TICC Advanced Level 1 Component 2 PDF Free Download

Name: TICC Advanced Level 1 Component 2 PDF
Author: Jason Anderson

1 / 152

0 views•152 pages

TICC Advanced Level 1 Component 2 PDF Free Download

TICC Advanced Level 1 Component 2 PDF free Download. Think more deeply and widely.

evolve awaken grow

TICCA

TICC Advanced

Level 1 Component 2

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

TRAUMA

& COACHING

Trauma, both in its acute and complex forms,

has a profound and lasting impact on an

individual’s emotional, psychological, and

even physical well-being. It often shapes how

people perceive the world, interact with oth-

ers, and respond to stress. Trauma-informed

coaching acknowledges this reality by creat-

ing a safe, empathetic, and supportive envi-

ronment where clients feel heard, respected,

and empowered. The goal of trauma-in-

formed coaching is not to treat trauma di-

rectly, as a therapist might, but to recognize

its effects and create a coaching approach

that is sensitive to the client’s experiences,

fostering healing and growth.

In this framework, coaches utilize techniques

that prioritize safety, trust, and collaboration,

helping clients rebuild a sense of control

over their lives. The approach is client-cen-

tered and focuses on resilience, recognizing

strengths and potential amidst adversity.

By incorporating trauma awareness into

coaching, we better guide the client through

transformative changes, without uninten-

tionally triggering past trauma. This creates

a foundation where the client can pursue

meaningful personal or professional goals,

engage in self-exploration, and develop

strategies for positive growth while feeling

supported throughout their journey.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 3

LEARNING OUTCOMES

DAY 1

• Deﬁne TICC: I can explain what TICC is

and why it matters.

• Understand the “Why”: I can share why

this course is important for my growth.

• Navigate the Course: I can see the course

path and know what’s expected of me.

• Work in Triads: I can use triads as a safe

space to practice and grow.

• Set Intentions: I can set intentions that

ground and focus my learning.

• Use ICF Competencies: I can begin

applying ICF Core Competencies in a

trauma-informed way.

• Practice the TICC Methodology:

I can start weaving TICC Methodology into

my coaching practice.

• Journal for Growth: I can use journaling

to reﬂect, integrate, and gain insight.

• Care for Myself: I can prioritize my

wellness to coach sustainably and

compassionately.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

WHAT IS

TRAUMA-INFORMED

COACHING

Trauma-informed Coaching occurs when

the coach comprehensively understands

trauma, how it manifests during

sessions, and the appropriate ways to

respond within the established coaching

boundaries and contractual agreements.

This approach ensures that the coach is

equipped to recognize the signs of

trauma and its impact on the client’s

behavior and responses.

A trauma-informed coach creates a safe

and supportive environment that creates

trust, healing, and empowerment by

being mindful of how trauma can

inﬂuence the client’s experience. This

includes recognizing trauma responses

such as heightened anxiety, emotional

dysregulation, dissociation, or avoidance

behaviors, and responding with

sensitivity and compassion.

In trauma-informed coaching, there is

an emphasis on co-regulation, where the

coach models calmness, groundedness,

and emotional stability to help the client

feel safe. The coach uses strategies that

help regulate the client’s nervous system,

such as attunement, grounding

techniques, and paced questioning, to

avoid overwhelming the client.

The approach also highlights the

importance of empowerment and

collaboration. Trauma-informed coaches

work with clients to co-create goals and

solutions that respect the client’s

autonomy and readiness for change.

Rather than being prescriptive, the coach

supports the client in reclaiming agency

over their own healing journey.

Trauma-informed coaching integrates

the understanding that healing is

non-linear, and there may be setbacks or

triggers during the process. The coach is

prepared to slow down the pace, adjust

expectations, or even pause certain lines

of inquiry when needed to ensure the

client’s safety and emotional health.

A core component of trauma-informed

coaching is cultural competence and

humility, where the coach acknowledges

and respects the client’s cultural

background, identity, and history of

systemic or generational trauma.

Coaches are attuned to how various

forms of oppression or inequality may

intersect with the client’s personal

experiences of trauma.

Trauma-informed coaching strongly

adheres to ethical guidelines, ensuring

that the coach stays within their scope

of practice, provides appropriate refer-

rals to mental health professionals when

necessary, and remains clear about the

limits of the coaching relationship. This

includes maintaining conﬁdentiality,

setting clear boundaries, and respecting

the client’s pace and comfort level.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 5

ACADEMIC COMPARISON:

Therapy vs. Trauma-Informed Coaching

What Is Traditional Therapy

(Especially Trauma-Informed Therapy)?

- Clinically trained and licensed: Therapy is delivered

by psychologists, social workers, counsellors, or

psychiatrists who hold professional credentials and

are trained in evidence-based interventions.

- Diagnosis and treatment-focused: Therapists as-

sess and treat mental health conditions-such as PTS,

anxiety, or depression-using structured treatment

protocols like TF-CBT (Trauma-Focused Cognitive

Behavioral Therapy) or Prolonged Exposure Therapy.

- Healing the past: Therapy often explores and works

through past trauma to reduce symptoms and

support long-term resilience. It emphasizes safety,

relational support, and empowerment through

understanding.

What Is Coaching, and Speciﬁcally

Trauma-Informed Coaching?

- Goal-and strengths-oriented: Coaching focuses on

helping individuals set and achieve personal or

professional goals. Coaches are not regulated in the

same way therapists are and usually don’t handle

mental health diagnoses.

- Trauma-informed coaching: Coaches with

trauma-informed training recognize how past

trauma might affect a person’s current behaviors or

patterns. They support clients with awareness,

psychoeducation, and practical tools.

- What coaching does not do: Trauma-informed

coaches do not diagnose, treat, or heal. Their scope is

practical application, not clinical care.

References

1. SAMHSA (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach.

https://ncsacw.acf.hhs.gov/userﬁles/ﬁles/SAMHSA_Trauma.pdf

2. National Center for Biotechnology Information (NCBI). Trauma-Focused Cognitive Behavioral Therapy.

https://www.ncbi.nlm.nih.gov/books/NBK207191/

3. PositivePsychology.com. Trauma-Informed Therapy: 3 Approaches & 6 Techniques.

https://positivepsychology.com/trauma-informed-therapy/

4. Wikipedia. Trauma-Informed Care. https://en.wikipedia.org/wiki/Trauma-informed_care

5. My Healing Hub. Difference Between Trauma-Informed Coaching and Therapy.

https://www.myhealinghub.com/blog/difference-between-trauma-informed-coaching-therapy

6. Sherry Gaba, LCSW. Trauma Coaching vs. Trauma Therapy. https://sherrygaba.com/trauma-coaching-vs-trauma-therapy/

7. Brandi Fleck Coaching. When to Choose Coaching for Healing Trauma Versus Therapy.

https://www.brandiﬂeckcoaching.com/blog/when-to-choose-coaching-for-healing-trauma-versus-therapy

8. Real Simple. Life Coach vs. Therapist: What’s the Difference? https://www.realsimple.com/life-coach-vs-therapist-7507898

9. International Coaching Federation (ICF). Code of Ethics and Coaching Distinctions. https://coachingfederation.org

Side-by-Side Comparison

Training & Regulation

Primary Focus

Approach to Trauma

Client-lead

Scope of Practice

Ideal When...

Holds formal license; uses validated

clinical methods

Healing trauma, symptom

reduction, exploring past emotions

Direct exploration, processing

trauma, restructuring beliefs,

exposure work

Therapist often leads the

therapeutic trajectory

Treats diagnosable mental health

conditions

Emotional pain, ﬂashbacks, PTS

symptoms are present

Dimension Therapy (including trauma-informed Trauma-Informed Coaching

therapy)

May have certiﬁcation; not subject to

medical licensing

Present-day goals, resilience,

personal development

Awareness of trauma’s inﬂuence;

coaching strategies shaped by that

understanding

Coachee leads; coach provides

guidance and accountability

Does not diagnose, treat, or manage

clinical conditions

Looking to translate healing or

stability into actionable life

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

WHY

THIS COURSE

COURSE OVERVIEW

In this course, we will explore trauma,

its detrimental effects, symptoms, and

consequences, as well as how it impacts

lives. We’ll also examine the potential for

healing and growth after trauma.

Additionally, we will cover coaching methods

and exercises designed to effectively support

coaches who are working with trauma

survivors.

PURPOSE OF THE COURSE

This course is designed to meet the

ever increasing demand for skilled

Trauma-Informed Coaches across various

coaching ﬁelds. Trauma-Informed Coaching

equips professionals with a unique set of

skills that enable them to build conﬁdence

and recognize when clients have

experienced traumatic events that may be

hindering their progress. The course

provides valuable insights and practical

strategies for handling such situations with

professionalism and care.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 7

DAY BY DAY

COURSE OVERVIEW

Day 1

• What is TICC?

• Why this Course?

• Course Overview

• Attendance & Completion

• ICF Core Competencies

• Triad Logistics

• Setting Class Intention

• TICC Methodology

• Journaling as a Resource

• Personal Wellness

Day 2

• Trauma & It’s Classiﬁcations

• Levels of Impact

• Adverse Childhood Experiences

• Trauma Identiﬁcation & Awareness

• Due Diligence as a Coach

• Coach Preparedness: Exercise

Day 3

• TICC Methodology Step 1: CREATE AN ALLIANCE

• Co-Creating the Relationship

• Levels of Listening

• Brain Science: Brain Areas

• Brain Science: Sensory

• Brain Science: Trauma Activity

• Coaching Presence & Mind-set

Day 4

• TICC Methodology Step 2: DESIRED CHANGE

• Creating Awareness

• In Time and Through Time

• The Timeline Theory

• Timeline Theory: Exercise

Day 5

• Autonomic Nervous System

• Sympathetic & Parasympathetic

• The Vagus Nerve

• The Window of Tolerance (Polyvagal Theory)

• Vagus Nerve Regulation: Exercise

Day 6

• TICC Methodology Step 3: INTERESTED INQUIRY

• The Moment of Trust

• The Heart Brain

• The Gut–Brain

• The Three Brains: Exercise

• Connecting Neurotransmitters

• Harness Neuroplasticity: Exercise

Day 7

• TICC Methodology Step 4: LENS OF EXPLORATION

• Authenticity & Self Realization

• I AM ENOUGH

• Authenticity & Limiting Beliefs: Exercise

• A Comparison of Empathy, Compassion & Sympathy

• ARMS: A Look at Values & Beliefs

• Knowing Our Values & Beliefs

• Value Exploration: Exercise

Day 8

• Emotional Intelligence

• Aligning Perceptual Positions

• Perceptual Positions

• Demo

• Aligning Perceptual Positions: Exercise

Day 9

• TICC Methodology Step 5: KEY DEVELOPMENTS

• The Spiral of Healing

• Explore Your Spiral of Healing: Exercise

• Grounding & Regulation Methods

• Self-Regulation & Body Awareness: Exercise

• Power of Prevention

Day 10

• TICC Methodology Step 6: COMMITMENT

• Managing Accountability

• Post-Traumatic Growth

• Presence, Partnership & Progress

• Post-Traumatic Growth: Exercise

Day 11

• Starting a Conversation on Suicide

• Communicating Directly

• Assessing Risk

• Trace Your Feet: Exercise

• Shame, Blame & Guilt

• Boundaries & Triggers

• Coaching Activation

• The Three ‘R’ Approach: Releasing,

Re-framing & Redirecting

Day 12

• Other Modalities for Trauma

• Business Development

• Course Review

• Attendance & Completion

• Level 1 Prepare Your Recordings

• Ensuring Expectations

• Final Reﬂections

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Attendance

All participants are required to attend 80%

of the in-class portion of TICC to contribute

to the required Trauma-Informed Coaching

Certiﬁcation completion.

Facilitators are required to record your

absence in 15 minute increments. If you

arrive late or need to leave for any reason

the amount of time missed will be

recorded. All these minutes accrue as the

course continues and if you miss more than

20% of the allotted time you will not meet

the attendance requirements.

Breakdown Per Course

Component 2 has a total of twelve sessions

of 3 hours each or 2,160 minutes. Therefore,

you must be present and participate in 9.6

sessions or 1,728 minutes of in-class

instruction to meet the requirement.

Failure To Meet The Requirement

Should you fail to meet this requirement

you may retake the full course (at a

reduced rate) if there is availability in the

next class.

Course Completion

• Minimum attendance of 80%

• Within seven (7) days of the last day of

class you must:

- Complete the on-line exam and obtain

a minimum of 80% to pass.

- Complete the on-line report of four

(4) triads.

- Complete the on-line course evaluation.

ATTENDANCE

& COMPLETION

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 9

SETTING

CLASS INTENTION

Setting an intention before embarking

on your educational journey enhances

clarity and direction. It's akin to

charting a course on a map, guiding

you toward your desired destination.

Intention fuels higher consciousness,

grounding your aspirations and

providing the focus for your goals.

Our invitation to your learning is to

allow the following.

• Permission to make mistakes,

to have some fun and laugh

• Permission to be authentic –

to be ourselves

• Practice compassion

• Be aware & supportive of each other

• Permission for self-care and

regulation

• Permission to ask for support and

help when you need it

• Being mindful of others around

you and their experiences in life

Remembering everyone here is a

unique individual with:

• Different life experiences

• Different phases in their life

• Different personalities

• Various cultures

• Various stages of healing

• Various ways of processing,

learning, and taking in information

We invite all of you to be aware, hold

space and be able to move yourself

continually into a resourceful state

when you need to. We are here to

support you in this as well.

What do you feel will make the best

learning environment?

(i.e. no interrupting, no sharing other

people's conﬁdential information,

being respectful of one another, etc.)?

Setting your Group Class Intention:

What would you like your experience

and the group experience to be like

over the subsequent eight sessions?

How might you contribute to that?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

INTERNATIONAL COACHING FEDERATION

ICF CORE COMPETENCIES

1. Demonstrates Ethical Practice

Understands and consistently applies coaching

ethics and standards of coaching

2. Embodies a Coaching Mindset

Engages in ongoing personal and professional learning

and development as a coach. Works with coaching

supervisors or mentor coaches as needed.

Develops and maintains a mindset that is open,

curious, ﬂexible and client-centered.

3. Establishes & Maintains Agreements

Partners with the client and relevant stakeholders to

create clear agreements about the coaching relationship,

process, plans and goals. Establishes agreements for

the overall coaching engagement as well as those for

each coaching session.

4. Cultivates Trust & Safety

Partners with the client to create a safe, supportive

environment that allows the client to share freely.

Maintains a relationship of mutual respect

and trust.

5. Maintains Presence

Is fully conscious and present with the client,

employing a style that is open, ﬂexible, grounded

and conﬁdent

6. Listens Actively

Focuses on what the client is and is not saying to

fully understand what is being communicated in

the context of the client systems and to support

client self-expression

7. Evokes Awareness

Facilitates client insight and learning by using tools

and techniques such as powerful questioning,

silence, metaphor or analogy

8. Facilitates Client Growth

Partners with the client to transform learning and

insight into action. Promotes client autonomy in

the coaching process.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 11

FOUNDATION ICF CORE COMPETENCY #1

DEMONSTRATES ETHICAL PRACTICE

Deﬁnition: Understands and consistently

applies coaching ethics and standards of

coaching

1.01. Demonstrates personal integrity and

honesty in interactions with clients, sponsors

and relevant stakeholders

1.02. Is sensitive to clients’ identity,

environment, experiences, values and beliefs

1.03. Uses language appropriate and

respectful to clients, sponsors and relevant

stakeholders

1.04. Abides by the ICF Code of Ethics and

upholds the ICF Core Values

1.05. Maintains conﬁdentiality with client

information per stakeholder agreements

and pertinent laws

1.06. Maintains the distinctions between

coaching, consulting, psychotherapy and

other support professions

1.07. Refers clients to other support

professionals, as appropriate

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

FOUNDATION ICF CORE COMPETENCY #2

EMBODIES A COACHING MINDSET

Deﬁnition: Engages in ongoing personal and

professional learning and development as a

coach. Works with coaching supervisors or

mentor coaches as needed. Develops and

maintains a mindset that is open, curious,

ﬂexible and client-centered.

2.01. Acknowledges that clients are responsible

for their own choices

2.02. Engages in ongoing learning and

development as a coach, including remaining

aware of current coaching best practices and

use of technology

2.03. Develops an ongoing reﬂective practice to

enhance one’s coaching

2.04. Remains aware of and open to the

inﬂuence of biases, context and culture on self

and others

2.05. Uses awareness of self and one’s intuition to

beneﬁt clients

2.06. Develops and maintains the ability to

manage one’s emotions

2.07. Maintains emotional, physical, and mental

well-being in preparation for, throughout, and

following each session.

2.08. Seeks help from outside sources when

necessary

2.09. Nurtures openness and curiosity in oneself,

the client, and the coaching process.

2.10. Remains aware of the inﬂuence of one’s

thoughts and behaviors on the client and others

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 13

ICF CORE COMPETENCY #3

ESTABLISHES & MAINTAINS AGREEMENTS

Deﬁnition: Partners with the client and relevant stakeholders to create clear

agreements about the coaching relationship, process, plans and goals.

Establishes agreements for the overall coaching engagement as well as

those for each coaching session.

3.01. Describes one’s coaching philosophy and clearly deﬁnes what coaching

is and is not for potential clients and stakeholders

3.02. Reaches agreement about what is and is not appropriate in the

relationship, what is and is not being offered, and the responsibilities of the

client and relevant stakeholders, including commitment to working toward

coaching goals

3.03. Reaches agreement about the guidelines and speciﬁc parameters of

the coaching relationship such as logistics, fees, scheduling, duration,

termination, conﬁdentiality and inclusion of others

3.04. Partners with the client and relevant stakeholders to establish an

overall coaching plan and goals

3.05. Partners with the client to determine client-coach compatibility

3.06. Partners with the client to identify or reconﬁrm what they want to

accomplish in the session

3.07. Partners with the client to deﬁne what the client believes they need to

address or resolve to achieve what they want to accomplish in the session

3.08. Partners with the client to deﬁne or reconﬁrm measures of success

for what the client wants to accomplish in the coaching engagement or

individual session

3.09. Partners with the client to manage the time and focus of the session

3.10. Continues coaching in the direction of the client’s desired outcome

unless the client indicates otherwise

3.11. Partners with the client to close the coaching relationship in a way that

respects the client and the coaching experience

3.12. Revisits the coaching agreement when necessary to ensure the

coaching approach is meeting the client’s needs

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

ICF CORE COMPETENCY #4

CULTIVATES TRUST & SAFETY

Deﬁnition: Partners with the client to

create a safe, supportive environment that

allows the client to share freely. Maintains a

relationship of mutual respect and trust.

4.01. Seeks to understand the client within

their context which may include their

identity, environment, experiences, values

and beliefs

4.02. Demonstrates respect for the client’s

identity, perceptions, style and language

and adapts one’s coaching to the client

4.03. Acknowledges and respects the client’s

unique talents, insights and work in the

coaching process

4.04. Shows support, empathy and concern

for the client

4.05. Acknowledges and supports the

client’s expression of feelings, perceptions,

concerns, beliefs and suggestions

4.06. Demonstrates openness and transpar-

ency as a way to display vulnerability and

build trust with the client

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 15

ICF CORE COMPETENCY #5

MAINTAINS PRESENCE

Deﬁnition: Is fully conscious and present

with the client, employing a style that is

open, ﬂexible, grounded and conﬁdent

5.01. Remains focused, observant,

empathetic and responsive to the client

5.02. Demonstrates curiosity during the

coaching process

5.03. Remains aware of what is emerging

for self and client in the present moment

5.04. Manages one’s emotions to stay

present with the client

5.05. Demonstrates conﬁdence in working

with strong client emotions during the

coaching process

5.06. Is comfortable working in a space of

not knowing

5.07. Creates or allows space for silence,

pause or reﬂection

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

ICF CORE COMPETENCY #6

LISTENS ACTIVELY

Deﬁnition: Focuses on what the client is

and is not saying to fully understand what

is being communicated in the context of

the client systems and to support client

self-expression

6.01. Considers the client’s context, identity,

environment, experiences, values and

beliefs to enhance understanding of what

the client is communicating

6.02. Reﬂects or summarizes what the

client is communicating to ensure clarity

and understanding

6.03. Recognizes and inquires when there is

more to what the client is communicating

6.04. Notices, acknowledges and

explores the client’s emotions, energy shifts,

non-verbal cues or other behaviors

6.05. Integrates the client’s words, tone of

voice and body language to determine

the full meaning of what the client is

communicating

6.06. Notices trends in the client’s behaviors

and emotions across sessions to discern

themes and patterns

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 17

ICF CORE COMPETENCY #7

EVOKES AWARENESS

Deﬁnition: Facilitates client insight and learning

by using tools and techniques such as powerful

questioning, silence, metaphor or analogy

7.01. Considers client experience when deciding

what might be most useful

7.02. Challenges the client as a way to evoke

awareness or insight

7.03. Asks questions about the client, such as

their way of thinking, values, needs, wants and

beliefs

7.04. Asks questions that help the client explore

beyond current thinking

7.05. Invites the client to share more about their

experience in the moment

7.06. Notices what is working to enhance client

progress

7.07. Adjusts the coaching approach in response

to the client’s needs

7.08. Helps the client identify factors that

inﬂuence current and future patterns of

behavior, thinking or emotion

7.09. Invites the client to generate ideas about

how they can move forward and what they are

willing or able to do

7.10. Supports the client in reframing

perspectives

7.11. Shares observations, knowledge, and

feelings, without attachment, that have the

potential to create new insights for the client

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

ICF CORE COMPETENCY #8

FACILITATES CLIENT GROWTH

Partners with the client to transform learning

and insight into action. Promotes client

autonomy in the coaching process.

