching relationship; 3.3. Roles and behavioural problems; 3.4. Group conflicts; 4. Anti-groups: 4.1. Anti-group determinants; 4.2. Working with the anti-group.
MODULE 15. THE ORGANIZATION AND ORGANIZATIONAL BEHAVIOUR
1. Types of organizations; 2. The specificity of the organizations; 3. Components and relationships within organizations; 4. Organizational theories: 4.1. Classical theories; 4.2. Neoclassical theories; 4.3. Human resources theory; 4.3. Modern structural theory; 4.4. Economic theory; 4.5. Theory of power and politics; 4.6. Theory of culture and organizational change; 4.7. Theory of the environment; 5. Organizational behaviour: 5.1. The theory of the hierarchy of needs; 5.2. Theory of existence, relationship and growth; 5.3. Organizational psychoanalytic theory; 5.4. Theory of motivational hygiene; 5.5. Theory of job characteristics; 5.6. Expectancy theory; 5.6. Operational learning.
MODULE 16. ORGANIZATIONAL CULTURE AND CLIMATE
1. Organizational culture: 1.1. History and definitions; 1.2. Models of organizational culture (power, role, procurement, support); 1.3. Dimensions of organizational culture (1.3.1. The Hofstende system: power / distance, masculinity / femininity, individuality / collectivism, insecurity / avoidance; 1.3.2. Orientation to the future; 1.3.3. Orientation to people; 1.3.4. Assertiveness; 1.3.5. Performance Orientation); 1.4. Function of organizational culture; 1.5. Weak and strong organizational cultures; 1.6. Creation of organizational cultures; 1.7. Maintaining organizational cultures; 1.8. Methods of learning organizational culture; 1.9. Changing organizational cultures; 2. The organizational climate.
MODULE 17. THE HIDDEN LIFE OF ORGANIZATIONS
1. Psychoanalytic organizational theory; 2. Organizational defence mechanisms; 3. The psychodynamics of organizational culture; 4. The identity of the organization; 5. Personal identity and group affiliation; 6. Psychodynamics of language and communication in the organizational environment.
MODULE 18. THE PERSONALITY OF THE INDIVIDUAL AND THE ORGANIZATION
1. Theories of personality: 1.1. Psychodynamic perspective; 1.2. Humanist perspective; 1.3. Characteristic perspective; 1.4. Behavioural perspective; 1.5. Cognitive perspective; 2. The connection between personality and occupational performance; 3. The role of personality in the team; 4. Personality and counterproductive occupational behaviour; 5. Personalities and relationships; 6. Person-organization matching; 7. The personality of the organization and the group.
MODULE 19. CONFLICTS IN ORGANIZATIONS
1. The nature of conflicts; 2. Types of conflicts; 3. Conflict measurements; 4. Intrapersonal conflict; 5. Interpersonal conflict; 6. Inter-group conflict; 7. Conflict resolution methods: 7.1. The win-win method; 7.2. Negotiation; 7.3. The process of conflict resolution; 7.4. Conflict prevention
MODULE 20. STRESS AND CHANGE MANAGEMENT
1. Stress: 1.1. Definition of stress; 1.2. Manifestations of stress; 1.3. The sources of stress; 1.4. Stress measurement questionnaires; 1.5. Stress adaptation; 1.6. The effects of occupational stress; 1.7. Intervention levels in stress management; 1.8. Stress and work teams; 1.9. Stress management in organizations; 2. Fatigue; 3. Change in organizations: 3.1. Tension as a precondition; 3.2. Authority and power; 3.3. Moving towards specific goals; 3.4. Modification of old values; 3.5. Self-esteem and stress in the conditions of organizational change; 3.6. Internalization.
MODULE 21. TIME MANAGEMENT
1. Crisis management; 2. Inadequate planning; 3. Inability to say “no”; 4. Poor communication; 5. Telephone interruptions; 6. The impact of e-mail; 7. Overloading with information; 8. Confusions regarding responsibility and authority; 9. Poor delegation; 10. Social networks; 11. Procrastination; 12. Overloading with tasks.
MODULE 22. LEADERSHIP SKILLS
1. The place of the group in the organization: 1.1. What are groups; 1.2. Teams and working groups; 2. General leadership strategies: 2.1. The universal characteristics of leadership; 2.2. The role of the leader; 2.3. The personal qualities of the leader; 2.4. Leadership styles; 3. Authority, power and influence; 4. Obedience to authority; 5. Leadership theories.
MODULE 23. EMOTIONS IN ORGANIZATIONS
1. Individual and group emotional processes: 1.1. Individual emotional processes; 1.2. Group emotions; 1.3. Inter-group emotions; 1.4. The role of the leader’s emotions; 2. Emotional regulation in the group; 3. Emotional expression in the group; 4. Psychodynamics of anxiety in organizations; 5. Roles and interpersonal competence: 5.1. Determinants of behaviour in interpersonal situations; 5.2. Specialization and fusion of roles; 5.3. Behavioural patterns; 5.4. The predisposition to assume a certain role; 5.5. Development of interpersonal skills.
MODULE 24. THE PSYCHOLOGY OF LARGE ORGANIZATIONS
1. Definitions and dysfunctions; 2. The bureaucratic model; 3. The organizational society; 4. The personality of the organization; 5. Patterns of accommodation in large organizations; 6. Social dysfunctions in the organization;
MODULE 25. DIAGNOSIS AND INTERVENTION IN ORGANIZATIONAL COACHING
1. Organizational diagnosis: 1.1. Diagnostic levels; 1.2. Diagnostic models; 2. Integrative strategic diagnosis: 2.3. Cognitive diagnosis (2.3.1. Organizational cognitions versus personal cognitions; 2.3.2. Organizational intelligence); 2.4. Emotional diagnosis (2.4.1. Emotional expression and regulation; 2.4.2. Group and intergroup emotions; 2.4.3. Attachment; 2.4.4. Anxiety; 2.4.5. Emotional intelligence; 2.4.6. Interpersonal competence) ; 2.5. Psychodynamic diagnosis (2.5.1. Defence mechanisms; 2.5.2. Transference; 2.5.3. Psychological games; 2.5.4. The story of the organization); 2.6. Systemic diagnosis (2.6.1. Groups and groups within the organization; 2.6.2. Predisposition in assuming roles; 2.6.3. System structure); 2.7. Diagnosis of organizational culture and organizational climate; 2.8. Diagnosis of organizational personality and person-organization-group matching; 2.9. Leadership style diagnosis; 2.10. Communication within the organization and communication patterns; 2.11. Presentation problem and impact on performance; 2.12. Organizational history; 3. Selection of the means of intervention.
Personal development program
60 hours of personal development
Personal development focuses, on the one hand, on the development of communication skills, relational skills and self-reflection, and on the other hand on self-discovery, so that trained coaches discover the ways in which personal history helps or constrains them regarding professional tasks and their own answers to professional dilemmas.
Supervision
100 hours of supervision
Supervision focuses on strengthening the integration of theory and practice, as well as developing a professional attitude. Supervised coaches have the opportunity to gain insight into their clinical activity, as well as the opportunity to discover what they are already doing well and what they can replace or improve. Supervision implies respect for the supervisee’s knowledge and emphasizes how the supervisor’s experience is relevant in professional practice.
There are 7 modules for group supervision. Group supervision is performed in an integrative manner, including models of relational, developmental, narrative and expressive supervision.