8.01. Works with the client to integrate new

awareness, insight or learning into their

worldview and behaviors

8.02. Partners with the client to design goals,

actions and accountability measures that

integrate and expand new learning

8.03. Acknowledges and supports client

autonomy in the design of goals, actions and

methods of accountability

8.04. Supports the client in identifying potential

results or learning from identiﬁed action steps

8.05. Invites the client to consider how to move

forward, including resources, support and

potential barriers

8.06. Partners with the client to summarize

learning and insight within or between sessions

8.07. Partners with the client to integrate

learning and sustain progress throughout the

coaching engagement

8.08. Acknowledges the client’s progress and

successes

8.09. Partners with the client to close the session

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 19

Trauma-Informed Coaching

METHODOLOGY: TICC

Using methodologies based on processes is

vital for successful engagement and prepa-

ration when working with trauma clients.

These structured approaches provide a clear,

consistent framework that organically

presents all necessary steps, minimizing the

risk of oversight or error. By adhering to a

process, practitioners can build trust with

their clients, as it demonstrates a thorough

approach to addressing their needs.

This is particularly important with trauma

clients, who may require a heightened

level of care and sensitivity. Additionally,

these processes allow for efﬁcient time

management and resource allocation, as

each step is carefully executed, ensuring the

client and practitioner are well-prepared for

each session. Overall, using methodologies

enhances the effectiveness and reliability of

the engagement, ultimately leading to

better outcomes for the clients.

Create An Alliance

Demonstrating ethics and integrity while

building trust. Take your time to build a

safe space for your client to explore.

Holding the client as being whole and

capable while using a lens of curiosity and

ﬂexibility with conﬁdence.

Desired Change

Identify what the client wants as their

‘desired change’ (contract). What will we

spend the session working on?

Scale them on this change (1-10) to ensure

you are pursuing what is desired most.

Interested Inquiry

Positive inquiry of possibility and how the

‘desired change’ may be obtained. Ask

“Why is this important and what else will

you have along with this desired change?”.

Lens Of Exploration

Generating a clear idea of the overall

experience and what it may be like (VAK).

Help create that experience with the

client. Use powerful questions, metaphors

or analogy while holding space.

Key Developments

What substantial pieces were uncovered?

What information was extracted or

developed in the conversation that can

support the next steps in accomplishing

the ‘desired change’?

Commitment

How will the client commit to the desired

change? How will this support them

moving forward? What might get in the way

of the commitment? Coach them to ‘hold’

their promise to themselves and to value the

work they have done. (Measurement)

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

TRAUMA-INFORMED

COACHING METHODOLOGY

How will the client commit to the desired change? How will this

support them moving forward? What might get in the way of the

commitment? Coach them to ‘hold’ their promise to themselves

and to value the work they have done. (Measurement)

COMMITMENT

What substantial pieces were uncovered? What information

was extracted or developed in the conversation that can

support the next steps in accomplishing the ‘desired change’?

KEY DEVELOPMENTS

Generating a clear idea of the overall experience and what it may

be like (VAK). Help create that experience with the client. Use

powerful questions, metaphors or analogy while holding space.

LENS OF EXPLORATION

CREATE AN ALLIANCE

Identify what the client wants as their ‘desired change’

(contract). What will we spend the session working on?

Scale them on this change (1-10) to ensure you are pursuing

what is desired most.

DESIRED CHANGE

Positive inquiry of possibility and how the ‘desired change’

may be obtained. Ask “Why is this important and what else

will you have along with this desired change?”.

INTERESTED INQUIRY

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 21

The neuroscience behind journaling

emphasizes how it affects brain function,

emotional processing, and mental well-

being. By writing down thoughts and

emotions, especially during difﬁcult

times, the brain engages in self-reﬂection,

promoting a sense of relief and clarity. Let’s

expand on the key points you mentioned:

Treat your journal as a ‘safe place’

Journaling activates the prefrontal

cortex, the area of the brain associated

with decision-making, self-regulation,

and expression of emotions. When you

treat your journal as a ‘safe place,’ it

helps activate this brain region, allowing

for emotional release and deeper self-

awareness. The brain shifts from a

heightened state of stress or anxiety

(involving the amygdala) into a more

reﬂective and calm state, leading to a

reduction in stress.

Be uncensored and truthful

Writing uncensored and truthfully taps into

deeper emotional layers. Neuroscientiﬁc

studies show that expressive writing

stimulates neural pathways related

to emotional regulation. When you’re

completely truthful and candid, you

engage both hemispheres of the brain.

This holistic engagement aids in processing

unresolved emotional experiences,

resulting in greater emotional integration

and mental clarity.

It’s not an essay, grammar doesn’t matter

When the pressure of structure and

grammar is removed, the brain’s language

centers are less constrained, allowing

thoughts to ﬂow more freely. This taps

into the brain’s natural ability to organize

thoughts without interference from

cognitive processes. It encourages free

association, which can bring suppressed

or unconscious thoughts to the surface,

promoting healing and insight.

Carry it with you

Carrying a journal increases the likelihood

of capturing raw, in-the-moment thoughts

and emotions. This practice activates

the hippocampus, a region of the brain

responsible for memory and learning,

allowing you to record experiences in real-

time, aiding both memory consolidation

and emotional processing. Capturing

ﬂeeting emotions in the moment can

deepen self-awareness and contribute to

more profound healing.

Keep it private

When you know that your journal is for your

eyes only, the brain is more likely to activate

the default mode network (DMN), which is

involved in self-reﬂection and introspection.

This network helps you reﬂect on past

events and future possibilities in a

more relaxed and uninhibited manner,

fostering deeper cognitive and emotional

processing.

Establish a journaling habit

The process of establishing a habit

strengthens neural pathways through

repetition, a concept known as

neuroplasticity. Regular journaling helps

create a stable routine that reinforces

these pathways, making self-reﬂection

and emotional processing more accessible

over time. Additionally, the anticipation of

journaling provides a dopamine release,

which can enhance motivation and a sense

of accomplishment.

In summary, journaling allows the brain

to transition from stress and emotional

overload into a state of reﬂective calm,

promoting healing and self-growth

through deep emotional and cognitive

processing.

JOURNALING

AS A RESOURCE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

HOW DO WE COMMIT

TO OUR PERSONAL

WELLNESS?

Personal wellness is a fundamental goal of

pursuing and maintaining good health.

It involves a holistic approachthat

integratesphysical, mental, emotional, and

spiritual well-being. Prioritizing personal

wellness means actively engaging in

activities and habits that nurture each

aspect of oneself. This can include

regular exercise, balanced nutrition,

adequate sleep, stress management

techniques, mindfulness practices, and

fostering positive relationships. By

investing in personal wellness, individuals

cultivate resilience, vitality, and a sense of

fulﬁllment, enabling them to navigate life’s

challenges with greater ease and enjoy a

higher quality of life overall.

In addition to physical and emotional

practices, personal wellness also

encompasses the development of

intellectual and social well-being.

Intellectual wellness involves continually

seeking new knowledge and experiences

that stimulate mental growth and

expand one’s perspective. Whether

through reading, engaging in creative

activities, or pursuing lifelong learning,

intellectual wellness contributes to

overall cognitive health. Social well-being

is nurtured by cultivating meaningful

connections with others, fostering a

sense of belonging and support.

By engaging with a diverse community

and building positive, supportive

relationships, individuals can enhance

their emotional resilience and enrich

their lives with shared experiences.

Altogether, these dimensions of wellness

contribute to a more balanced, purposeful,

and enriched life.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 23

What am I taking away

with this new trauma-informed lens

What does setting our class intention do?

In what ways can I care for myself through this course?

What are the six steps in the TICC Methodology?

What purpose does a journal serve?

QUESTIONS

TO EXAMINE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

• Trauma & Its Classiﬁcations: I can describe

different types of trauma.

• Levels of Impact: I can recognize how

trauma impacts people at different levels.

• Adverse Childhood Experiences: I can

explain what ACEs are and why they matter.

• Trauma Identiﬁcation & Awareness

I can practice noticing and naming trauma

responses with awareness.

• Due Diligence as a Coach: I can understand

my responsibilities and boundaries as a coach.

• Coach Preparedness (Exercise): I can start

building awareness and skills to stay grounded

and prepared in trauma-informed coaching.

What permission can I give

myself today that supports my

learning intentions?

LEARNING OUTCOMES

DAY 2

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 25

Trauma is commonly deﬁned as

a deeply distressing or disturbing

experience that overwhelms an

individual’s ability to cope. It involves

intense negative emotions and can

disrupt a person’s sense of safety

and stability, leaving them feeling

vulnerable, powerless, and isolated.

The impact of trauma can permeate

every aspect of daily life, often leading

to feelings of helplessness, entrapment,

and terror.

WHAT IS TRAUMA

& IT’S CLASSIFICATIONS?

Trauma is generally classiﬁed into four main

types:

Acute Trauma: This type of trauma results

from a single, often unexpected, event.

Examples might include a car accident,

a natural disaster, or witnessing a violent

incident.

Chronic Trauma: This type occurs when

distressing experiences are repeated over an

extended period, such as ongoing domestic

violence, long-term abuse, or living in a war

zone. The prolonged exposure to danger

and harm can severely affect mental and

emotional well-being.

Complex Trauma: This occurs from exposure

to multiple, often invasive and interpersonal

traumatic events, such as repeated abuse

or neglect. Complex trauma is especially

challenging as it often stems from

relationships where there should have been

a sense of trust and safety.

Intergenerational (or transgenerational)

trauma: Trauma passed down through

generations, either biologically (epigenetics)

or through relational, cultural, and systemic

patterns (e.g., children of Holocaust survivors,

Indigenous communities impacted by

colonization).

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

LEVELS

OF IMPACT

There is no one way to determine who will

suffer from trauma and who will not. How

each of us experience life is unique and our

perception of events is our own personal

interpretations. The following will review what

factors may explain why some people suffer

more than others with trauma experiences.

What the traumatic event was

Depending on the event itself and what

immediate actions followed, the event has

become a factor in determining its impact.

People who were able to do something in

the moment of trauma, such as helping to

facilitate an escape or save others, are less

likely to experience severe trauma compared

to those who remained paralyzed or helpless

during the traumatic experience.

Individual Experience (Ecological/Social)

No two of us will have the same experience

or response to a traumatic event. Our

perception of the world and what we witness

has a lasting impact. In situations where a

person is raised in a stable environment with

loving parents or trusted guardians they are

more likely to have learned or developed

coping mechanisms that would help them

in times of extreme stress or trauma.

Spiritual & Philosophical

Spiritual and Philosophical belief systems and

views also contributes to an individual’s ability

to understand and make meaning of trauma.

It can assist in their ability to withstand or

process the traumatic event.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 27

Adversed Childhood

EXPERIENCES

Adverse childhood experiences (ACEs)

refer to potentially traumatic events that

occur during childhood, from ages 0 to 17.

These experiences can signiﬁcantly affect an

individual’s future, inﬂuencing patterns of

violence, victimization, and overall health

and opportunities throughout life.

Research indicates that children who

grow up in stable environments with loving

parents or trusted caregivers are more likely

to develop the resilience needed to handle

stress and challenging situations.

Supportive relationships foster feelings of

safety and contribute to a strong sense of

self-worth and belonging within society.

Trauma specialists assert that healthy

bonding during early childhood serves as

a crucial buffer against life’s unpredictable

challenges. Children who experience this

kind of nurturing and stable environment

often demonstrate greater resilience over

time. Factors such as early development,

social support, heritage, predispositions,

and coping styles all shape how a child

responds to trauma.

In contrast, children raised in emotionally

and economically disadvantaged

settings such as poverty, insecurity, or

inadequate parenting, exhibit different

coping skills. Experiences of racism,

exclusion, and disconnection from

society further hinder their ability to

manage traumatic events. As a result,

those who grow up without adequate

support may ﬁnd their self-esteem,

health, and coping abilities compromised.

ACEs are linked to a range of chronic

health issues, mental health challenges,

and substance use problems in both

adolescence and adulthood. They can

also adversely affect education, job

opportunities, and earning potential.

However, it is crucial to remember that

ACEs can be prevented.

Examples of ACEs include:

• Violence, abuse, or neglect

• Witnessing violence at home or

in the community

• A family member attempting or

dying by suicide

• Living in an unsafe or unstable

environment marked by substance use,

mental health issues, or parental

separation and incarceration.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Trauma can show up anywhere. What are

some of the related signs that we may see

or are familiar with?

Cognitive

• Intrusive thoughts that present themselves

when least expected

• Night Tremors, Night Terrors, Nightmares

• Flash backs or visual images of the event

• Brain fog, loss of memory or unable to

concentrate

• Feelings of being disoriented or Confused

• Extreme emotions or mood swings

Behavioral

• Dissociation and isolation or withdrawal

from those around you

• Avoidance of places or activities that are

reminders of the event

• Losing interest in the activities that once

brought pleasure

Physical

• Hyper-vigilance

• Startle easily or feeling edgy

• Tachycardia (fast heart rate)

• Overwhelming exhaustion or fatigue

• Disruptions in eating or sleeping patterns

• Loss of sex drive or sexual dysfunction

• Aches and pains within the body

Psychological

• Obsessive and compulsive behaviors

• Detachment from other people

and emotions

• Emotional numbing

• Depression

• Blame, Shame and Guilt – especially if one

lived while others perished

• Emotional shock or disbelief

• Irritability, Anger and Anxiety

• Panic attacks

TRAUMA IDENTIFICATION

& AWARENESS

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 29

NOTICING TRAUMA IN

REFLECTION: EXERCISE

1. Recognizing Trauma in Others

Reﬂect on an instance where you

identiﬁed possible trauma in a client,

colleague, family member, or friend.

What initial observations or interactions

led you to recognize signs of trauma?

2. Identifying Indicators

What speciﬁc emotional, behavioral, or

physical signs of trauma were evident?

How did these indicators align with your

understanding of trauma responses?

3. Awareness and Understanding

Was the individual aware of the signs of

trauma you noticed?

If so, how did they articulate their

awareness? If not, how did this lack of

awareness shape the interaction?

4. Facilitating Observations

Were any observations or reﬂections

about the trauma shared during your

conversation or session?

How were these insights communicated,

and how were they received?

5. Emotional and Behavioral Responses

How did you respond to the situation,

both emotionally and physically?

How did the individual respond to the

discussion or acknowledgment of these

observations?

6. Taking Action

What steps, if any, were taken to address

the trauma or support the individual?

What were these actions’ outcomes, and

what did you learn from this process?

7. Reﬂecting on the Experience

Looking back, what aspects of your

approach were effective?

What would you do differently to

enhance your response or support in a

similar situation?

What key insights have you taken from

this experience, and how will they inform

you moving forward?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

COACHES DUE DILIGENCE

& CLIENT REFERRAL

PREPARING FOR THE WORK

The Trauma-Informed Coaching objective is

to connect the survivor to the present, the

‘here and now’. To engage them with their

life as it happens and not as it was. In the

present is where the work begins.

We strongly recommended that a Client

working with other trauma professionals

has approval to add Trauma-Informed

Coaching as part of their program to the

healing process.

Providing Trauma-Informed Coaching in

conjunction with other professionals is

best when you create a good working

knowledge of the professional treatment

team that your Client has been

working with.

Your Client can discuss with their

psychologist, psychiatrist or counsellor

that they are seeking Trauma-Informed

Coaching to complement their healing

process. As long as the Client feels well

enough to participate with coaching

sessions, then forming a Client relationship

that is supportive for everyone is possible.

TRAUMA-INFORMED COACHES

• Acknowledge and honor the past.

• Honor the person as they are, in the

‘here and now’.

• Bring awareness to the present with all

its positive possibilities.

• Assist Clients with the knowledge that

they hold all the resources needed within

themselves.

• They have the control to create whatever

they desire.

• Support Clients with their

Posttraumatic Growth (PTG).

• Help Clients engage and enjoy their life

as it happens and not as it was.

WHEN TO REFER A Client

Top 10 Indicators to Refer a Client to a

Mental Health Professional:

https://coachingfederation.org/app/up-

loads/2021/01/ReferringaClienttoTherapy.pdf

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 31

PASSION FOR TICC:

Why am I passionate about Trauma-Informed Coaching?

What drives my commitment to this practice?

CAPACITY TO HOLD SPACE:

Do I have the capacity to create and hold a safe space for my clients to engage in

trauma-informed work?

How do I ensure I am prepared to support my clients effectively?

INTEGRATION WITH WELL-BEING & LIFE BALANCE:

How does this work align with my personal well-being and life balance?

What strategies can I employ to maintain a healthy balance while practicing

trauma-informed coaching?

BENEFICIAL EXPERIENCES:

What past experiences have enriched my practice and can support my clients?

How do these experiences enhance my effectiveness as a trauma-informed coach?

SELF-CARE ABILITY:

Am I able to recognize when I need self-care and administer it effectively?

What self-care practices do I have in place to ensure my well-being?

ADDITIONAL REFLECTIONS:

What other questions should I reﬂect on to prepare myself for trauma-informed coaching?

How can I continuously improve my preparedness and capacity as a coach?

COACH PREPAREDNESS

EXERCISE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

What am I taking away

with this new trauma-informed lens

What is the deﬁnition of trauma?

What are the three categories of trauma?

What three factors determine why some people suffer trauma more than others?

What are some Trauma-Related signs?

Where can we access information as a Coach on referring a Client?

How do we practice holding Coach’s Presence and mind-set for best results?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 33

LEARNING OUTCOMES

DAY 3

• TICC Methodology Step 1: Create an Alliance:

I can identify behaviors that build trust and safety

with clients.

• Co-Creating the Relationship: I can partner with

clients to co-create the coaching relationship.

• Levels of Listening: I can apply a framework

that helps me practice deeper levels of listening to

support my clients.

• Brain Science (Sensory): I can explain some of the

ways that our senses shape the brain and responses.

• Brain Science (Brain Areas): I can identify key brain

areas involved in trauma and healing.

• Brain Science (Trauma Activity): I can connect

brain science to real experiences.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Demonstrating ethics and integrity

while building trust. Take your time to

build a safe space for your client to

explore. Hold the client as being whole

and capable while using a lens of curiosity

and ﬂexibility with conﬁdence.

CORE COMPETENCIES: 1, 2, 4, 6

CREATE AN ALLIANCE

As Trauma-Informed Coaches, we uphold

the highest standards of ethics and integ-

rity while cultivating a strong alliance with

our clients. Establishing a trusting and safe

environment is essential when addressing

trauma in coaching sessions. Trust enables

clients to access deeper layers of healing and

allows their nervous system to regulate and

reach a state of calm.

We clearly deﬁne our coaching role and

ensure our clients fully understand it. We

hold clients accountable for their choices

and progress while intuitively guiding them

toward greater self-awareness, all while

maintaining mental preparedness and

emotional regulation.

We work collaboratively with clients to set

clear boundaries within the Coach-Client

relationship, outlining the responsibilities of

both parties. Through mutual agreements,

we support clients in taking meaningful

steps forward.

Clearly deﬁne the relationship for

successful client engagement, not

only at the start of the coaching

contract but in every session. This

involves establishing clarity around

what to focus on, what to expect, and

how the session will be structured.

Reﬂection Questions:

1. What strategies help create a safe

space in your sessions?

2. How will you know when trust has

been established with your client?

3. How do you recognize if you trust

someone or if they trust you?

4. What does your client already know

about coaching?

5. Have they experienced coaching

before?

6. What was their previous experience

like?

TICC STEP 1

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 35

CREATE AN ALLIANCE

CO-CREATING THE

RELATIONSHIP: TICC

In trauma-informed coaching, co-creating

relationships is foundational to fostering

safety, trust, and a supportive environment

for the client’s healing and growth. This

process begins with recognizing the client

as an active partner in their own journey,

emphasizing collaboration rather than

authority. Trauma-informed coaches create

spaces where clients feel seen, heard,

and understood by prioritizing empathy,

non-judgment, and active listening. The

coach invites the client to co-design the

coaching process, setting the stage for

mutual respect and shared ownership of

the experience. This collaboration helps

mitigate power imbalances that can be

triggering for trauma survivors, reinforcing

a sense of empowerment and agency.

The dynamic of a trauma-informed

coaching relationship hinges on

transparency and open communication.

Coaches model vulnerability and

authenticity, creating an atmosphere

where clients feel safe to express their

needs, boundaries, and emotions. In doing

so, the relationship becomes a container for

trust, allowing the client to explore difﬁcult

topics at their own pace. Regular check-ins

and feedback loops are essential, as they

help both coach and client evaluate the

effectiveness of their work together and

make necessary adjustments. This constant

ﬂow of communication ensures that the

coaching process remains responsive to the

client’s evolving needs and trauma-related

sensitivities.

Co-creating relationships in trauma-

informed coaching also involves

recognizing and honoring the client’s

resilience and capacity for self-

determination. Rather than positioning

the coach as an expert who holds all the

answers, the relationship encourages the

client’s inner wisdom and strengths to

emerge. By understanding the client’s

lived experiences and supporting their

autonomy, the coach empowers the client

to take ownership of their healing journey.

This approach reinforces the idea that

healing is a collaborative process where

the client’s voice and choices play a central

role, fostering long-term growth and

sustainable change.

Co-creating relationships in trauma-

informed coaching takes the following:

• Understanding Trauma

• Self-awareness

• Safety & Trust

• Active Listening

• Empathy

• Trauma-Informed Language

• Strength-based Approach

• Psycho-education

• Boundaries & Consent

• Cultural Competence

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

LEVELS

OF LISTENING

INTERNAL LISTENING

At Level One listening, our focus is

primarily inward, centered on our own

internal dialogue. While we may hear

others speak, our attention is largely

absorbed by our own thoughts,

opinions, and judgments. We ﬁlter

what is being said through the lens

of our personal experiences and

emotions. For instance, we might think,

“Yes, that happened to me as well, and

here’s how I handled it.”

Although we may outwardly appear

engaged—nodding or offering verbal

acknowledgments like “uh-huh”—we

are not fully present with the client.

Reﬂective Questions

1. How would you evaluate your

listening at this level?

2. Is there anything you would want to

adjust or improve?

At this stage, we also encourage our

clients to engage in internal listening,

inviting them to explore their own

thoughts and feelings as they interact

with us. As coaches, it is essential to

recognize when we shift into internal

dialogue and consciously redirect our

focus to remain fully present with

the client.

INTENTIONAL LISTENING

At this level, the relationship between

coach and client reﬂects a deep,

intentional focus entirely centered on

supporting the client. As coaches, we

attune ourselves exclusively to the

client’s needs, quieting our internal

dialogue to offer undivided attention.

This requires ﬁltering out any

distractions and focusing solely on the

client’s voice, both in what is said and

in the subtleties beneath the words.

Intentional listening goes beyond

hearing the client’s words, it involves

responding thoughtfully and

purposefully, always with the client’s

best interest in mind. We observe

the client’s tone, body language, and

non-verbal cues to gauge the

effectiveness of our engagement and

the alignment of our support.

Reﬂective Questions

1. How would you assess your listening

at this level?

2. What adjustments, if any, would you

make to enhance your approach?

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 37

GLOBAL LISTENING

As a coach, our role involves listening

deeply, not only to the words but to the

full spectrum of the conversation. At

this level, we are attuned to the energy

exchanged between coach and client,

recognizing its presence and inﬂuence

throughout the dialogue.

A sense of mutual understanding

begins to emerge, characterized by

shared connections or interests.

Despite our differences as individuals,

we complement each other naturally

during this stage of the coaching

process.

As Trauma-Informed Care Coaches

(TICC), we pay close attention to the

energy and its subtleties—whether

shifts in personality, the presence of

emotional heaviness, or patterns of

positive or negative energy, including

the client’s breathing. We observe not

only what is unfolding in front of us

but also how the client’s presence and

reactions shape the conversation. As

coaches, we remain highly conscious of

the impact of the dialogue and where

it guides the client. Elements such as

tone, body language, and subtle

nuances provide critical insight into

the effectiveness of our engagement

at this level.

Carefully observe how the session is

received and track the direction of the

energy, whether it moves toward a

positive or negative space. This level of

listening taps into the coach’s intuitive,

metaphorical, and creative dimensions.

Reﬂective Questions

1. How would you assess your ability to

listen at this level?

2. Is there anything you would change

or adjust in your approach to deepen

this level of listening?

IMMERSED LISTENING

At this level, as coaches, we are

attuned to uncovering deeper

meaning. Immersed listening takes

us beyond the surface, engaging us

in a profound, unionized partnership

that explores broader dimensions,

whether ecological, social, spiritual,

philosophical, or related to traumatic

experiences.

Here, we move beyond mere hearing

or listening. We hold space in such a

way that transcends sound itself. As

coaches, we become fully immersed,

surpassing global listening by integrat-

ing all aspects into a cohesive whole.

We consider the client’s entire reality,

past, present, and future, as a uniﬁed,

complete experience, almost at an

atomic level of awareness.

This capacity for immersed listening

emerges from our intuitive inner

wisdom. We become so deeply

connected with the client that, in the

moment, everything and nothing

simultaneously exists.

In this state, we maintain heightened

awareness, both of ourselves and of

our client. We perceive, sense, and

interpret every detail of the co-creative

relationship, fully engaging in the

experience.

Reﬂective Questions

1. How would you assess your listening

at this level?

2. What adjustments, if any, would you

consider making?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

INTERNAL LISTENING

Client: Share a personal story, experience,

or challenge.

Coach: Focus on your own internal

thoughts, reactions, and emotions while

listening. Refrain from responding verbally

or providing any feedback at this stage.

INTENTIONAL LISTENING

Coach: Actively listen and demonstrate

attention through non-verbal cues such

as nodding, maintaining eye contact, and

displaying open body language.

Ensure the speaker feels acknowledged

and understood without any interruption.

GLOBAL LISTENING

Coach: Pay attention to the overall

message, themes, and underlying

emotions conveyed by the speaker.

Provide brief verbal afﬁrmations or

reﬂections to show comprehension

and engagement.

IMMERSED LISTENING

Coach: Deeply connect with the speaker’s

experience and perspective. Put yourself

in the speaker’s shoes and imagine how

it feels to be in their situation.

Ask open-ended questions or share

empathetic responses to foster a deeper

connection.

LISTENING LEVELS

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 39

Trauma has profound and lasting effects

on the brain, particularly in the areas

responsible for emotion, memory,

and decision-making. Neuroscience

research has shown that traumatic

experiences can cause changes in our

key brain structures such as the

amygdala, hippocampus, and prefrontal

cortex. The amygdala, which processes

emotions like fear and anxiety, becomes

hyperactive under trauma, leading to

heightened stress responses. The

hippocampus, which plays a critical role

in memory formation and retrieval, may

shrink, impairing an individual’s ability

to form new memories or recall past

events accurately. The prefrontal

cortex, essential for decision-making

and self-regulation, can also become

less active, making it harder for trauma

survivors to control impulses and

manage their emotions.

BRAIN SCIENCE:

AN INTRODUCTION

Understanding these neurological

changes is useful for developing

effective trauma-informed approaches

in therapy and coaching. By recogniz-

ing how trauma disrupts the brain’s

normal functioning, interventions can

be designed to promote healing and

recovery. Trauma-informed methods

focus on helping individuals regain

balance in these brain regions, often

through mindfulness, cognitive-

behavioral techniques, and emotional

regulation strategies. These approaches

aim to lower the hyperactivity of the

amygdala, restore hippocampal

function for better memory processing,

and enhance prefrontal cortex activity

to support improved emotional

regulation and executive functioning,

facilitating overall recovery and

well-being.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The human body relies on a comprehen-

sive sensory system composed of eight

distinct senses to navigate and interact

with its environment. These senses, both

external and internal, play a vital role in

guiding actions and reactions to stimuli,

ensuring that individuals can process,

interpret, and respond appropriately to

their surroundings. The traditional ﬁve

senses, sight, hearing, touch, taste,

and smell are crucial for gathering

information from the external

environment. Each of these senses

delivers speciﬁc input about the world,

such as light, sound, texture, ﬂavor,

and scent, which is then processed by

the brain to inform behavior and

decision-making.

Beyond these external senses, the body

also depends on three internal senses:

proprioception, vestibular sense, and

interoception. Proprioception refers to

the body’s ability to sense its own

position and movement in space, a

critical function for coordination and

physical activity. The vestibular sense

governs balance and spatial orientation,

allowing individuals to maintain

equilibrium and navigate their

environment effectively. Interoception,

often less understood, refers to the

body’s awareness of its internal state,

including signals related to hunger,

heart rate, and other bodily functions.

This sense plays a crucial role in

maintaining homeostasis and

responding to internal physical needs.

BRAIN SCIENCE:

INTERACTING WITH

OUR ENVIRONMENT

Together, these eight senses create

a holistic system that integrates

external and internal data, ensuring

that the body can operate efﬁciently

and adapt to both environmental and

internal changes. The brain processes

this multi-sensory input, enabling

individuals to perform complex

activities, maintain balance, and

regulate emotional and physiological

states. Understanding the interplay

between these senses is useful in ﬁelds

like neuroscience and psychology, as

disruptions in any of these systems can

lead to challenges in perception, motor

control, and emotional regulation.

In trauma-informed practices,

recognizing the role of all eight senses

becomes especially important in

helping individuals navigate their

experiences and achieve a sense of

safety and regulation.

• VISUAL

• AUDITORY

• KINESTHETIC

• GUSTATORY

• OLFACTORY

• PROPRIOCEPTIVE

• VESTIBULAR

• INTEROCEPTION

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 41

Executive Activity

Cerebral Cortex

Cognitive

Language, Imagination and consciousness

Emotional Activity

Limbic System

Relational

Memories and Habits

Survival Activity

Brain Stem and Cerebellum

Action Brain

Fight, Flight, Freeze and Fawn

BRAIN SCIENCE:

BRAIN AREAS

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The cerebral cortex represents the

most recently evolved region of the

brain and serves as the primary site for

neural integration within the central

nervous system. It is responsible for

our perception of the environment,

awareness, thought processes, language

production, consciousness, and the

formation of memories.

The limbic system, by contrast,

functions as the repository for the

emotional experiences we accumulate

throughout life. It plays a crucial role

in creating connections, nurturing

relationships, and establishing social

bonds. Moreover, the limbic system

regulates essential physiological

functions such as appetite and

sleep cycles.

The brain stem and cerebellum are

hardwired for survival, processing

sensory information via the thalamus

to determine appropriate responses to

potential threats. These responses

manifest as the ﬁght, ﬂight, freeze, faint

(also known as feigned immobility), and

fawn (appeasement) reactions.

BRAIN SCIENCE:

TRAUMA ACTIVITY

Our sensory systems, visual, auditory,

kinesthetic, olfactory, and gustato-

ry gather information that is relayed

to the thalamus, which serves as the

central hub for processing sensory data.

In typical circumstances, the thalamus

distributes this information to the

cerebral cortex, where it is logically

analyzed, and appropriate responses

are generated.

However, when the sensory input

is perceived as threatening, the

thalamus reroutes the information

directly to the amygdala, triggering

the release of stress-related chemicals

that initiate an immediate, instinctive

response. In this scenario, the cerebral

cortex, responsible for rational thought

and decision-making, is effectively

bypassed or taken “off-line.” This

phenomenon, known as the “amygdala

hijack” or “hijacked brain,” occurs

when the thalamus bypasses the

cortex, sending information directly to

the amygdala, which reacts based on

previously stored patterns in the

hippocampus, without the beneﬁt of

conscious, logical processing.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 43

BRAIN SCIENCE:

TRAUMA ACTIVITY

1VAKOG

2THALAMUS

3CORTEX

4AMYGDALA

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

What am I taking away

with this new trauma-informed lens

What are the four levels of listening in Trauma-Informed Coaching?

What do we listen for in level four?

The areas that play essential roles in the hijacked brain are what?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 45

LEARNING OUTCOMES

DAY 4

• TICC Methodology Step 2 (Desired Change): I can

ask questions that guide clients to deﬁne the change

they most desire.

• Creating Awareness: I can help clients uncover

fresh insights that move them forward.

• In Time and Through Time: I can notice how clients

perceive time and use it to deepen awareness.

• The Timeline Theory: I can apply timeline theory in

a way that supports healing and growth.

• Timeline Theory (Exercise): I can practice

using timeline questions to open new possibilities

for clients.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Identify what the client wants as their

‘desired change’ (contract). What will

we spend the session working on?

Scale them on this change (1-10) to

ensure you are pursuing what is

desired most.

CORE COMPETENCIES: 3, 5, 6

DESIRED CHANGE

The coach works with the client to clearly

identify their most desired change (the

contract). What obstacles or challenges

might need to be addressed or resolved to

achieve this outcome? The session will focus

on collaboratively working toward the

client’s desired change.

It’s essential to ensure that the identiﬁed

change is both meaningful and relevant

for the client to maximize outcomes and

solutions. By consistently adopting this

approach in every session, both coach and

client can make the most of their time

together.

Be mindful of what is within the client’s

control and capability. In Trauma-Informed

Coaching, clients may engage more fully

during some sessions and ﬁnd it more

difﬁcult to engage in others.

As a coach, it’s important to check in

with the client regularly. Ensure that

the time is being utilized effectively and

that the coaching experience is

consistently delivering value.

Reﬂection Questions

1. What would be the best use of our

time today?

2. What would you like to walk away

with from our session?

3. How is this approach working for you

so far?

4. Do you have any questions, concerns,

or thoughts?

5. What is working well in this process?

6. What might we change or improve to

better meet your needs?

TICC STEP 2

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 47

There are no deﬁnitive right or wrong

perspectives regarding time, but

individuals typically align with one of

two temporal orientations, which shape

how they manage and perceive time.

In the following sections, we will

examine two theories of time perception

and identify which pattern may resonate

more with individual experiences.

In Time

An “In Time” individual experiences

memories as immersive and engaging

events. Their memories are not linear

but are perceived as surrounding them,

encompassing their present experience.

Time, for these individuals, is multidi-

mensional, with the past, present, and

future interwoven and located up, down,

in front, behind or within them.

Typical language used by “In Time”

individuals includes expressions such as:

“Enjoy the moment,” “Be aware of the

present,” and “Here and now.”

IN TIME

& THROUGH TIME

Through Time

A “Through Time” individual, in

contrast, perceives their memories in a

more linear fashion, as though viewing

them on a screen. Time is laid out

before them, in a clear, sequential

order, whether vertically or horizontally.

For these individuals, all moments, past,

present, and future are externally visible

and structured in front of them.

Language associated with “Through

Time” individuals often includes terms

like: “Next time,” “Previously,” “In the

future,” “Historically,” and “In the past.”

Reference:

James, T., & Woodsmall, W. (1988).

Time Line Therapy and The Basis of

Personality.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

When constructing a timeline, we

begin by focusing on a clear vision of the

desired future and then work backward

to the present. In this process,

particular attention is given to

identifying areas that do not align with

or support the desired change. The

steps necessary to achieve this change

are carefully mapped out, creating a

comprehensive blueprint that highlights

what is needed, what is not, and what

obstacles may hinder progress toward

the intended goal. This approach allows

for the identiﬁcation and resolution of

any barriers that may impede success,

fostering a creative environment in

which growth can occur.

In Trauma-Informed Coaching, it is

essential to take incremental steps and

continuously monitor the client’s

reactions, ensuring that safety and trust

are maintained throughout the process.

It is important to avoid delving into the

past unless brieﬂy necessary to highlight

a positive aspect the client wishes to

bring into the present and future. The

past is honored for what it is, a ﬁxed part

of the client’s history that cannot be

changed. However, the client’s

perception of the past can evolve.

In the context of timeline work, the

primary focus remains on the present

and the future, guiding the client

toward their desired transformation.

THE

TIMELINE THEORY

Past Positive

Present

Future

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 49

EXPLORING YOUR TIMELINE

Invite the client to reﬂect on their desired change by exploring their timeline and

considering different stages of life. Discuss how experiences and perceptions vary with

age and context.

Ask the client to consider:

1. What can the “past you” contribute to this change?

2. What does the “future you” envision for this change?

3. How can the “present you” integrate these perspectives to move toward your desired

change?

ENGAGEMENT AND DEEP REFLECTION

The coach will listen actively and pose thought-provoking questions to guide the client

deeper into their reﬂections.

Once the client has shared their thoughts, the coach will summarize the key points to

ensure a clear understanding of the client’s journey and perspectives across their timeline.

INSIGHT AND INTEGRATION

The client will further reﬂect on the coach’s summary and the discussion, sharing any new

insights, connections, or opportunities for action.

This reﬂection will help consolidate their understanding and pave the way for

meaningful change.

TIMELINE THEORY

EXERCISE

Past Present Future

Observer

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

What am I taking away

with this new trauma-informed lens

What does it mean to be In Time?

What does it mean to be Through Time?

What three areas do we ‘observe’ on the Timeline?

Why is knowing Timeline Theory useful?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 51

LEARNING OUTCOMES

DAY 5

• Autonomic Nervous System: I can describe the role

and functions of the autonomic nervous system.

• Sympathetic & Parasympathetic: I can recognize

activated and calm states and help clients

understand their own patterns.

• The Vagus Nerve: I can describe the role of the va-

gus nerve and support clients in exploring its connec-

tion to resilience.

• Window of Tolerance & Polyvagal Theory: I can

use these models to coach clients in recognizing

when they are in an optimal state.

• Vagus Nerve Regulation (Exercise): I can practice

and guide clients in techniques that support vagus

nerve regulation.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The nervous system can, at times,

become entrenched in a state of

dysregulation, inhibiting its capacity

to restore equilibrium. When such

dysregulation occurs, individuals with a

history of trauma frequently experience

a sense of loss of control. This

dysregulation often manifests through

symptoms such as heightened anxiety,

emotional distress, mood instability,

hyperactivity, and difﬁculty achieving

physical relaxation.

Mitigating hyperarousal is essential to

alleviating the accompanying sense of

urgency and fostering a state of calm.

As clients re-establish self-regulation

and control over their actions, they

become better equipped to engage

in socially appropriate and intentional

behaviors, reﬂecting improved

emotional and physiological balance.

OUR

NERVOUS SYSTEM

A comprehensive understanding of

the mechanisms that contribute to

nervous system dysregulation is

needed in trauma-informed practice.

Chronic stress or trauma can condition

the body to persist in an elevated state

of arousal, even in environments

devoid of immediate threat. This

dysregulation is deeply rooted in the

brain’s survival response, often

perpetuating the activation of ﬁght,

ﬂight, or freeze reactions long after

the original threat has subsided.

Effective therapeutic interventions

not only aim to alleviate immediate

symptoms but also target the

underlying patterns of reactivity

ingrained in the nervous system.

Through cultivating awareness and

implementing deliberate regulation

strategies, clients can gradually

recondition their responses, thereby

enhancing their capacity for resilience

and long-term psychological

well-being.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 53

AUTONOMIC

NERVOUS SYSTEM

The autonomic nervous system (ANS)

consists of two primary divisions: the

sympathetic and parasympathetic systems.

The sympathetic division is responsible

for activating the body’s “ﬁght or ﬂight”

response, preparing it for action under

stress or perceived threats. In contrast,

the parasympathetic division functions to

decelerate bodily processes, preventing

overexertion and restoring the body to a

state of calm.

Homeostasis refers to the equilibrium

between these two systems, maintaining

the body’s internal stability. The ANS

regulates the activity of various internal

organs, including the blood vessels,

gastrointestinal tract, liver, kidneys, bladder,

reproductive organs, lungs, pupils, heart, as

well as sweat, salivary, and digestive glands.

Upon receiving sensory input from both

the internal environment (via visceral

sensations) and external surroundings, the

ANS responds by either stimulating bodily

functions through the sympathetic division

or inhibiting them via the parasympathetic

division.

A key component of the parasympathetic

nervous system is the vagus nerve, which

serves as a major conduit of sensory

information from internal organs such

as the gut, liver, heart, and lungs to the

brain. This nerve plays a crucial role in

transmitting data to the brain, enabling

it to process the situation and guide

appropriate physiological responses.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The sympathetic nervous system (SNS),

as part of the autonomic nervous

system, plays a critical role in preparing

the body for action during perceived

threats or stressful situations, a response

commonly referred to as the “ﬁght

or ﬂight” mechanism. One of its

primary effects is the redistribution of

blood ﬂow, where sympathetic nerve

activity reduces blood supply to non-

essential areas such as the gut and

intestines. This allows for increased

blood ﬂow to vital organs and systems,

particularly the heart and skeletal

muscles, optimizing the body’s

readiness to respond to stressors.

Activation of the sympathetic nervous

system manifests through various

physiological and psychological and

include:

• Increased respiratory rate (faster

breathing) to provide the body with

more oxygen.

• Tachycardia (rapid heart rate) and

forceful heartbeats to enhance

circulation.

• Pupillary dilation (mydriasis) to improve

visual acuity and awareness of the

environment.

• Vasodilation in the skin, leading to

SYMPATHETIC

NERVOUS SYSTEM

facial ﬂushing and a sensation of heat.

• Heightened sensory perception, which

improves awareness of potential

threats.

• Muscular tension, characterized by

contraction and tightening of skeletal

muscles, preparing for immediate

physical action.

• Emotional and physical irritability,

reﬂecting increased alertness and

reactivity.

• Cognitive effects, such as confusion or

disorientation, may occur as the brain

prioritizes rapid response over

complex thought processes.

These responses collectively serve to

maximize the body’s ability to react

quickly and efﬁciently to external

challenges, ensuring survival during

acute stress. However, prolonged

activation of the SNS without adequate

regulation by the parasympathetic

nervous system can lead to adverse

effects on both physical and mental

health, emphasizing the importance

of balance within the autonomic

nervous system.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 55

The parasympathetic nervous system

(PNS), often described as the “rest and

digest” system, counterbalances the

effects of the sympathetic nervous

system by promoting states of calm and

recovery. When the PNS is dominant,

the body operates in a state of optimal

regulation, characterized by physiolog-

ical equilibrium and a sense of safety.

This system facilitates the deactivation

of the heightened responses triggered

by sympathetic arousal, allowing for

restoration and recovery. In this state,

individuals experience a sense of

security, as the brain perceives no

immediate threats, enabling cognitive

processes to function with clarity and

logical reasoning.

Signs of an active parasympathetic

nervous system include:

• Relaxed breathing: A slower, more

rhythmic respiratory pattern indicative

of reduced stress.

• Regulated heart rate: A steady, normal

heart rate that reﬂects cardiovascular

stability.

• Normal skin tone: Absence of ﬂushing

or pallor, signifying stable blood ﬂow

and the absence of acute stress

responses.

• Relaxed body posture: A physical state

of ease, with muscles loosened and

tension absent.

• Regulated emotional response:

Emotional balance and the capacity

PARASYMPATHETIC

NERVOUS SYSTEM

to respond to situations in a calm and

measured manner.

• Sharp cognitive function: Enhanced

mental clarity and the ability to

engage in logical, focused thought

processes without the disruption

caused by stress.

• Active engagement with the

environment: A readiness to interact

socially and explore surroundings, free

from defensive or reactive behaviors.

When the parasympathetic system

is engaged, the body can perform

essential functions such as digestion,

tissue repair, and immune system

regulation, all of which are hindered

during sympathetic dominance.

This system promotes homeostasis,

ensuring that physiological and

psychological processes are maintained

at optimal levels. It also facilitates

recovery from stress by allowing the

individual to return to a baseline state

of calm and balanced functioning.

This dynamic regulation between

the sympathetic and parasympathetic

systems is crucial for maintaining

overall health and well-being, as

chronic imbalance can lead to long-

term health consequences.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The Vagus Nerve is one of the largest

and most complex nerves connecting

the gut and brain, transmitting a broad

spectrum of signals between the

digestive system, other internal organs,

and the brain. Known as the tenth

cranial nerve, it originates in the brain

stem, traverses through the neck and

thorax, and extends down into the

abdomen. Due to its extensive course

throughout the body, it has been

aptly termed the “wandering nerve.”

The Vagus Nerve plays a pivotal role in

the parasympathetic nervous system,

which regulates critical physiological

functions such as mood, stress

management, and immune response.

The Vagus Nerve is responsible for

regulating internal organ activities,

including digestion, heart rate,

respiratory rate, and reﬂex actions such

as coughing, sneezing, swallowing, and

vomiting. It establishes communication

pathway between the brain and the

gastrointestinal tract, relaying vital

information about the state of internal

organs to the brain via afferent ﬁbers.

THE

VAGUS NERVE

The Vagus Nerve is composed of two

main branches:

The Ventral Vagus

This branch innervates the heart, lungs,

airways, and muscles of the throat,

contributing to functions such as facial

movement and expression.

The Dorsal Vagus

This branch innervates the heart and

lungs before extending to the sub-dia-

phragmatic digestive organs, including

the stomach, liver, pancreas, spleen,

and parts of the colon (excluding the

descending colon).

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 57

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Dr. Dan Siegel introduced the concept

of the “Window of Tolerance,” which

describes the optimal arousal zone in

which individuals can function effective-

ly, manage emotions, and respond to

stressors with resilience.

When individuals operate within their

Window of Tolerance, they can better

process and integrate experiences

without becoming overwhelmed or

shutting down emotionally.

The Polyvagal Theory, developed by

Dr. Stephen Porges, explains how

the autonomic nervous system

regulates responses to stress and

social engagement through its three

key states: the ventral vagal (safety

and connection), sympathetic (ﬁght or

ﬂight), and dorsal vagal (shutdown or

freeze).

This theory highlights the role of the

vagus nerve in fostering a sense of

safety, emphasizing how our nervous

system adapts to perceived threats and

inﬂuences our behavior, emotions, and

relationships.

WINDOW OF TOLERANCE

& POLYVAGAL THEORY

STATE OF HYPER-AROUSAL

Sympathetic System Activated:

Heightened Sensations

“Flight/Fight” Response Activated:

hyper-vigilance, anxiety, perception of

danger, increased heart rate, blood ﬂow to

large muscles, etc.

Disorganized Cognitive Processing: thinking

is rigid or chaotic, poor judgment, racing

thoughts, obsessive behaviors, intrusive

emotions, fear.

OPTIMAL ZONE OF AROUSAL-WINDOW

OF TOLERANCE

Parasympathetic System Stimulated (Ven-

tral Vagal Nerve): Normalized Sensations

Social Engagement System Activated:

Self-soothing/emotion regulation system

activated; fear modulated, sense of control

and options.

Full Activation of Pre-Frontal Cortex: greater

access to intuition and insight, calm, alert,

relaxed, aware, coherent.

STATE OF HYPOAROUSAL

Parasympathetic System Activated

(Dorsal Vagal Nerve): Absence of Sensations

“Freeze” Response Activated: decreased

heart rate, blood ﬂow to extremities, etc.

Disorganized Cognitive Processing: slowed

or disabled thinking process, isolation/with-

drawal, numb, hopelessness, shut-down

response.

Adapted from Dr. Steven Porges work

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 59

VAGUS NERVE REGULATION IN COACHING

To practice techniques that stimulate

the vagus nerve, helping a client achieve

greater regulation of their autonomic

nervous system, promoting relaxation and

emotional balance.

INSTRUCTIONS

One student is the Coach, and the other

is the Client. The Client will share any mild

stress, tension, or emotional dysregulation.

The Coach will guide the Client through

vagus nerve stimulation techniques.

The Client may be experiencing one of the

following things:

Tension due to unresolved conﬂict.

Feeling anxious after an overwhelming day.

Dealing with a lingering sense of unease or

tension without a clear cause.

Or something they choose.

The goal is for the Coach to guide the Client

through practical exercises that regulate the

vagus nerve.

STEP 1: The Coach begins by acknowledg-

ing the Client’s feelings, creating a safe and

supportive environment. The Coach may ask

questions like, “Can you share what you’re

feeling right now?” and “How does that

show up in your body?”

STEP 2: Breath-work for Vagus Nerve Stimu-

lation. The Coach practices guiding the

Client through a slow, deep breathing ex-

ercise, focusing on lengthening the exhale,

which stimulates the vagus nerve. Suggest

to: inhale for 4 counts, hold for 4, and exhale

for 6 to 8 counts. Invite the Client to do this

for 3-5 minutes, while periodically asking,

“How does your body respond to the slow

breathing? What do you notice?”

STEP 3: Vocal Vibration Exercise

The Coach introduces a vocal toning exercise

that stimulates the vagus nerve. Invite the

Client to make a humming sound on each

exhale (e.g., ‘mmm’ or ‘om’) as they continue

deep breathing. After a few cycles of

humming, ask the Client to reﬂect on the

sensations in their throat and chest: “What

do you feel in your body as you hum? How

does the vibration affect your tension or

stress?”

STEP 4: Neck and Shoulder Release

The Coach invites the Client through gentle

neck stretches that help release tension in

the vagal pathway. Invite the Client to

slowly turn their head from side to side,

noticing any areas of tension or discomfort.

The Coach invites the Client to gently

massage the neck or the base of the skull,

where the vagus nerve runs, while

maintaining slow, deep breaths. Use

prompts like, “As you stretch and release

tension, what do you notice, any body shifts?

What feels different?”

STEP 5: Grounding through Body Awareness

To further stimulate the vagus nerve, the

Coach leads the Client through a body scan

to help them focus on releasing tension and

grounding themselves. The Coach invites

the Client to notice and relax different parts

of their body, starting from the feet and

moving upwards. Reﬂect with questions like,

“How does your body feel now compared

to when we started?” and “Is there a sense

of calm or lightness after focusing on each

body part?”

SWITCH ROLES AND DEBRIEF

VAGUS NERVE REGULATION

EXERCISE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

What am I taking away

with this new trauma-informed lens

Signs of being in the Sympathetic Nervous System are what?

Signs of being in the Parasympathetic Nervous System are what?

What is homeostasis in the autonomic nervous system?

There are three areas to the Window of Tolerance. What are they?

What is the Vagus Nerve?

How many parts does the Vagus Nerve have, and what are they called?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 61

LEARNING OUTCOMES

DAY 6

• TICC Methodology Step 3 (Interested Inquiry): I

can use curious, compassionate questions to deepen

trust and discovery with clients.

• The Moment of Trust: I can recognize and nurture

the key moments when trust is built in coaching.

•The Heart Brain: I can explain the “heart brain” and

coach clients to connect with their inner wisdom.

•The Gut–Brain: I can describe the “gut brain” and

support clients in listening to their intuition.

• The Three Brains (Exercise): I can integrate head,

heart, and gut awareness into coaching through

practice.

• Connecting Neurotransmitters: I can explain how

neurotransmitters shape mood and behavior and use

this knowledge to empower clients.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Positive inquiry of possibility and how

the ‘desired change’ may be obtained.

Ask “Why is this important and what

else will you have along with this

desired change?”.

CORE COMPETENCIES: 3, 5, 6

INTERESTED INQUIRY

When we clearly deﬁne and align on the

objectives of a session, we facilitate the

Client’s progress toward their desired

change. This is achieved through the process

of Interested Inquiry.

Establishing a clear intention for the

overall goal or outcome of the coaching

engagement enables both the Client and

Coach to move forward productively. It is

important to remember that goals and

outcomes are dynamic and can be revisited

and adjusted as needed to best support the

Client in achieving a resourceful and

positive state.

Interested Inquiry employs open-ended

questions that encourage the Client to

explore, reﬂect, and search for their own

insights, while allowing the necessary time

and space for answers to emerge. It creates

an environment where the Client feels heard

and understood. Using the W5 model of

inquiry (Who, What, Where, When, Why)

can guide this exploration:

Reﬂection Questions

1. Who are you becoming through this

change?

2. What is required to achieve what you

desire?

3. Where will the change take place?

4. When will the change occur?

5. Why is this change meaningful?

It is important to consider that Clients

recovering from trauma may not always

have full access to cognitive processes

in the prefrontal cortex that support

decision-making and exploration of

possibilities. In these cases, it is essential

to practice holding space for them until

they feel grounded and calm.

As Coaches, we must remain curious

and leave our personal agendas outside

the coaching sessions, focusing entirely

on supporting the Client’s journey.

TICC STEP 3

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 63

THE MOMENT

OF TRUST

Neuroscientiﬁc research has identiﬁed

trust as a fundamental element of social

engagement, playing a pivotal role in

fostering or undermining relationships.

Trust is often established when individuals

share common core values, which in turn

promotes a sense of safety and security.

When we perceive that others trust us, the

brain releases oxytocin, a hormone closely

associated with prosocial behaviors such

as generosity and cooperation, further

reinforcing trust.

Higher levels of trust encourage greater

emotional connection and a desire to

ensure the well-being of those around

us. Conversely, a lack of trust can lead to

elevated levels of dihydrotestosterone

(DHT), a hormone associated with

aggression and physical confrontation.

The sensory capacities of both the heart

and gut signiﬁcantly contribute to our

perceptions of trust. When trust is present,

individuals tend to experience emotional

regulation and a sense of safety, often

described as a “full heart” or an inner sense

of calm that synchronizes with others. In

contrast, feelings of mistrust can manifest

as physical sensations, such as a “heavy

heart” or stomach discomfort, signaling

the perception of potential threats or

untrustworthy situations.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The “cardiac brain” refers to the

heart’s inﬂuence on brain function,

particularly its role in shaping emotional

and cognitive processes. During

experiences of stress or negative

emotions, the heart sends signals to

the brain that amplify and reinforce the

emotional state, exacerbating the

experience of stress. In contrast, when

an individual is in a positive emotional

state, the heart’s input becomes more

ordered and stable, facilitating

cognitive functions and promoting

emotional equilibrium.

Developing the ability to generate

and sustain heart rhythm coherence

through positive emotions has

signiﬁcant beneﬁts for the body and

mind. This coherence not only

enhances cognitive processes such

as perception, thinking, emotional

regulation, and performance but also

creates psychological states of calm,

balance, and energy. These states are

conducive to everyday functioning,

supporting tasks that require mental

acuity, focus, problem-solving, deci-

sion-making, and physical coordination.

THE

HEART BRAIN

The autonomic nervous system modulates

heart rate through its two branches: the

sympathetic nervous system, which

accelerates heart rate, and parasympathetic

system (primarily via the vagus nerve), which

slows it down. Activation of the vagus nerve

generally results in a decrease in heart rate,

blood pressure, or both, contributing to the

body’s ability to achieve a state of relaxation

and recovery.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 65

The gut-brain axis refers to the bidirec-

tional communication network between

the brain and the gastrointestinal tract,

playing a central role in regulating both

emotional and cognitive functions as

well as gut homeostasis. This complex

system, which includes the vagus nerve,

is also inﬂuenced by gut microbes that

help maintain balance within the gut

and establish connections between the

brain’s emotional and cognitive centers

and gastrointestinal functions.

The gut-brain, often referred to as

the Enteric Nervous System (ENS),

consists of a network of nerves

embedded throughout the entire

length of the gastrointestinal tract,

from the esophagus to the anus. This

network is estimated to contain

approximately 500 million neurons,

making the gut the largest neuronal

surface in the body exposed to the

external environment and a critical

organ for sensory processing. Notably,

90% of the nerve ﬁbers in this system

transmit information from the gut to the

brain (afferent signaling), while only 10%

send signals from the brain to the

gut and other organs (efferent signaling).

THE

GUT BRAIN

The gut-brain axis plays a signiﬁcant

role in regulating mood, preserving

physiological stability, and responding to

challenges, threats, and confrontations.

It also contributes to the development

of a core sense of self. Recent research

increasingly identiﬁes the gut-brain axis as a

therapeutic target for a range of conditions,

including inﬂammatory bowel disease (IBD),

ulcerative colitis, Crohn’s disease,

depression, and post-traumatic stress

disorder (PTSD).

The vagus nerve and neurotransmitters

involved in this system inﬂuence mood,

behavior, and the delivery of essential

nutrients, while also interacting with the

gut microbiota, further highlighting the

complexity of this communication network.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Coach begin by “creating an alliance’ and

then work on “desired change” (contract)

with the client. Once you have determined

the desired change move onto “interested

inquiry”. While asking questions invite the

client to utilize all three brains.

Head Brain: Invite the client to explore the

logical reasons and considerations that

inﬂuence the desired change?

Heart Brain: Invite them to explore what

emotions are associated with the desired

change. What are they feeling, seeing, and

hearing that is associated with the desired

change? (Visual, Auditory, Kinesthetic).

Gut Brain: Invite the client to connect

with their intuition and body sensations

related to the desired change. What are

they experiencing, are there physical

reactions or a strong sense of knowing

(Gustatory)? Where are these reactions

showing up in the body?

Head Brain: Invite the client to explore the

qualities and characteristics they think of as

they move toward this desired change?

Heart Brain: Invite them to explore what

emotions and feelings are showing up as

the client reﬂects on these qualities and

characteristics?

Gut Brain: Invite the client to connect with

any visceral or instinctive responses that

arise when they think about the desired

change? What does their gut tell them?

Head Brain: Invite the client to analyzing the

desired change from a logical standpoint.

What are the facts, options, and potential

solutions that support the desired change?

Heart Brain: Invite the client to explore the

emotions they experience when they are

fully embracing the desired change?

Gut Brain: Invite the client to connect with

their gut instincts and physical sensations.

Do they have a strong sense of what they

need to do or how to navigate to achieve

their desired change?

Head Brain: Invite the client to analyze the

pros and cons of this desired change. What

are the logical reasons for and against it?

Heart Brain: Invite them to tune into their

emotions and desires. How does the idea

of this desired change resonate with the

clients’ deepest feelings and aspirations?

Gut Brain: Invite the client to pay atten-

tion to any physical sensations or instincts

that arise when contemplating this desired

change. Is there a sense of alignment or

resistance?

Take a moment to reﬂect on the exercise.

How did your head, heart, and gut brains

communicate and inﬂuence each other?

Did you notice patterns or conﬂicts between

them? Consider how you can integrate the

wisdom from each brain to make more

balanced and authentic decisions in your life.

THE THREE BRAINS

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 67

Neurotransmitters and the

Gut-Brain Axis

The gut-brain axis is intricately con-

nected through chemical messengers

known as neurotransmitters, which

facilitate communication between the

gut and the brain.

Mood, Behavior, and the

Inﬂuence of Microbiota

The gut-brain axis also communicates

through the immune system.

When the immune system remains

activated for extended periods, it can

lead to chronic inﬂammation, a

condition linked to several neurological

disorders such as depression, dementia,

schizophrenia, and Alzheimer’s disease.

Additionally, the trillions of

microorganisms residing in the gut

produce chemicals that inﬂuence

brain function, further shaping mood

and behavior.

CONNECTING

NEUROTRANSMITTERS

Nutritional Delivery and Brain Function

The brain, composed of over 70% water,

consumes approximately 20-30% of the

calories we ingest, 20% of the oxygen we

breathe, and utilizes around 25% of the

body’s blood ﬂow. This blood supply delivers

essential hormones and neurotransmitters,

maintaining the brain’s optimal tempera-

ture and pH balance. However, during

stress, blood ﬂow to the brain is diminished

as it is redirected to the heart and muscles,

preparing the body for the ‘ﬁght or ﬂight’

response. In traumatic situations, this

redistribution can also result in a “faint,

feign, or freeze” reaction, as blood

ﬂow slows.

Maintaining Gut and Brain Health

For optimal gut-brain function, it is good

to maintain a balanced diet, practice proper

sleep hygiene, and engage in regular

physical activity. These habits ensure the

brain receives adequate oxygen and

nutrients through the bloodstream,

promoting both mental and physical

well-being. Strong motivation and

intentionality can drive the brain and body

to respond in restorative and reparative

ways, supporting overall health through a

sustainable lifestyle.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The term “heal” is derived from the Old

English word haelan, which means to

“heal, save, cure, or make whole.” This

concept of healing extends beyond the

physical, encompassing the holistic

restoration of mind and body.

A signiﬁcant portion of our identity is

shaped by our life experiences, how we

interpret these experiences, and the

patterns we adopt to navigate the world.

When the homeostasis, or balance of

the body, mind, and nervous system

is disrupted by stress, unhealthy

behaviors, poor nutrition, or traumatic

events, it affects our overall well-being.

In such cases, our system’s ability to

regulate sensory input is compromised,

leading to hypersensitivity and difﬁculty

coping with everyday challenges.

CONNECTING

NEUROTRANSMITTERS

Chronic stress can exacerbate this

dysregulation, keeping the brain’s

circuitry and amygdala, the center for

emotional responses like fear and anxiety,

on heightened alert. Over time, this

persistent state of hyperarousal diminishes

the activity of brain regions such as the

hippocampus and prefrontal cortex, which

are essential for regulating fear and

managing stress. As these regions become

under-active, individuals may experience

issues with short-term memory and

emotional control.

However, the mind’s capacity for self-

awareness and intentional change offers

a pathway toward healing. Through

consistent mental practice and

determination, it is possible to reshape

unhelpful patterns and build new,

positive neural pathways. This process not

only enhances health but also leads to

post-traumatic growth.

Ultimately, awareness plays a huge role

in the healing process, facilitating the

integration and restoration necessary to

“make whole” once again.

“It turns out the brain is not too sophisticated for its own good after all.

The very sophistication which involves brain cells being able to constantly

communicate electrically with one another and to form and re-form new

connections, moment by moment, is the source of a unique kind of healing.”

- Norman Doidge “The Brains Way of Healing”.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 69

The approximately 100 billion neurons

in the brain—distributed across the

lobes, hemispheres, hippocampus, and

amygdala—are not rigidly ﬁxed in their

connections; rather, they are

“soft-wired.” This characteristic of

neuroplasticity enables the brain to

rewire itself, facilitating the alteration

of entrenched habits and undesirable

behaviors. Neurons continuously form

new connections with each other, with

each neuron capable of maintaining

synaptic links with up to 10,000 other

neurons. These connections evolve

dynamically as we learn and grow.

Neuronal communication occurs

through the transmission of chemical

messengers, called neurotransmitters,

across synapses, the gaps between

neurons. This transmission allows one

neuron to activate another, a process

fundamental to the brain’s adaptability,

termed neuroplasticity. It is neuroplas-

ticity that makes learning new habits

possible, as the brain modiﬁes its

synaptic connections in response to

new information. The phrase “cells that

ﬁre together, wire together”

encapsulates how the brain reorganizes

itself through repeated patterns of

activity, solidifying learned behaviors.

THE FORMING

OF NEW PATHWAYS

The more frequently neurons ﬁre together,

the greater the likelihood they will continue

to do so in the future, reinforcing a

particular habit or behavior. This “wiring

together” occurs as connections between

neurons are strengthened through repeated

activation. This neurobiological process

explains how habits and behaviors are

formed and, conversely, how they can be

modiﬁed. However, because the brain’s

implicit memory systems do not change

instantaneously, the repetition of desired

new habits or behaviors is needed for their

lasting establishment.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Working with the concept of neuroplasticity

to deepen the desired change, explore ways

to rewire the brain for improved mental

resilience, focus, and positivity.In coach

position, “create an alliance”, with the client,

then determine the “desired change”, and

continue with “interested inquiry”.

While holding a quiet space for the client,

invite them to take a few deep breaths to

relax. Invite them to take a conscious

decision to be open to change and growth.

Invite the client to identify any recurring

negative thought patterns they have noticed

that prevents them from pursuing their

desired change. For example, self-doubt,

perfectionism, or negative self-talk.

For each negative thought pattern your

client identiﬁed, ask in what way may

they re-frame it into a positive or neutral

statement? For instance, if your negative

thought is “I’m not good enough,” re-frame

it as “I am constantly improving and

learning.” Inviting them to work through

with their VAKOG.

Invite the client, if they are comfortable

doing so, to close their eyes and take a few

deep breaths. Invite them to visualize a

scenario where they successfully overcome a

challenge that relates to one that they

identiﬁed in their negative thought patterns.

Ask them to envision handling it with

conﬁdence and skill.

While working with your client, invite them

to identify three positive afﬁrmations based

on their re-framed thoughts. For example,

“I am capable,” “I embrace challenges,” or

“I am resilient.”

As you work with your client in closing the

session, have them identify one small

action they can take today to challenge

and overcome a negative thought pattern.

It could be as simple as re-framing a

thought or taking a step toward a personal

goal. Considering how they can incorporate

these practices into their daily routine.

This exercise is a simple yet effective

way to rewire your brain for positivity and

resilience.Consistent practice can lead to

lasting changes in your thought patterns

and overallwell-being. Remember that

rewiring your brain is a gradual process,

so be patient withyourself and stay

committed to your growth journey.

HARNESS YOUR

NEUROPLASTICITY

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 71

What am I taking away

with this new trauma-informed lens

When we experience more trust, what happens?

What is another name for the heart brain?

The gut-brain axis is a therapeutic target for what?

Building new positive neural pathways can promote what?

QUESTIONS

TO EXAMINE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

LEARNING OUTCOMES

DAY 7

• TICC Step 4 (Lens of Exploration): I can help clients

see new perspectives and possibilities.

• Authenticity & Self-Realization: I can connect

with my own authenticity and coach clients to do

the same.

• I Am Enough: I can support clients in embracing

their self-worth and conﬁdence.

• Authenticity & Limiting Beliefs (Exercise): I can

guide clients to notice and challenge limiting beliefs

that may prevent them from experiencing their

authentic self.

• Empathy, Compassion & Sympathy: I can

distinguish these and model them in coaching.

• Values & Beliefs: I can deﬁne the difference

between a value and a belief, listen for these being

expressed by my client, and ask questions that help

them become more aware of their values and beliefs.

What permission can I give

myself today that supports my

learning intentions?

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 73

LENS OF

EXPLORATION

The Lens of Exploration invites the Client to

examine their desired change from various

perspectives, creating deeper understand-

ing of the overall experience and what it

might entail. Utilizing the “what if” approach

encourages the Client to envision: “What

does achieving this look like, sound like,

and feel like?” (VAK: Visual, Auditory,

Kinesthetic). This exploration helps uncover

potential solutions while anchoring the

desire through sensory engagement.

As Coaches, we can employ powerful

questions, metaphors, or analogies while

holding space for the Client’s reﬂections.

It is good practice to seek permission before

introducing any new coaching tools or

techniques. Clearly explain the purpose of

the tool or technique to ensure there are no

surprises and to maintain transparency.

Our objective in the lens of exploration

is to create an experience of the desired

change as if they already have what is

desired. When using a tool, ask if the

Client feels comfortable proceeding:

“Would you be open to trying this?”

If they agree, clarify, “If at any point you

feel uncomfortable, please let me know,

and we can stop.”

To ensure the success of the exercise,

provide a clear setup. Consider

practical details, such as whether the

Client should be standing or sitting,

whether they are comfortable, or if they

might need a glass of water before

beginning. Ensuring the Client’s

comfort and understanding enhances

the effectiveness of the process.

TICC STEP 4

Generating a clear idea of the overall

experience and what it may be like

(VAK). Help create that experience

with the client. Use powerful questions,

metaphors or analogy while

holding space.

CORE COMPETENCIES: 5, 6, 7

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

The concept of authenticity, as

deﬁned by Webster’s, refers to being

“true to one’s own personality, spirit, or

character” and acting with sincerity, free

from pretension. Authenticity is rooted

in self-awareness and a deep

understanding of one’s identity.

Conﬁdence in Competence

Conﬁdence emerges through the

development of competence, often

following training or focused practice

in a speciﬁc area. Mastery, the highest

form of competence, may take years

to achieve, but it consistently requires

commitment, dedication, persistence,

discipline, and an ongoing desire for

self-improvement. The areas in which

we have received training offer the most

tangible opportunities to cultivate a

genuine belief in our abilities, which in

turn creates conﬁdence.

Conﬁdence in Learning

Conﬁdence is also built through

learning, especially when faced with

challenges that seem insurmountable.

To develop conﬁdence in problem-

solving, we ﬁrst recognize and

challenge the internal voice that

reﬂects past failures. The human mind

has an extraordinary capacity for

determination, resourcefulness, and

creativity far beyond what most individ-

uals ever fully engage. Ultimately, the

question becomes: if a solution exists,

why should it not be achieved by you?

AUTHENTICITY

& SELF REALIZATION

Conﬁdence in Self-Worth:

Authentic self-conﬁdence does not

depend on external validation or the

opinions of others. The most profound way

to build this self-conﬁdence is by embracing

our lives and our expansive selves,

recognizing the inherent value of all

individuals, and cultivating qualities such

as forgiveness, understanding, and

compassion. If our self-esteem has been

damaged by trauma or a lack of love during

childhood, we may experience feelings of

inadequacy and perpetual dissatisfaction.

True healing occurs when we awaken to the

reality of who we are—independent of

external circumstances. Once we become

aware of our intrinsic worth, we are able to

live more authentically in all aspects of life.

In the context of trauma recovery,

rediscovering our true identity and

recognizing the inherent value of the self

is a necessary step toward healing. This

process involves releasing the memories

and beliefs that keep us anchored to the

past, allowing for personal growth and

the restoration of self-worth.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 75

Authentic coaches embody all our

genuineness and self-awareness. As

authentic trauma-informed coaches,

we strive toward self-actualization, fully

aware of our strengths, limitations, and

emotional landscapes. We engage with

our clients from a place of honesty and

authenticity, maintaining consistency in

our actions both publicly and privately.

Rather than concealing vulnerabilities or

mistakes out of fear of appearing weak,

we embrace them as integral aspects of

our growth. We recognize that the

process of self-actualization is a

continuous journey, one that evolves

over time and is never fully complete.

As trauma-informed coaches, our

primary aim is to make a meaningful

and lasting impact. Our work is not

driven by the pursuit of wealth or

personal recognition, but by a

commitment to achieving positive

outcomes for our clients.

Authentic coaches approach their work

with an open heart, unafraid to engage

deeply with emotions as clients share

their stories. By embracing and living

our own truth, we create a safe space for

others to do the same. In doing so, we

inspire our clients to realize their full

potential and strive toward becoming

the best versions of themselves.

AUTHENTICITY

AS A COACH: TICC

“Authenticity requires vulnerability,

transparency & integrity.”

- JANET LOUISE STEPHENSON

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

I AM ENOUGH

Limiting beliefs can be profoundly

detrimental, often hindering individuals

from realizing their full potential.

Among the most pervasive of these

beliefs is the notion of “I am not

enough.” This sentiment permeates the

internal dialogue of many individuals in

contemporary society. If this resonates

with you, it is important to recognize

that you are not alone. When we

internalize this belief, we often fall into

the trap of striving for perfection, a

never-ending and exhausting pursuit.

Belief systems, particularly those that

limit us, are often ingrained during

childhood, shaped by the inﬂuences

of those around us. As we navigate life,

we unconsciously create experiences

that reinforce these deeply held beliefs.

Upon reﬂection, many may recognize

recurring patterns in their lives that

stem from such limiting beliefs. These

patterns, if unchallenged, can persist

throughout life.

However, it is possible to re-frame our

beliefs by adopting new perspectives and

viewing them through different lenses.

By doing so, we can reshape our narratives,

reinterpreting past experiences and

adjusting our expectations for the future.

This shift in mindset enables us to break

free from the constraints of limiting beliefs,

opening the door to new possibilities and

personal growth.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 77

Exploring Authenticity, Who Am I, Authentically?

This exercise is designed to help you explore your personal understanding of

authenticity and the limiting beliefs that may affect how you express your true self.

Reﬂect on each question and answer it thoughtfully.

EXPLORING AUTHENTICITY

When you think about being authentic, what does that look like to you?

Do you remember a time when you were truly authentic?

What were the circumstances?

How did you feel?

Do you show up differently in public than you do at home?

Why do you think this is the case?

Reﬂecting on these questions can help us understand what authenticity means in our life.

UNDERSTANDING LIMITING BELIEFS

Have you ever experienced the limiting belief of not being ‘enough’?

In what ways did this belief show up in your life?

Was it in your actions, thoughts, or relationships?

How does letting go of this belief change your authenticity?

What might become possible if you fully embraced your authentic self without the weight

of this limiting belief?

AUTHENTICITY & I AM ENOUGH

EXERCISE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Empathy: A Neuroscientiﬁc and

Behavioral Perspective

Empathy refers to the ability to

understand and share the feelings of

another individual. According to

Merriam-Webster, empathy is deﬁned

as the action of understanding, being

aware of, and being sensitive to, as well

as vicariously experiencing, the feelings,

thoughts, and experiences of anoth-

er, whether from the past or present,

without those emotions or experiences

being explicitly communicated.

Our capacity for empathy is deeply

embedded in the brain, facilitated by

specialized neurons known as mirror

neurons. The Anterior Insular Cortex

plays a crucial role in this process by

helping us detect emotional and

social cues, translating them into an

understanding of what another person

may be thinking or feeling, often based

on situations similar to our own.

Additionally, the hormone oxytocin

is known to promote empathy,

enhancing feelings of trust, reducing

stress, and fostering emotional

connection. It is through empathy

that we experience the psychological

beneﬁts of being heard and understood,

which in turn supports healing and

relationship-building.

DEMONSTRATING

EMPATHY

Empathy is integral to human social

behavior, allowing us to avoid judgment

even when we may not fully comprehend

another’s experience. It enables us to

recognize another person’s perspective and

emotions without needing to have lived

through the same situation. This capacity

to see the world through another’s eyes

promotes a deeper appreciation of their

humanity and value. Empathy thus involves

understanding another person’s emotional

state, often rooted in personal experience of

a similar situation, yet it transcends the need

for direct, shared experience.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 79

Compassion: A Neuroscientiﬁc

and Psychological Perspective

Compassion refers to the ability to

demonstrate thoughtfulness, kindness,

care, and a willingness to help others.

It is often associated with a sense of

possibility and hope. Neuroscientiﬁcally,

the Supramarginal Gyrus plays a key role

in differentiating our emotional state

from that of others and is central to the

experience of both empathy and

compassion. This region of the brain,

located at the junction of the parietal,

temporal, and frontal lobes, is part of

the cerebral cortex.

Compassion also inﬂuences the

brain’s emotional regulation systems,

particularly by helping to regulate the

activity of the amygdala, the brain’s

center for processing emotions such

as fear and stress, while supporting the

function of the prefrontal cortex, which

is involved in decision-making and

emotional control. Acts of compassion

can activate healing processes, both

psychologically and physiologically.

DEMONSTRATING

COMPASSION

Compassion also creates mindfulness,

enabling individuals to become more

present and attentive in their own lives,

while cultivating care for both themselves

and others. It is an essential component

of creating calm and maintaining

coaching presence in an empathetic and

positive manner. Compassion involves not

only recognizing another person’s pain but

also feeling moved to take action to alleviate

or hold space for their suffering. It is a form

of emotional engagement where one’s

feelings prompt a response aimed at

easing another’s distress.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Sympathy: A Cognitive and Emotional

Response

Sympathy refers to the feelings of pity

or sorrow for another’s misfortune,

often characterized by a more detached

and less emotionally involved response

compared to compassion or empathy.

The Supramarginal Gyrus, a part of the

cerebral cortex located at the junction of

the parietal, temporal, and frontal lobes,

also plays a role in processing sympathy.

While sympathy involves understanding

another person’s feelings, it is less

emotionally intense and lacks the

action-oriented nature of compassion.

Sympathy involves a cognitive

recognition of another’s distress,

but without deeply sharing or

experiencing those emotions oneself.

It conveys a sense of commonality or

acknowledgment of another’s situation,

but does not evoke the same level of

personal engagement as empathy.

Pity, often associated with sympathy,

can imply a tender, yet sometimes

condescending, sorrow for someone

in distress.

DEMONSTRATING

SYMPATHY

As deﬁned by Grammarist.com, sympathy

is the feeling of concern or regret for

someone else’s troubles, grief, or misfortune.

It reﬂects a sense of support or alignment

with another person’s experiences, interests,

or goals, but not necessarily an emotional

sharing. In essence, sympathy involves

understanding what another person is

feeling without deeply experiencing those

emotions oneself.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 81

Values

Values are deeply held principles that

are universal in nature, transcending

speciﬁc contexts or circumstances.

They reﬂect what is intrinsically

important to us within our human

experience, shaping our actions,

decisions, and perspectives across all

areas of life. Values are the foundation of

our moral compass and inﬂuence how

we interact with the world around us.

Reﬂecting on the following questions:

What core values guide your actions

and decisions?

What aspects of life matter most to you?

What are you willing to make sacriﬁces

for in order to uphold your values?

What gives you purpose and meaning,

what do you live for?

Beliefs

Beliefs are the convictions or

assumptions we hold to be true. They

shape our understanding of the world

and form the lens through which we

interpret our experiences. Beliefs may

arise from personal experiences, cultural

inﬂuences, or teachings we have

accepted as truth. They play a pivotal

role in guiding our thoughts, emotions,

and behaviors.

Reﬂect on the following questions:

What beliefs do you currently hold as

truths in your life?

How do these beliefs serve you in your

daily life or in achieving your goals?

Are there any beliefs you might consider

changing, and if so, why?

Where did these beliefs originate, from

personal experience, family, culture, or

other inﬂuences?

These value reﬂections provide an

opportunity for self-exploration, inviting

you to align more with what matters

while evaluating the beliefs that shape

your perceptions and behaviors.

VALUES

& BELIEFS

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

ARMS: A LOOK AT OUR

VALUES & BELIEFS

Awareness

For trauma clients, developing a clear

understanding of both their values and

beliefs plays a role in the healing process.

Values provide a foundation for what is

deeply important to them, while beliefs

shape their worldview and inﬂuence their

perceptions of themselves and others.

Gaining awareness of these internal

guiding principles helps clients ground

themselves and creates a sense of

self-awareness and direction in their

recovery journey.

Review

Values and beliefs are often formed in

childhood and can continue to inﬂuence

our lives well into adulthood. While values

reﬂect what we hold as fundamentally

important, beliefs represent the

assumptions or truths we accept about

the world and ourselves. Both values and

beliefs may still exert a strong inﬂuence

over our behaviors and decisions today. It is

useful to periodically review these elements

to understand their ongoing impact and

determine whether they still serve us in a

positive and constructive way.

Method

In the process of evaluating values and

beliefs, it is important to assess how we

are living in accordance with them. Are we

fulﬁlling our values in a healthy, balanced

manner? Are our beliefs empowering or

limiting us? Examining our methods of

integrating values and beliefs into our lives

helps ensure that they are contributing to

our overall well-being, rather than creating

unnecessary barriers or imbalances.

Sort

Sorting both values and beliefs according

to their current signiﬁcance or rank allows

us to prioritize what truly matters. This

process helps distinguish which values are

most important and reveals beliefs that

may be outdated or misaligned with our

present circumstances. By identifying and

reevaluating these guiding principles, we

can better align our actions with our core

values and modify beliefs that no longer

support personal growth and healing.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 83

Values and Beliefs: Foundations

for Authentic Living

When we gain clarity about our values

and beliefs, we are more likely to

experience the following:

• Greater control over our actions

• Enhanced emotional intelligence

• A deeper understanding of what is

truly important

• Improved planning and

decision-making

• Better overall health

• A forward-focused, value-driven life

Values and beliefs shape our thoughts,

language, and how we move through

the world, inﬂuencing how we interact

with others. They provide a foundation

for personal growth, offering a clear

sense of direction as we navigate life.

A thorough exploration of a client’s

values and beliefs helps establish a solid

anchor for deeper work, creating a

reference point from which resilience

can be built and expanded.

A person’s values and beliefs function

as their “life compass.” When clients

honor their core values and align their

beliefs with these values, life will be

fulﬁlling. Conversely, if there is a sense of

imbalance, it indicates a misalignment

between actions and values. This disso-

nance leads to feelings of inauthenticity,

purposelessness, and emotional unrest.

KNOWING OUR

VALUES & BELIEFS

For clients, living in alignment with their

values and examining the beliefs that

inﬂuence them can lead to a more

meaningful and purposeful existence.

Moral injury, for example, can result from

acting against core values, such as being

compelled to engage in activities that

contradict personal beliefs (as seen in war),

or witnessing traumatic events that disrupt

their fundamental understanding of life

(such as the untimely death of a loved one).

Exploring values and beliefs offers a gateway

to healing by helping clients rediscover what

is most important to them and allowing

them to restructure fragmented aspects of

their lives.

Understanding and embracing one’s

values and beliefs creates opportunities

for intentional and authentic living. By

reﬂecting on these internal principles,

clients can create a stronger foundation,

shift perspectives, and begin to live with

greater intention and congruence. With this

in mind, it is valuable to take the time to

identify and explore core values and beliefs

honestly and truthfully. They are personal,

and by honoring them, clients can unlock

new possibilities for growth and fulﬁllment.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

STEP 1: REFLECT ON MEANINGFUL EXPERIENCES

Coach, invite your client to think about times in their life

when they felt the most alive, fulﬁlled, or proud. These

could include moments of achievement, relationships,

overcoming challenges, or acts of kindness.

Ask the client to reﬂect on:

What were the speciﬁc events or situations?

What values were being honored during

those moments?

How did those experiences align with who they

are and what they ﬁnd meaningful?

STEP 2: IDENTIFY CORE VALUES

As the coach, review the client’s responses. Look for

recurring themes and values that consistently appeared

across their experiences. Choose at least three core

values that resonate with the client (e.g., Integrity,

Compassion, Creativity, Freedom, Balance, etc.).

STEP 3: DEFINE YOUR CORE VALUES

Coach, invite the client to deﬁne each of their chosen

core values in their own words. Encourage them to

describe what each value personally means to them,

so these deﬁnitions can guide their future decisions

and goals.

STEP 4: ASSESS ALIGNMENT

Coach, ask the client to evaluate how their current life

aligns with their identiﬁed core values. Explore areas

such as work, relationships, health, and personal growth.

QUESTIONS TO REFLECT ON

Are there areas of life where they are not honoring

their core values?

What adjustments could they make to live more

in line with their values?

What steps can they take to ensure future

decisions align with their core values?

SWITCH ROLES AND REPEAT

VALUE

EXPLORATION

EXERCISE

Accountability

Achievement

Adaptability

Adventure

Altruism

Ambition

Authenticity

Balance

Beauty

Being the best

Belonging

Career

Caring

Change

Collaboration

Commitment

Community

Compassion

Competence

Conﬁdence

Connection

Contentment

Contribution

Cooperation

Courage

Creativity

Curiosity

Dignity

Diversity

Environment

Efﬁciency

Equality

Ethics

Excellence

Fairness

Faith

Family

Forgiveness

Freedom

Friendship

Fun

Generosity

Giving back

Grace

Gratitude

Growth

Harmony

Health

Home

Honesty

Hope

Humility

Humor

Inclusion

Independence

Initiative

Integrity

Intuition

Joy

Justice

Kindness

Knowledge

Leadership

Learning

Legacy

Leisure

Love

Loyalty

Nature

Openness

Optimism

Order

Parenting

Patience

Patriotism

Peace

Perseverance

Power

Pride

Recognition

Reliability

Resourcefulness

Respect

Responsibility

Safety

Security

Self-discipline

Self-expression

Self-respect

Serenity

Service

Simplicity

Spirituality

Sportsmanship

Stability

Stewardship

Success

Teamwork

Thrift

Time

Tradition

Travel

Trust

Truth

Understanding

Uniqueness

Usefulness

Vision

Vulnerability

Wealth

Well-being

Wisdom

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 85

What am I taking away

with this new trauma-informed lens

What is the deﬁnition of ‘Authentic’?

What does being our ‘Authentic Self’ give us?

What are some characteristics of an Authentic Coach?

What is the difference between Empathy, Compassion, and Sympathy?

What is the difference between a Value and a Belief?

Why is ranking a Value so important?

Why is working with Belief important in Trauma Coaching?

If we know our Values, what are we more likely to have?

QUESTIONS

TO EXAMINE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

LEARNING OUTCOMES

DAY 8

• Emotional Intelligence: I can deﬁne the term

‘Emotional Intelligence’ and describe some ways

to use it to deepen awareness and connection

in coaching.

• Perceptual Positions: I can deﬁne 4 different

perceptual positions..

• Aligning Perceptual Positions: I can explain the

beneﬁt of taking on different perspectives for greater

insight.

• Aligning Perceptual Positions (Exercise): I can

practice coaching clients to shift perspectives and

expand awareness.

What permission can I give

myself today that supports my

learning intentions?

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 87

Individuals with emotional intelligence

(EQ) demonstrate more robust neural

pathways between the brain’s

thalamus, which processes emotional

stimuli, and the prefrontal cortex,

responsible for higher-order thinking

and decision-making. This neurological

connection enables individuals to

effectively regulate both their own

emotions and those of others by

remaining engaged, present, and

attuned to the interplay of thoughts

and feelings.

Emotional intelligence can be

understood in two distinct domains:

Personal Competence: This refers to the

capacity to maintain awareness of one’s

emotions and manage one’s behavior in

a way that leads to personal growth and

improved habits.

Social Competence: This encompasses

the ability to recognize and understand

the moods, behaviors, and motivations

of others, fostering stronger and more

meaningful relationships.

EMOTIONAL

INTELLIGENCE

As human beings, we are inherently

emotional creatures, and our brains are

hardwired to prioritize emotional responses.

Our initial reaction to any event is invariably

emotional, even if we are not consciously

aware of it. This aspect of the emotional

response is largely automatic, and we have

little control over it unless we are in a

dissociative state, in which case emotional

responses may be absent.

However, we do have the capacity to

manage the thoughts that follow our

emotional reactions, and we can exert

considerable inﬂuence over our subsequent

behaviors, provided we remain mindful of

our emotions. Cultivating this awareness

and control requires practice and intention-

ality. Developing new emotional habits can

be challenging at ﬁrst, but with repeated

effort, the brain can be trained to make

these behaviors habitual.

To be truly self-aware is to understand

oneself as one truly is.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

In trauma-informed coaching, the abili-

ty to shift between different perceptual

positions—‘SELF,’ ‘OTHER,’ ‘OBSERVER,’

and ‘WE/US’—can play a pivotal role in

helping clients gain clarity and insight

into their circumstances.

The ‘SELF’ Position

This position refers to how we perceive

and experience the world around us. It

is grounded in our own personal reality,

shaped by our emotions, memories, and

subjective experiences. While important

for maintaining self-awareness, remain-

ing in this position alone can narrow our

perspective, as it limits our understand-

ing to our individual viewpoint.

The ‘OTHER’ Position

This is where we adopt the perspective of

someone else, stepping into their shoes

to see the world from their vantage point.

It allows us to understand how another

person may be experiencing a situation.

In trauma-informed coaching, this shift

can encourage empathy, deeper under-

standing, and broader insight, fostering

new ways to engage with others who

may have different emotional or experi-

ential realities.

The ‘OBSERVER’ Position

Here, we adopt a neutral stance, step-

ping back from both our own perspective

and that of others. From this position, we

observe the situation as though watch-

ing it unfold from a distance, much like

viewing a scene from a movie. This disso-

ciation reduces emotional involvement,

offering an opportunity for objective

analysis of the dynamics at play, which

can be particularly valuable for clients

navigating trauma.

The ‘WE/US’ Position

This position is about looking at the

situation from the perspective of the

collective—the whole system. It involves

taking into account the well-being of the

group or relationship and asking, “What

is best for everyone involved?” This

broader viewpoint encourages a system-

ic approach to problem-solving, where

solutions are considered in the context

of their impact on the entire group.

By helping clients shift between these

different perceptual positions, trau-

ma-informed coaches enable them to

see their situation from multiple angles.

This process can illuminate blind spots,

reduce emotional reactivity, and create

space for greater problem-solving and

growth. It helps clients step out of any

one perspective, especially if they feel

“stuck” in their own, and allows them to

engage with situations more ﬂexibly

and creatively.

Ultimately, becoming adept at shifting

between these perceptual positions

can foster greater empathy, enhance

decision-making, and empower clients

to navigate complex challenges with a

more holistic and balanced perspective.

PERCEPTION

OF POSITIONS

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 89

ALIGNMENT PERCEPTUAL

POSITIONS: EXERCISE

EXPLORING PERSPECTIVES ON AN ISSUE/

INTERACTION

This exercise aims to help partners explore

an issue or interaction from multiple

perspectives using the VAK (Visual,

Auditory, Kinesthetic) model.

Instructions

Partner A and Partner B will take turns

being the coach and the client.

Partner A (client) selects an issue or

interaction they have experienced. It can be

something recent or something they have

been reﬂecting on.

Step 1: Self (1st Position)

Invite the client to describe the issue/

interaction from their own perspective.

Coach asks: What are you seeing, hearing,

and feeling? (VAK) Simply listen and

observe.

Step 2: Other (2nd Position)

Now, invite the client to step into the shoes

of the other person involved in the issue/

interaction.

Coach asks: If you were them, what would

you be seeing, hearing, and feeling? (VAK)

Continue listening and observing.

Step 3: Observer (3rd Position)

Invite the client to take on the role of a

neutral observer, someone who is not

directly involved in the issue/interaction.

Coach asks: What observations can you

make as a bystander about how both

the ‘self’ and ‘other’ are reacting?

What are the dynamics at play?

Listen and take mental notes.

Step 4: We or Us (4th Position)

If relevant, invite the client to expand their

perspective to consider the impact of the

issue/interaction on the whole system or

group involved.

Coach asks: What effect might this issue/

interaction be having on the overall

system? Listen attentively.

Step 5: Debrief

Coach share your observations and

reﬂections with the client.

Discuss what insights were gained from

viewing the issue/interaction from

different perspectives.

Switch Roles

After completing the exercise, switch

roles so that client becomes the coach and

coach becomes the client.

Repeat the process with a different issue/

interaction if possible.

This exercise will help partners practice

shifting perspectives and develop a deeper

understanding of how different viewpoints

can impact their perception of an issue

or interaction.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

What am I taking away

with this new trauma-informed lens

The two areas of Emotional Intelligence are what?

What are the four Perceptual Positions that we view from?

Why might it be essential to look at these different positions?

How much might our perception affect our view of life?

Being solely ‘stuck’ in one position limits our growth and prevents what?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 91

LEARNING OUTCOMES

DAY 9

• TICC Step 5 (Key Developments): I can help

clients notice moments that spark change.

• The Spiral of Healing: I can frame healing as a

spiral, not a straight line.

• Spiral of Healing (Exercise): I can guide clients

to explore their own healing spiral.

• Grounding & Regulation: I can share

grounding and regulation methods that support

regulation and resilience.

• Self-Regulation & Body Awareness: I can

coach clients in body awareness and

self-regulation.

• Power of Prevention: I can support my client

to build plans to manage stress responses and

build resilience.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

KEY

DEVELOPMENTS

Key Developments refer to the signiﬁcant

insights or discoveries the Client makes

during the session. These reﬂect new

information that emerges in support of the

Client’s goal. To guide the Client in moving

forward, consider the following questions:

What new information was uncovered

during the conversation that supports your

goal? What are the next steps or actions

toward achieving your desired change?

Encourage the Client to summarize any

shifts in perception, changes they have

identiﬁed, and what they now wish to

pursue. What have they recognized as

actionable steps to achieve their desired

outcome? Ask them to reﬂect on key

takeaways from the session.

Reﬂection Questions

1. What new awareness or learning

emerged for you today?

2. What are the initial steps toward

what you want to accomplish?

3. How will these steps support your

progress moving forward?

4. Are we still aligned with achieving

your overall goals?

As the session concludes, help the

Client reﬁne any action steps that

will positively support their progress.

Additionally, explore what other

resources or support might be

necessary for them to reach their

desired outcome.

TICC STEP 5

What substantial pieces were

uncovered? What information was

extracted or developed in the

conversation that can support the

next steps in accomplishing the

‘desired change’?

CORE COMPETENCIES: 5, 6, 8

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 93

Healing from trauma is a complex and

multi-layered process. It is not a straight-

forward, linear progression but rather

one that often unfolds in spirals. As

individuals work through traumatic

memories, betrayals, and emotional

wounds, they revisit these experiences

multiple times, each time uncovering

deeper layers. This iterative process

reﬂects the dynamic nature of healing,

where each stage leads to further

integration and growth, allowing the

individual to gradually expand their

emotional capacity and resourcefulness.

Healing is deeply personal and varies

from one person to another. Each

trauma survivor’s experience is unique,

and consequently, their healing journey

will follow a distinct path. Some may

move through different stages of

healing once, while others may

cycle through these stages many times,

sometimes in varying sequences. This

reﬂects the ﬂuidity of trauma process-

ing, where progress is not measured

by a linear ascent but by the ability to

revisit and reprocess experiences with

greater insight and resilience.

THE SPIRAL

OF HEALING

With each stage of healing, individuals

ascend the metaphorical spiral, integrating

new insights, accessing a broader range of

emotions, and developing more effective

coping mechanisms. This process allows for

profound personal transformation, marked

by increased self-awareness, self-compas-

sion, and the ability to care for oneself in

deeper ways. It is essential to honor each

step of this journey, recognizing the

signiﬁcance of the progress made, no

matter how incremental it may seem.

The concept of the “spiral of healing”

emphasizes that healing is a deeply indi-

vidualized experience. The spiral metaphor

illustrates the cyclical yet upward-moving

nature of recovery, where each return to

past wounds is an opportunity for deeper

healing and greater integration.

As Miriam Greenspan eloquently states,

“A healed life is always a work in progress,

not a life devoid of all traces of suffering, but

a life lived fully, deeply, and authentically,

compassionately engaged with the world.”

Healing, in this sense, is not about the

complete eradication of pain or trauma

but about living a life that is enriched by

the lessons learned from suffering,

characterized by depth, authenticity, and

compassionate engagement with both

oneself and the world.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

REFLECT ON YOUR HEALING JOURNEY

You can choose to draw your healing journey

or simply take some time for self-reﬂection.

1. What recurring pattern or reaction have

you noticed in yourself?

2. Does it feel like a circular loop, or can you

see a spiral where there’s some progression?

3. Do these patterns feel repetitive, or do you

sense growth?

4. Can you recognize patterns or reactions

that you’ve successfully moved beyond?

5. Can you embrace and celebrate your

healing journey?

6. If not, what’s holding you back? Explore

the reasons behind it.

7. How long did it take for you to navigate

through these patterns or situations? Was it

a week, a month, or perhaps longer?

8. What range of emotions did you experi-

ence before you reached a resolution? (e.g.,

loneliness, anger, resentment, jealousy, etc.)

9. When the events or situations ﬁrst oc-

curred, how much did they impact you on

a scale from 1 to 10? (1 = ‘not at all’, 10 = ‘a

great deal’)

10. Now, when you reﬂect on them today,

how much do they affect you using the

same scale?

11. What actions or steps did you take that

helped you process and heal from the

events or situations?

THE SPIRAL OF HEALING

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 95

An Overwhelmed Client or Coach

An overwhelmed state in either the

client or the coach often indicates that the

session is progressing at a pace that is too

rapid. A client experiencing overwhelm

cannot fully beneﬁt from a coach who is

also overwhelmed and unable to maintain

Coaching Presence. It is essential for both

the coach and the client to remain

grounded, staying connected to their body,

the environment, and the present

moment. The following techniques are

useful for managing overwhelm in

coaching sessions:

Process Slowing

The ability to decelerate the session is

crucial for both the client and coach.

Implementing intentional pauses, or

“applying the brake,” allows for the

processing of emerging thoughts and

emotions. This prevents either party from

becoming overwhelmed and supports a

more reﬂective and measured exploration

of the client’s experience.

GROUNDING METHODS

& CLIENT REGULATION

Body Sensations

Heightened awareness of bodily

sensations in various environments or

situations can serve as a key tool for

emotional regulation. By helping clients

become more attuned to the sensations

they are experiencing, coaches can

signiﬁcantly reduce feelings of

overwhelm in their clients’ daily lives.

Increased bodily awareness creates a

sense of control and safety, contributing

to a calmer, more grounded state.

Anchoring

Anchoring involves reconnecting with

one’s strengths and inner resources to

create stability in the face of external

stressors. When faced with triggers,

cognitive distortions, or other negative

stimuli, anchoring techniques can be

highly effective. Establishing both

physical and mental anchors provides a

support system for managing overwhelm

as it arises.

Self-Soothing

Self-soothing techniques can facilitate

the release of hormones such as

oxytocin, dopamine, and serotonin,

promoting feelings of peace, harmony,

and connection with oneself and others.

It is important to explore and identify, in

collaboration with the client, strategies

that foster self-awareness and enable

them to soothe themselves into more

regulated, calmer states.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

GROUNDING METHODS

& CLIENT REGULATION

FURTHER CONSIDERATIONS

Working with the sensory system gives us

different avenues to explore regulation and

grounding techniques.

Sight (Visual): Engage in the visualization

of a serene and peaceful image, allowing

your mind to focus on details that evoke a

sense of calm and tranquility. This mental

imagery can serve as a powerful tool to

ease stress and foster relaxation.

Sound (Auditory): Listen to music or spo-

ken word that resonates with you, a favorite

songs or an audio-book of poetry. There

are no strict guidelines for this; the key is

to immerse yourself in sounds that bring

comfort and calm, allowing your auditory

senses to support emotional regulation.

Touch (Kinesthetic): Engage in physical

movement such as stretching, exercising,

or playing a physical game. This connec-

tion to your body through movement helps

ground you in the present moment, releas-

ing physical tension and promoting overall

well-being.

Scent (Olfactory): Light a scented candle,

incense, or essential oils that appeal to you.

The sense of smell can have a powerful

inﬂuence on mood and emotions, and

choosing a scent that soothes you can

enhance your sensory experience of calm.

Breathing: Practice controlled breathing

by inhaling deeply through your nose and

exhaling through your mouth. This mindful

breathing technique supports the body’s

natural ability to relax and can help soothe

both the body and mind.

Taste: Indulge in a small, intentional treat

or prepare one of your favorite hot drinks.

The goal is to savor the taste mindfully,

allowing yourself to enjoy the experience

without overindulgence, fostering both

pleasure and balance.

Self-Compassion: Speak to yourself in a

compassionate, kind, and positive voice.

This practice can promote emotional

resilience and self-acceptance, reducing

self-criticism and enhancing your ability to

cope with stress.

Meditation and Mindfulness: Cultivate a

simple awareness of your surroundings.

Focus on what you see, hear, smell, and

feel in the present moment. This practice

encourages mindfulness and strengthens

your ability to remain centered in the here

and now, enhancing emotional stability

and mental clarity.

Mental Break: Step back from the

immediate situation to observe it from

a distance, free of judgment. This pause

allows you to gain a different perspective,

fostering a clearer and more balanced view

of the challenges you are facing. By doing

so, you create space for thoughtful

reﬂection, which can lead to more effective

decision-making and emotional regulation.

Incorporating these sensory and mind-

fulness practices into your routine creates

greater emotional balance, self-awareness,

and a deeper connection with the present

moment, supporting overall well-being.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 97

EXPLORING SELF-REGULATION & BODY

AWARENESS

To help participants deepen their under-

standing of self-regulation and body aware-

ness through guided reﬂection and shared

experience.

Instructions

Divide into dyads. One participant will be the

”Client,” and the other will be the ”Coach.”

Invite the client to take a moment to scan

their body, ask them to note any areas of

tension, comfort, or speciﬁc sensations.

After they have scanned, invite them to

reﬂect silently on a recent experience where

self-regulation was challenging.

Ask what bodily sensations they notice

during that moment? Were there any

changes in breath, muscle tension, or heart

rate? After this silent reﬂection, invite the

client to share their observations with the

coach.

Coach

The coach will practice active listening,

offering a non-judgmental and empathetic

presence. They will use body language and

minimal encouragers.

The coach will refrain from offering advice or

interpretations, focusing solely on creating

a safe space for the client to explore their

experience.

Switch roles and repeat the exercise.

Debrief Together

After both participants have had a turn,

come together to discuss the experience.

Consider these questions

How did it feel to focus on body sensations

during moments of self-regulation?

What insights did you gain about your own

self-regulation patterns?

How did the act of listening without

judgment impact the sharing process?

This exercise aims to foster awareness of

the body’s signals during self-regulation

and enhance the ability to be present and

supportive in a dyadic interaction.

SELF-REGULATION & BODY

AWARENESS EXERCISE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

Be Present “Here/Now”

In trauma-informed coaching, it is

important to support clients in

maintaining awareness of the present

moment. When clients become over-

whelmed or appear to be spiraling into

past trauma (“down the rabbit hole”), it is

the coach’s role to gently guide them

back to the ‘here and now.’

Resetting the Nervous System

Trauma disrupts the body’s physiological

balance and alters the nervous system,

often leaving clients feeling as though

they are exerting effort but making little

progress. Employing regulation techniques

helps to restore the nervous system’s

balance, allowing clients to continue their

healing work more effectively.

Identifying Maladaptive Patterns

It is important to observe recurring

behaviors or thought patterns that may

be impeding the client’s progress. Engage

the client in a reﬂective process by asking

whether these patterns contribute to their

healing journey or present obstacles.

Framing Healing as Adaptation

Encouraging clients to view trauma

recovery as a skill of adaptation offers

a constructive re-frame. By positioning

healing as a process that can be honed

and adapted to, clients may adopt a more

empowering perspective on

their progress.

Developing Emotional Intelligence

Helping clients navigate their emotions

without being overwhelmed is a key to

trauma recovery. Emotional regulation

WHERE AM I?

LEARNED TECHNIQUES

enables clients to manage triggers and

strengthens their emotional resilience,

which is needed for long-term healing.

Cultivating Inner Peace

Explore with clients the places and

activities that create a sense of peace.

Encourage the creation of safe

environments where they can rest

from the intense work of healing

without losing momentum in their

recovery process.

Integrating Body, Mind, and Spirit

Trauma recovery is a holistic process,

requiring the alignment of body, mind,

and spirit. By engaging in the healing

journey, clients come to terms with

their experiences, leading to a sense of

wholeness and integration.

Personal Integration

The process of healing often leads to

personal transformation. Supporting

clients in integrating this new sense

of self is a phase in trauma recovery,

enabling them to navigate life as the

individuals they have become.

Contribution to Others

Contributing to the well-being of

others who have experienced trauma

can play a role in the client’s own

healing. Facilitating conversations

around how clients can give back

creates a sense of purpose and

community, which can enhance their

recovery journey.

SELF REFLECTION EXERCISE

TO MEASURE LEARNING TO DATE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 99

WHERE AM I AT?

Scale each regulation technique, where one (1) “you haven’t started” and where ten (10) “you

feel complete”. Then pick one or more of these that feel appropriate to you and to create your

next steps to further support you moving forward.

BE PRESENT (HERE/NOW) 1 o o o o o o o o o o 10

RESET THE NERVOUS SYSTEM 1 o o o o o o o o o o 10

SEARCHING FOR PATTERNS 1 o o o o o o o o o o 10

ADAPTATION 1 o o o o o o o o o o 10

EMOTIONAL INTELLIGENCE 1 o o o o o o o o o o 10

CREATING YOUR PEACE 1 o o o o o o o o o o 10

CONNECTING: Body, Mind, Spirit 1 o o o o o o o o o o 10

INTEGRATION 1 o o o o o o o o o o 10

CONTRIBUTION 1 o o o o o o o o o o 10

What areas in your life could benet from closer attention?

How attentive are you to your own needs?

Can you approach structure as a friend or do you rebel against structure, even when you are

the one who has chosen it?

Scan through your life and look at which of the routines (structures) are helpful to you and

which are not. If your life feels a little chaotic, what might help steady it?

WHERE AM I? LEARNED

TECHNIQUES: EXERCISE

SELF REFLECTION EXERCISE

TO MEASURE LEARNING TO DATE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

100

We can proactively support clients

by addressing potential obstacles

before they arise, utilizing the power of

prevention. By prompting clients with

targeted questions such as, “What

potential challenges do you foresee?”

and “How might you manage those

challenges?” we collaboratively create

a comprehensive action plan. This plan

becomes especially valuable when the

prefrontal cortex, responsible for

executive functioning, is compromised

during moments of stress or

dysregulation. By having strategies in

place, clients are better prepared to

respond rather than react when

cognitive functioning is impaired.

Working with clients on interventions

such as mindfulness practices,

meditation exercises, psycho-education,

emotion regulation strategies, and

positive visualization can further

enhance their ability to navigate

challenging situations. These techniques

foster a greater sense of self-awareness

and emotional control, equipping

clients to handle stress with increased

resilience.

THE POWER

OF PREVENTION

By calming the brain’s fear center,

speciﬁcally the amygdala, we can

shift focus toward activating and

strengthening the prefrontal cortex,

which is critical for higher-order

thinking and emotional regulation.

Techniques that facilitate this shift allow

clients to engage in more deliberate

and thoughtful responses, rather than

becoming overwhelmed by fear-based

reactions.

Planning how clients will manage

stress responses before they occur can

be transformative. One of the most

effective methods to mitigate the

effects of amygdala hijacking is through

preventive strategies. By fostering

emotional intelligence and equipping

clients with tools to regulate their

emotional responses, we increase their

ability to control the amygdala’s

inﬂuence during heightened states of

arousal. This preventative approach can

signiﬁcantly enhance clients’ capacity

to remain calm and composed, even in

stressful or triggering situations,

ultimately improving their overall

emotional and cognitive functioning.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 101

What am I taking away

with this new trauma-informed lens

The Spiral of Healing refers to what?

How does the Spiral of Healing help us?

What are some tools and techniques that we use for Grounding?

What simple question might we ask that gives ‘power’ to prevention?

What is involved with sensory work?

What Coaching Techniques can we us with clients?

QUESTIONS

TO EXAMINE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

102

LEARNING OUTCOMES

DAY 10

• TICC Step 6 (Commitment): I can design questions

that help clients commit to meaningful next steps.

• Managing Accountability: I can support clients in

staying accountable compassionately.

• Post-Traumatic Growth: I can coach clients to

recognize what post-traumatic growth takes.

• Post-Traumatic Growth: I can coach clients to

recognize what post-traumatic growth look like.

• Post-Traumatic Growth (Exercise): I can coach

clients using questions and tools that explore their

Post-Traumatic Growth.

What permission can I give

myself today that supports my

learning intentions?

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 103

COMMITMENT

How will the Client commit to their next

steps? What potential obstacles could

hinder their commitment and block their

success? As Coaches, our role is to guide

the Client in honoring their promise to

themselves and recognizing the value of

the work they have done. The level of

commitment should align with the Client’s

capacity, ensuring that the actions remain

achievable to prevent overwhelm.

By asking questions like, “What may be

the cost of not succeeding in this?” we can

help the Client uncover deeper meaning

and work toward successful outcomes.

It is important to incorporate the mind,

body, and spirit in this exploration, allowing

for a holistic integration of the commitment.

This approach enables the Client to take an

active role in their healing process, fostering

a sense of progress and control.

Reﬂection Questions

1. Why is this important to you?

2. What potential challenges

might arise?

3. How might you handle these

challenges?

4. What plan could you have in place if

obstacles occur?

5. How might I, as your Coach, support

you in enhancing accountability, or

who else could partner with you in this

process?

By facilitating this reﬂection, we help

Clients strengthen their commitment

and create a pathway toward

meaningful progress.

TICC STEP 6

Coach them to ‘hold’ their promise

to themselves and to value the work

they have done. (Measurement).

CORE COMPETENCIES: 5, 6, 8

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

104

WHO CAN WE CONTROL?

It is an overreach to believe that we have

control over every situation or individ-

ual who enters our lives. What remains

within our control is how we choose to

respond to the circumstances and

people around us. As practitioners, we

guide our clients to understand that

striving to control external situations

can be mentally and physically draining,

often leaving them feeling exhaust-

ed and dis-empowered. By cultivating

self-awareness, clients can effectively

manage their expectations and

conserve their energy for the aspects

of life they can truly inﬂuence.

EMBRACING ALL EMOTIONS

Emotions are often misunderstood and

stigmatized. Many individuals spend

their lives attempting to control, escape,

or suppress their emotions due to a lack

of understanding. This manifests in

various ways, such as through

addictions to substances, compulsive

behaviors, or other self-destructive

tendencies, all aimed at numbing

emotions or eliciting alternative

sensations. In trauma-informed

coaching, we help clients acknowledge

and embrace the full spectrum of their

emotional experiences. By expanding

their emotional literacy, clients can

better identify, express, and regulate

their emotions, leading to self-aware-

ness and emotional resilience.

MANAGING

ACCOUNTABILITY

AVOIDING CO-DEPENDENCY

When we cultivate a co-dependent

relationship with our clients, we risk

reinforcing a dis-empowering narrative

that they are incapable of managing

their own trauma and require rescuing.

This dynamic creates a hierarchical

relationship that is not conducive to

the client’s growth. Trauma-informed

coaches, by contrast, approach clients

as capable, resourceful individuals who

possess the inner wisdom needed to

navigate their healing journey. Our role

is to empower clients, fostering a sense

of autonomy and agency, while offering

compassion, presence, and insightful

questions that facilitate deep processing

and personal growth.

EMPOWER THE HEALING PROCESS

Clients can understand that healing

is a process that may take longer than

initially expected. Yet, this extended

journey is worthwhile, as they are worthy

of the time and effort required for their

healing. In trauma-informed coaching,

we reinforce the message that clients

are in control of their healing path,

shaping what healing looks like and how

it unfolds. Our role is to walk alongside

them, without imposing an agenda or

desired outcome, while they integrate

new insights and approaches. Ultimate-

ly, clients are empowered to deﬁne

when they feel healed, whole, or content

with the life they choose to create.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 105

POST-TRAUMATIC

GROWTH TAKES

Self-Awareness

Encouraging clients to actively

participate in their healing journey is

crucial. Providing them with the space

needed to process emotions is required

for facilitating emotional work. With

sustained self-awareness comes the

development of resilience. Since trauma

can be pervasive and overwhelming, it

is important for clients to actively work

to avoid being consumed by it. Regular

reﬂection and mindful practices can en-

hance their ability to maintain a healthy

distance from traumatic experiences

while creating self-awareness.

Emotional Stability

Clients must be able to tolerate and

navigate the emotional intensity and

tensions that may arise in sessions.

Without emotional regulation, clients

risk experiencing dissociation, over-

whelm, or other adverse reactions.

Encouraging clients to stabilize their

emotions through the act of naming

and articulating them is a powerful.

By recognizing and processing their

feelings, clients can cultivate emotional

intelligence, which in turn empowers

them to take control of their healing.

Grounding exercises help clients remain

present (“here and now”), and promote

clear thinking and emotional regulation.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

106

POST-TRAUMATIC

GROWTH TAKES

Your People

Helping clients identify trustworthy individu-

als who can support their healing process is

valuable. Exploring whether they are missing

anyone who could provide different forms

of support or encouraging clients to engage

in local or social involvement allows them to

become part of something larger than

themselves, fulﬁlling their need for

connection and belonging. It is important

that clients establish and rely on a supportive

network of individuals who positively

contribute to their healing journey.

Personal Wellness

Self-care manifests in unique ways depend-

ing on the individual. We want to empower

clients to determine the self-care practices

that work best for them while supporting

them in building resilience in this area if

self-care is lacking. Encouraging clients

to track their progress and reﬂect on their

feelings during active and inactive self-care

periods can help ensure optimal outcomes.

Restoring what was diminished by trauma

is part of this process, and practicing

self-compassion helps long-term healing.

Commitment to Healing

A positive mindset and a commitment to

the healing process are important. Training

the mind not to give up but to persist with

purpose helps clients overcome obstacles.

Clients must remember that they are not

broken and possess the inner resources for a

successful journey. Trauma does not deﬁne

their identity. When difﬁculties arise, clients

can rely on their prepared list of grounding

and centering tools to stay centered and

focused on their healing goals.

Professional Support

It is important for clients to seek trained

professionals whom they can trust. A vari-

ety of support options are available, and it is

worth ensuring a strong therapeutic alliance

where clients feel safe. Professional support

may include education, behavior manage-

ment, or therapeutic modalities tailored to

speciﬁc issues, all of which can be valuable

for the healing process.

Seeking Balance

Practicing regulation techniques before

being triggered is effective for emotional

regulation. Learning how to shift from the

sympathetic to the parasympathetic nervous

system provides clients with the conﬁdence

needed in times of stress. Repeated practice

of regulation techniques enables automatic,

unconscious responses in moments of

distress. Clients who can recognize early

signs of disturbance are better equipped to

manage stress before it escalates. Creating

a list of grounding options can help them

maintain focus on their overall well-being.

Staying Active & Healthy

Physical activity releases endorphins and

promoting feelings of groundedness. The

increased oxygen and blood ﬂow from

exercise help alleviate the stress and anxiety

that are often present in trauma imprints. It

is important to recognize that the body may

take time, up to 26 hours or more, to recover

from the effects of stress hormones.

Without adequate relief, chronic stress can

extend its impact for days, months, or even

years, potentially leading to long-term

physical and mental health issues. Regular

exercise and movement are therefore

integral components of a trauma-informed

recovery process.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 107

Moving Beyond the Past

Living more in a parasympathetic

nervous system state marked by calm

and relaxation is a key aspect of trauma

recovery. This shift promotes greater

emotional stability and resilience, allowing

clients to engage in healing from a place

of inner peace.

Transforming Labels

Clients who have been assigned medical

labels for the purpose of treatment and

documentation may ﬁnd that these labels,

while necessary, can impede their recovery

process. Such labels can reinforce a ﬁxed

identity around trauma, potentially hinder-

ing progress. Working with clients to move

beyond these labels can foster a greater

sense of agency and healing.

Cultivating Hopeful Outlooks

Trauma often undermines an individu-

al’s sense of the future, making it difﬁcult

to envision any positive prospects. A key

indicator of recovery is the re-emergence

of purpose and a forward-looking mindset,

where clients begin to plan and look ahead

with hope and intention.

Shifting the Narrative

Letting go of old stories or habits that no

longer serve a constructive purpose is a

freeing part of the healing process. Clients

are encouraged to release narratives root-

ed in trauma and adopt new perspectives

that support their growth and well-being.

POST-TRAUMATIC

GROWTH LOOKS LIKE

Ability to Self-Regulate

The ability to self-regulate is essential for

reintegration into society and for behav-

ioral health. Developing emotional and

physiological regulation enables clients

to interact in ways that foster acceptance

and understanding within their social

environments. This self-regulation is a

cornerstone of trauma recovery.

Liberating the Self from Victimization

As clients progress in their healing,

they transition from an identity centered

around victim-hood to one based on

rational, fact-based responses to

perceived threats. No longer identifying

as victims, clients begin to reclaim control

over their lives, responding to challenges

with resilience and clarity.

Symptom Management

One sign of signiﬁcant progress in

trauma recovery is when symptoms no

longer dominate everyday life. While

symptoms may persist, they become

manageable, allowing clients to engage

more fully in daily activities without being

overwhelmed.

Awakening to Growth & Resilience

As clients shed the identity of victim-hood,

they can embrace a survivor’s mentality,

recognizing their capacity for growth and

transformation. This shift has a deepened

sense of self-worth and resilience, allow-

ing clients to see themselves as agents of

their own recovery and development.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

108

MAINTAIN A TRAUMAINFORMED

COACHING PRESENCE

Maintaining a trauma-informed

coaching presence means being

grounded, attuned, and emotionally

regulated while creating a space where

clients feel safe, respected, and

empowered. The coach embodies

steadiness and empathy, remaining

aware of both verbal and non-verbal

cues that may indicate a client’s comfort

level or distress. Presence in this context

involves deep listening, beyond words,

to emotion, tone, and body language.

It requires curiosity without intrusion

and awareness without judgment.

A trauma-informed presence also

includes pacing the conversation

thoughtfully, allowing silence when

needed, and consistently reinforcing

choice, control, and autonomy so that

clients can engage at a level that feels

right for them.

This form of presence acknowledges the

mind-body connection and

supports co-regulation. The coach’s

calm and compassionate energy can

serve as a model for safety and trust,

inviting the client’s nervous system to

settle. Through consistent mindfulness,

reﬂection, and self-awareness, the coach

holds a space where insight and healing

can emerge organically, grounded in

mutual respect and collaboration.

PRESENCE, PARTNERSHIP,

AND PROGRESS

COLLABORATIVELY CREATE SOLUTIONS

Trauma-informed coaching emphasizes

working with clients rather than directing

them. Collaborative solution-building invites

the client into equal partnership, where their

voice and lived experience are central to

every decision. The coach helps identify

goals and possibilities through inquiry

that is compassionate, non-coercive, and

empowering. This process recognizes that

individuals recovering from trauma often

need to reclaim agency; therefore, collabora-

tion ensures that solutions are not imposed

but co-created, enhancing a sense of

ownership and conﬁdence.

Together, coach and client explore multiple

pathways forward, testing what feels

achievable and aligned with the client’s

values and readiness. The focus remains

on achievable steps rather than perfection,

allowing ﬂexibility as the client’s self-aware-

ness deepens. This shared approach

promotes trust, resilience, and sustainable

change, reﬂecting the understanding that

healing and growth thrive in relationships

built on equality, respect, and authentic

dialogue.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 109

ACKNOWLEDGE THAT HEALING

IS A JOURNEY

In trauma-informed coaching, healing is

viewed as an ongoing process rather than a

single moment of transformation. It unfolds

at the client’s own pace, inﬂuenced by

readiness, context, and self-compassion.

Coaches recognize that progress may

include both movement forward and

moments of pause or regression. This

perspective honors the non-linear nature of

healing and allows clients to see their growth

as a continuum rather than a series of ﬁxed

outcomes.

By normalizing the idea that healing

takes time, coaches help clients release

unrealistic expectations and cultivate

patience with themselves. The emphasis

shifts from “arriving” to “becoming,”

supporting small, meaningful steps that

rebuild trust, conﬁdence, and connection.

Through reﬂection and gentle inquiry, the

coach validates the client’s experience,

celebrates resilience, and reinforces that

each stage of the journey holds value in

developing greater awareness and

wholeness.

RELEASE PERSONAL AGENDAS &

LET GO OF THE OUTCOME

A trauma-informed coach recognizes that

holding tightly to speciﬁc outcomes can

unintentionally replicate power dynamics

that disempower clients. Instead, the focus

is on process, presence, and partnership.

Releasing personal agendas means letting

go of the coach’s desire to direct or achieve a

particular result and trusting the client’s

inner wisdom and timing. The coach

supports discovery rather than direction,

remaining open to whatever insights or

shifts emerge naturally.

Letting go of the outcome also requires

emotional maturity and self-regulation.

The coach practices detachment from

expectations, allowing sessions to evolve

organically rather than forcing solutions.

This approach keeps the work client-

centered and honors autonomy, reinforcing

that healing and growth occur through

self-determination. By releasing control

and staying grounded in curiosity,

compassion, and respect, the coach holds

space for transformation that is authentic

and sustainable.

PRESENCE, PARTNERSHIP,

AND PROGRESS

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

110

LEARNING OUTCOME

Understand the emotional and physiological

shifts that mark post-traumatic growth.

Apply trauma-informed inquiry to explore

calm, choice, and renewed purpose.

Practice maintaining a grounded coaching

presence while supporting client agency.

Reﬂect on how regulation and narrative

transformation support healing and growth.

INSTRUCTIONS

Each student rotates through the three roles

of Coach, Client, and Observer.

Allocate 10 minutes per round.

ROLE 1: THE COACH

Your role is to guide with curiosity and

compassion, no advice, no ﬁxing.

Maintain soft tone, and relaxed posture to

promote co-regulation.

Use gentle trauma-informed prompts

(choose two or three):

• Moving Beyond the Past: “What helps you

live more fully in the present?”

• Calm & Regulation: “When do you notice a

sense of peace in your body?”

• Transforming Labels: “Are there old labels

or roles that no longer ﬁt?”

• Cultivating Hopeful Outlooks: “What feels

possible for you now that didn’t before?”

• Shifting the Narrative: “What story are you

beginning to tell yourself today?”

• Liberating the Self from Victimization:

“What does strength look like in your

life now?”

Awakening to Growth: “In what ways do you

notice resilience showing up?”

Keep awareness of pacing. Allow silence

and pause when needed. Invite, don’t probe.

Respect choice and readiness.

ROLE 2: THE CLIENT

Explore the prompts at your own comfort

level. There is no need to disclose details of

trauma, focus on insight, awareness, and

what is emerging now.

You may reﬂect on sensations of calm,

growth, and new identity. If emotions rise,

you may take a breath, stretch, or request a

pause, regulation is part of the learning.

ROLE 3: THE OBSERVER

Your role is to notice presence and process.

Observe the coach’s tone, body language,

pacing, and regulation cues.

Use this lens:

How did the coach create emotional safety?

Did the client show signs of grounding or

reﬂection?

What supported or disrupted calm

connection?

What coaching skills encouraged growth

rather than problem-solving?

POSTTRAUMATIC GROWTH

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 111

POST-TRAUMATIC GROWTH

EXERCISE

DEBRIEF IN TRIADS

Each person shares brieﬂy:

As Client: What new awareness or feeling of

growth emerged?

As Coach: What did you notice about

holding space for growth instead of story?

As Observer; What presence skills stood out?

This practice isn’t about retelling trauma.

It’s about noticing the ways growth,

meaning, and peace have begun to emerge.

REFLECT BRIEFLY:

What helps me live more in the present

than the past?

What signals tell me I am grounded

and safe?

What beliefs or stories am I ready to

redeﬁne?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

112

What am I taking away

with this new trauma-informed lens

Who do we have control over?

What things do we remember when moving toward Post-traumatic Growth?

What do we ‘believe in’ for our Clients even when they cannot?

A trauma-informed coach recognizes that holding tightly to outcomes does what?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 113

LEARNING OUTCOMES

DAY 11

• Starting a Conversation on Suicide: I can approach

suicide conversations in a regulated, caring and

ethical way.

• Assessing Risk: I can assess and respond to risk.

• Shame, Blame & Guilt: I can recognize these

emotions and generate questions that help clients

work through them in a healthy way.

• Boundaries & Triggers: I can maintain boundaries

and manage triggers.

• Coaching Activation: I can respond supportively

when clients are activated.

• The Three R’s: I can deﬁne and demonstrate

strategies to release, reframe, and redirect.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

114

LE SUICIDE

Le suicide is an 1897 book written by

French sociologist Émile Durkheim.

According to Durkheim, the term suicide

is applied to all cases of death resulting

directly or indirectly from a positive or

negative act of the victim themselves

which they know will produce this result.

He also believes that because of high

levels of ‘anomie’ (lack of the usual social

or ethical standards in an individual or

group), there are high levels of suicide.

In his view, suicide comes in four kinds:

Egoistic suicide reﬂects a prolonged

sense of not belonging and of not be-

ing integrated in a community. It results

from the person’s sense that s/he has

no tether. This absence can give rise to

meaninglessness, apathy, melancholy

and depression. Durkheim calls such

detachment “excessive individuation”.

Those individuals who were not suf-

ﬁciently bound to social groups (and

therefore well-deﬁned values, traditions,

norms and goals) were left with little

social support or guidance.

Altruistic suicide is characterized by

a sense of being overwhelmed by a

group’s goals and beliefs. It occurs in

societies with high integration, where in-

dividual needs are seen as less important

than the society’s needs as a whole. They

thus occur on the opposite integration

scale as egoistic suicide. As individual

interest would not be considered import-

ant, Durkheim stated that in an altruistic

STARTING A CONVERSATION

ON SUICIDE

society there would be little reason for

people to suicide. He described one excep-

tion: when the individual is expected to kill

themselves on behalf of society, for example

in military service.

Anomic suicide reﬂects an individual’s moral

confusion and lack of social direction, which

is related to dramatic social and economic

upheaval. It is the product of moral deregu-

lation and a lack of deﬁnition of legitimate

aspirations through a restraining social ethic,

which could impose meaning and order on

the individual’s conscience. This is symptom-

atic of a failure of economic development

and division of labor to produce Durkheim’s

organic solidarity. People do not know where

they ﬁt within their societies. Durkheim

explains that this is a state of moral disorder

where people do not know the limits of their

desires and are constantly in a state of dis-

appointment. This can occur when they go

through extreme changes in wealth. While

this includes economic ruin, it can also in-

clude windfall gains – in both cases, previous

expectations of life are brushed aside and

new expectations are needed before they

can judge their new situation in relation to

the new limits.

Fatalistic suicide occurs when a person is

excessively regulated, when their futures

are pitilessly blocked and passions violent-

ly choked by oppressive discipline. It is the

opposite of anomic suicide and occurs in

societies so oppressive their inhabitants

would rather die than live on. For example,

some prisoners might prefer to die than live

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 115

STARTING A CONVERSATION

ON SUICIDE

in a prison with constant abuse and exces-

sive regulation. Unlike the other concepts he

developed, Durkheim believed that fatalistic

suicide was theoretical and probably did not

exist in reality.

These four types of suicide are based on the

degrees of imbalance of two social forces:

social integration and moral regulation.

Conversations

It is normal for a person to feel anxious when

survivors talk about suicide. As Trauma-In-

formed Coaches, concern for the wellbeing of

others is a guiding principle, the fear of mis-

reading the situation and either underacting

or overreacting is natural.

Threatening Suicide

From 50% to 75% of people considering

suicide will give someone – a friend or rela-

tive – a warning sign. However, not everyone

who is considering suicide will say so, and not

everyone who threatens suicide will follow

through with it. Every threat of suicide should

be taken seriously.

Prevention

Suicide cannot be prevented with certainty,

but risks can often be reduced with timely

intervention. Research suggests that the best

way to prevent suicide is to know the risk fac-

tors, be alert to the signs of depression and

other mental disorders, recognize the warn-

ing signs for suicide and intervene.

Helping Out

People who receive support from caring

friends and family and who have access to

mental health services are less likely to act on

their suicidal impulses than are those who are

socially isolated. If someone you know is exhib-

iting warning signs for suicide don’t be afraid to

ask if he or she is depressed or thinking about

suicide. Ask if he or she is seeing another thera-

pist or taking medication. Rather than trying to

talk the person out of suicide, let him or

her know that depression is temporary and

treatable.

In some cases, the person just needs to know

that someone cares and is looking for the

chance to talk about his or her feelings. You

can then encourage the person to seek fur-

ther professional help.

Suicide Prevention

A suicidal person may not ask for help, but

that doesn’t mean that help isn’t wanted.

Most people who suicide don’t want to die—

they just want to stop hurting. Suicide pre-

vention starts with recognizing the warning

signs and taking them seriously. If you think

a friend or family member is considering

suicide, you might be afraid to bring up the

subject. But talking openly about suicidal

thoughts and feelings can

save a life.

Understanding & Preventing suicide

The World Health Organization estimates

that approximately 1 million people die each

year from suicide. What drives so many

individuals to take their own lives? To those

not in the grips of suicidal depression and

despair, it’s difﬁcult to understand what

drives so many individuals to take their own

lives. But a suicidal person is in so much pain

that he or she can see no other option.

Suicide is a desperate attempt to escape

suffering that has become unbearable.

Blinded by feelings of self-loathing,

hopelessness, and isolation, a suicidal person

can’t see any way of ﬁnding relief except

through death. But despite their desire for

the pain to stop, most suicidal people are

deeply conﬂicted about ending their own

lives. They wish there was an alternative to

suicide, but they just can’t see one.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

116

STARTING A CONVERSATION

ON SUICIDE

Common Misconceptions

FALSE: People who talk about suicide won’t

really do it. Almost everyone who attempts

suicide has given some clue or warning. Do

not ignore suicide threats. Statements like

“You’ll be sorry when I’m dead,” “I can’t see

any way out,” – no matter how casually or

jokingly said may indicate serious suicidal

feelings.

FALSE: Anyone who tries to kill him/herself

must be crazy. Most suicidal people are not

psychotic or insane. They must be upset,

grief-stricken, depressed or despairing, but

extreme distress and emotional pain are not

necessarily signs of mental illness.

FALSE: If a person is determined to kill him/

herself, nothing is going to stop them. Even

the most severely depressed person has

mixed feelings about death, wavering until

the very last moment between wanting to

live and wanting to die. Most suicidal people

do not want death, they want the pain to

stop. The impulse to end it all, however

overpowering, does not last forever.

FALSE: People who suicide are people who

were unwilling to seek help.

Studies of suicide victims have shown that

more than half had sought medical help in

the six months prior to their deaths.

FALSE: Talking about suicide may give

someone the idea. You don’t give a suicidal

person morbid ideas by talking about suicide.

The opposite is true—bringing up the subject

of suicide and discussing it openly is one of

the most helpful things you can do.

Source: SAVE – Suicide Awareness Voices of

Education

Warning Signs Of Suicide

Most suicidal individuals give warning signs

or signals of their intentions. The best way

to prevent suicide is to recognize these

warning signs and know how to respond if

you spot them. If you believe that a friend

or family member is suicidal, you can play a

role in suicide prevention by pointing out the

alternatives, showing you care and getting a

doctor or psychologist involved.

Major warning signs for suicide include talking

about killing or harming oneself, talking or

writing a lot about death or dying, and seeking

out things that could be used in a suicide

attempt, such as weapons and drugs. These

signals are even more dangerous if the person

has a mood disorder such as depression

or bipolar disorder, suffers from alcohol

dependence, has previously attempted

suicide, or has a family history of suicide.

Take any suicidal talk or behavior seriously.

It’s not just a warning sign that the person is

thinking about suicide—it’s a cry for help.

A more subtle but equally dangerous

warning sign of suicide is hopelessness.

Studies have found that hopelessness is

a strong predictor of suicide. People who

feel hopeless may talk about “unbearable”

feelings, predict a bleak future and state that

they have nothing to look forward to.

Other warning signs that point to a suicidal

mind frame include dramatic mood swings

or sudden personality changes, such as going

from outgoing to withdrawn or well-behaved

to rebellious. A suicidal person may also lose

interest in day-to-day activities, neglect his

or her appearance, and show big changes in

eating or sleeping habits.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 117

STARTING A CONVERSATION

ON SUICIDE

Suicide Warning Signs

TALKING ABOUT SUICIDE

Any talk about suicide, dying, or self-harm,

such as “I wish I hadn’t been born,” “If I see

you again...” and “I’d be better off dead.”

Seeking out lethal means, seeking access to

guns, pills, knives, or other objects that could

be used in a suicide attempt.

PREOCCUPATION WITH DEATH

Unusual focus on death, dying, or violence.

Writing poems or stories

about death.

NO HOPE FOR THE FUTURE

Feelings of helplessness, hopelessness,

and being trapped (“There’s no way out”).

Belief that things will never get better or

change. Self-loathing, self-hatred. Feelings of

worthlessness, guilt, shame and self-hatred.

Feeling like a burden (“Everyone would be

better off without me”).

GETTING AFFAIRS IN ORDER

Making out a will. Giving away prized

possessions. Making arrangements for family

members.

SAYING GOODBYE

Unusual or unexpected visits or calls to family

and friends. Saying goodbye to people as if

they won’t be seen again.

Withdrawing from others. Withdrawing from

friends and family. Increasing social isolation.

Desire to be left alone.

SELFDESTRUCTIVE BEHAVIOR

Increased alcohol or drug use, reckless

driving, unsafe sex. Taking unnecessary risks

as if they have a “death wish.”

SUDDEN SENSE OF CALM

A sudden sense of calm and happiness after

being extremely depressed can mean that

the person has made a decision to commit

suicide.

Suicide Prevention Tip #1: Speak Up If

You’re Worried

If you spot the warning signs of suicide in

someone you care about, you may wonder

if it’s a good idea to say anything. What

if you’re wrong? What if the person gets

angry? In such situations, it’s natural to feel

uncomfortable or afraid. But anyone who

talks about suicide or shows other warning

signs needs immediate help.

Talking To A Person

Talking to a friend or family member about

their suicidal thoughts and feelings can be

extremely difﬁcult. If you’re unsure whether

someone is suicidal, the best way to ﬁnd out

is to ask. You can’t make a person suicidal

by showing that you care. In fact, giving a

suicidal person the opportunity to express

his or her feelings can provide relief from

loneliness and pent-up negative feelings and

may prevent a suicide attempt.

Start A Conversation About Suicide

I have been feeling concerned about

you lately. Recently, I have noticed some

differences in you and wondered how you are

doing. I wanted to check in with you because

you haven’t seemed yourself lately.

Questions You Can Ask

When did you begin feeling like this?

Did something happen that made you start

feeling this way?

How can I best support you right now?

Have you thought about getting help?

What You Can Say That Helps

You are not alone in this. I’m here for you. You

may not believe it now, but the way you’re

feeling will change. I may not be able to

understand exactly how you feel, but I care

about you and want to help. When you want

to give up, tell yourself you will hold off for just

one more day, hour, minute – whatever you

can manage.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

118

STARTING A CONVERSATION

ON SUICIDE

When Talking To A Suicidal Person

DO: BE YOURSELF. Let the person know you

care, that he/she is not alone. The right words

are often unimportant. If you are concerned,

your voice and manner will show it.

LISTEN. Let the suicidal person unload

despair and ventilate anger. No matter how

negative the conversation seems, the fact

that it exists is a positive sign.

BE COMPASSIONATE. Your friend or family

member is doing the right thing by talking

about his/her feelings.

OFFER HOPE. Reassure the person that help

is available and that the suicidal feelings are

temporary. Let the person know that his or

her life is important to you. If the person says

things like, “I’m so depressed, I can’t go on,”

ask the question: “Are you having thoughts

of suicide?” You are not putting ideas in

their head, you are showing that you are

concerned, that you take them seriously, and

that it’s OK for them to share their pain with

you.

DON’T: ARGUE WITH THE SUICIDAL

PERSON. Avoid saying things like:

“You have so much to live for,” “Your suicide

will hurt your family,” or “Look on the bright

side.”

ACT SHOCKED, lecture on the value of life, or

say that suicide is wrong.

PROMISE CONFIDENTIALITY. Refuse to

be sworn to secrecy. A life is at stake and

you may need to speak to a mental health

professional in order to keep the suicidal

person safe. If you promise to keep your

discussions secret, you may have to break

your word.

OFFER WAYS TO FIX THEIR PROBLEMS, give

advice, or make them feel like they have to

justify their suicidal feelings. It is not about

how bad the problem is, but how badly it’s

hurting your friend or loved one.

BLAME YOURSELF. You can’t “ﬁx” someone’s

depression. Your loved one’s happiness, or

lack thereof, is not your responsibility.

Adapted from: Metanoia.org

Suicide Prevention Tip #2:

Respond Quickly In A Crisis

If a friend or family member tells you that he

or she is thinking about death or suicide, it’s

important to evaluate the immediate danger

the person is in. Those at the highest risk for

committing suicide in the near future have

a speciﬁc suicide PLAN, the MEANS to carry

out the plan, a TIME SET for doing it, and an

INTENTION to do it.

Level of Suicide Risk

LOW – Some suicidal thoughts. No suicide

plan. Says he or she won’t suicide.

MODERATE – Suicidal thoughts. Vague plan

that isn’t very lethal. Says he or she won’t

suicide.

HIGH – Suicidal thoughts. Speciﬁc plan that is

highly lethal. Says he or she won’t suicide.

SEVERE – Suicidal thoughts. Speciﬁc plan

that is highly lethal. Says he or she will

suicide.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 119

STARTING A CONVERSATION

ON SUICIDE

The following questions can help you

assess the immediate risk for suicide:

• Do you have a suicide plan? (PLAN)

• Do you have what you need to carry out your

plan (pills, gun, etc.)? (MEANS)

• Do you know when you would do it? (TIME)

• Do you intend to suicide? (INTENTION)

• If a suicide attempt seems imminent, call a

local crisis center, dial 911, or take the person

to an emergency room. Remove guns, drugs,

knives, and other potentially lethal objects

from the vicinity but do not, under any

circumstances, leave a suicidal person alone.

Suicide Prevention Tip #3:

Offer Help And Support

If a friend or family member is suicidal, the

best way to help is by offering an empathetic,

listening ear. Let your loved one know that he

or she is not alone and that you care. Don’t

take responsibility, however, for making your

loved one well. You can offer support, but you

can’t make a suicidal person better. He or

she has to make a personal commitment to

recovery.

It takes a lot of courage to help someone who

is suicidal. Witnessing a loved one dealing

with thoughts about ending his or her own

life can stir up many difﬁcult emotions. As

you’re helping a suicidal person, don’t forget

to take care of yourself. Find someone that you

trust, a friend, family member, clergyman, or

counselor to talk to about your feelings and

get support for yourself.

Helping A Suicidal Person:

Get professional help. Do everything in your

power to get a suicidal person the help he/she

needs. Call a crisis line for advice and referrals.

Encourage the person to see a mental health

professional, help locate a treatment facility, or

take them to a doctor’s appointment.

Follow-up on treatment. If the doctor

prescribes medication, make sure your friend

or loved one takes it as directed. Be aware of

possible side effects and be sure to notify the

physician if the person seems to be getting

worse. It often takes time and persistence to

ﬁnd the medication or therapy that’s right for

a particular person.

Be proactive. Those contemplating suicide

often believe they can’t be helped, so you

may have to be more proactive at offering

assistance. Saying, “Call me if you need

anything” is too vague. Don’t wait for the

person to call you or even to return your calls.

Drop by, call again, invite the person out.

Encourage positive lifestyle changes such

as a healthy diet, plenty of sleep, and getting

out in the sun or into nature for at least 30

minutes each day. Exercise is also extremely

important as it releases endorphins, relieves

stress and promotes emotional wellbeing.

Make a safety plan. Help the person develop

a set of steps he or she promises to follow

during a suicidal crisis. It should identify any

triggers that may lead to a suicidal crisis,

such as an anniversary of a loss, alcohol, or

stress from relationships. Also include contact

numbers for the person’s doctor or therapist,

as well as friends and family members who

will help in an emergency.

Remove potential means of suicide, such as

pills, knives, razors, or ﬁrearms. If the person is

likely to take an overdose, keep medications

locked away or give out only as the person

needs them.

Continue your support over the long haul.

Even after the immediate suicidal crisis

has passed, stay in touch with the person,

periodically checking in or dropping by. Your

support is vital to ensure your friend or loved

one remains on the recovery track.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

120

STARTING A CONVERSATION

ON SUICIDE

Risk Factors For Suicide

According to the U.S. Department of Health

and Human Services, at least 90% of all

people who suicide suffer from one or more

mental disorders such as depression, bipolar

disorder, schizophrenia or alcoholism.

Depression in particular plays a large role in

suicide. The difﬁculty suicidal people have

imagining a solution to their suffering is due

in part to the distorted thinking caused by

depression.

Antidepressants and Suicide

For some, depression medication causes

an increase—rather than a decrease—in

depression and suicidal thoughts and

feelings. Because of this risk, the FDA advises

that anyone on antidepressants should be

watched for increases in suicidal thoughts

and behaviors. Monitoring is especially

important if this is the person’s ﬁrst time on

depression medication or if the dose has

recently been changed. The risk of suicide is

the greatest during the ﬁrst two months of

antidepressant treatment.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 121

Plan

Do they have a speciﬁc plan for suicide?

Considerations: Presence of a detailed

plan indicates a higher risk.

Understanding the level of detail in

their plan can provide insight into the

seriousness of their intentions.

Means

How do they intend to proceed? What

means or methods do they plan to use?

Considerations: Access to the means

they plan to use (e.g., ﬁrearms, medica-

tions, etc.), increases the immediacy and

potential lethality of the risk.

Timing

When do they intend to carry out the

plan? Has a speciﬁc time/date been set?

Considerations: The more speciﬁc the

timing, the higher the risk. An imminent

time frame suggests a need for urgent

intervention.

Location

Where do they intend to carry out the

plan? Do you know where they are now?

Considerations: Knowing the location

can help emergency responders

intervene promptly if needed. It also

indicates the level of preparation and

planning involved.

History of Suicidal Behavior

Do they have a history of suicidal

behavior or attempts?

Considerations: A history of previous

attempts is a signiﬁcant risk factor for

future suicide attempts.

Substance Use

Are alcohol or drugs involved?

Considerations: Substance use can

impair judgment and lower inhibitions,

increasing the risk of acting on suicidal

thoughts.

ASSESSING RISK

Changes in Mental Health

Are there any recent changes in

medications, new diagnoses, or

exacerbation of mental health symptoms

such as depression or anxiety?

Considerations: Recent changes in mental

health status or medication adjustments

can impact mood and behavior, potentially

increasing suicide risk.

Risk Evaluation

• Low Risk: No speciﬁc plan or means, no

immediate intent, and protective factors

are present.

• Moderate Risk: Some risk factors present,

such as a vague plan or means but without

a set time or location.

• High Risk: Speciﬁc plan, access to

means, set time/location, and/or a history

of previous attempts.

Action Steps

• Immediate Safety: If the individual is at

immediate risk, ensure their safety by

removing access to means and contacting

emergency services.

• Support: Engage supportive individuals,

such as family or friends, and connect the

individual with mental health professionals.

• Follow-Up: Establish a plan for regular

follow-up to monitor their safety and

provide ongoing support.

This assessment framework should be used

with sensitivity and care, considering the

individual’s unique context and the need

for professional intervention.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

122

Imagine you are in a warm and inviting place – some place where you can slip off

your shoes and feel your bare feet on the ground, possibly on a sandy beach, on a mountain

trail, in your favorite park – wherever that space may be for you where you can sense a safe

physical connection to the earth.

In your imagination – from your heel draw an outline of your foot coming up the

outside to your baby toe (giving the toes a little wiggle) continuing that line around

each toe – down the other side – back to the heel.

So now moving to the other foot – from your heel draw a line coming up the

outside to your baby toe (giving the toes a little wiggle) continuing that line around

each toe – down the other side – back to the heel.

As you stand in this place – feel your feet solidly on the ground – dispersing your energy

into the earth – allow the earth to absorb this energy and feel the earth returning positive

energy back to you.

This is a connection to all things.

Take a moment to feel gratitude in this space knowing that at any time you can return here.

Now allow yourself to take a few centering breaths as you come back into this present

moment knowing you are safe, loved and okay.

DRAWING OUR FEET

EXERCISE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 123

Shame

Shame is a deeply painful emotion that

arises when an individual feels they have

fallen short of societal or personal standards.

It often involves an internalized sense of

being inherently ﬂawed, unworthy, or not

good enough. Unlike guilt, which focuses

on a speciﬁc action or behavior, shame is

tied to one’s core identity, leading to feelings

of humiliation, worthlessness, and expo-

sure. This emotion can signiﬁcantly impact

self-esteem and social interactions, as the

individual may withdraw or act defensively

to protect themselves from further disgrace.

Blame

Blame involves the attribution of

responsibility for a perceived wrongdoing

or failure. It can be directed at oneself or

others and is often accompanied by feelings

of anger, resentment, or judgment.

Blaming can serve as a mechanism to

ofﬂoad responsibility, to hold someone

accountable, or to seek justice. However,

it can also be destructive, leading to

conﬂict, a breakdown in relationships, and

an avoidance of self-reﬂection. In the context

of trauma, blame can become a way to cope

with complex emotions by ﬁnding a target

for one’s distress.

SHAME

BLAME & GUILT

Guilt

Guilt is the emotional state that occurs

when an individual believes they have

violated a moral or ethical code. Unlike

shame, which affects one’s sense of self,

guilt is typically related to speciﬁc actions

and behaviors. It involves a sense of

remorse, responsibility, and the desire to

make amends. Guilt can be constructive

when it leads to positive change, such as

apologizing or correcting a mistake.

However, excessive or unresolved guilt can

become debilitating, leading to feelings of

worthlessness and contributing to mental

health issues like depression and anxiety.

In trauma, guilt can be especially

complex, as individuals may feel guilty

for surviving, for actions taken during the

traumatic event, or for perceived failures

to prevent the trauma.

Understanding these emotions in depth is

crucial in a trauma-informed setting, as they

play a signiﬁcant role in how individuals

perceive themselves and interact with the

world. Recognizing and addressing shame,

blame, and guilt can facilitate healing and

promote healthier coping mechanisms.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

124

BOUNDARIES

& TRIGGERS

Boundaries

Individuals who have experienced trauma,

particularly in cases involving boundary

violations, may encounter challenges in

establishing and maintaining boundaries if

they have not had the opportunity to

process and repair these violations. Such

individuals may need to recalibrate how

they allow others to engage with their

physical, emotional, or psychological space.

Understanding Triggers

Triggers occur when a stimulus is

associated with a traumatic or adverse

event. The amygdala, which plays a key

role in emotional responses, rapidly

initiates a physiological response by

releasing stress-related chemicals that

prepare the body for survival. This response

bypasses the brain’s logical processing

centers, leading to an automatic reaction

rather than a measured, cognitive one.

Classiﬁcations of Triggers

Triggers can be deﬁned as anxiety-inducing

stimuli, sensations, objects, or events that

were originally neutral in nature. These

triggers are typically benign for most

individuals, but in trauma survivors, they

evoke fear or anxiety due to their association

with past adverse experiences.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 125

BOUNDARIES

& TRIGGERS

BOUNDARIES

Types of Boundaries: Boundaries can be

physical, emotional, mental, or spiritual. They

help individuals deﬁne their personal limits

and protect their well-being.

Importance of Boundaries: Establishing

boundaries is crucial for maintaining

self-respect, personal safety, and healthy

relationships. It allows individuals to

communicate their needs and limits clearly.

Signs of Boundary Violations: Feeling

uncomfortable, resentful, or drained after

interactions with others can indicate that

one’s boundaries have been crossed.

Setting Boundaries: This involves clearly

communicating limits to others and

reinforcing them when necessary. It may

include saying “no” or stepping away from

situations that feel unsafe or overwhelming.

Boundary Repair: For those who have

experienced boundary violations, it’s

important to engage in self-reﬂection,

seek support, and practice setting and

maintaining boundaries to promote healing.

TRIGGERS

Nature of Triggers: Triggers can be external

(e.g., sights, sounds, smells) or internal (e.g.,

thoughts, emotions) and are often linked to

past traumatic experiences.

Immediate Response: When triggered, the

body responds immediately with a ﬁght,

ﬂight, or freeze reaction, often before the

conscious mind has time to process what is

happening.

Personal Triggers: Triggers are unique to

each individual, as they are formed based

on personal experiences. What triggers one

person may not affect another in the same

way.

Recognizing Triggers: Awareness of personal

triggers can help individuals anticipate and

prepare for situations that may provoke an

adverse reaction.

Managing Triggers: Developing coping

strategies such as grounding techniques,

deep breathing, or seeking support can

help individuals manage their reactions to

triggers and regain a sense of control.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

126

COACHING

ACTIVATION

Self-Regulation in the Healing Process

Self-regulation is a critical component in the trauma recovery journey, offering clients the

ability to engage in their own care and explore regulatory techniques.

Trauma survivors often experience feelings of overwhelm and emotional activation, which can

lead to a sense of entrapment and helplessness. Effective self-regulation helps mitigate these

responses by re-engaging higher cognitive functions.

Reactivating the Prefrontal Cortex

In moments of emotional dysregulation, it is essential to re-engage the prefrontal cortex,

which is responsible for logical thinking and decision-making. Key strategies include:

Recognizing that situations may not be as they appear (addressing distorted perceptions).

Afﬁrming resilience, acknowledging that individuals are stronger than they may feel.

Identifying what external inputs or supports could be beneﬁcial in the moment.

Developing a pre-planned set of options for managing distress, as having choices creates

a sense of control.

Guiding Clients Through Self-Regulation

Facilitating a pause for the client to acknowledge and accept the current experience is

essential. Encourage them to assess whether the perceived threat is real or imagined.

In this moment of reﬂection, the client can apply familiar and effective techniques to

soothe their nervous system.

Awareness and Processing of Triggers

By cultivating awareness during triggering moments and applying appropriate coping

techniques, clients can reduce the heightened arousal response. Without this awareness,

the same triggers will continue to elicit distress, preventing clients from learning and

growing from past experiences.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 127

Releasing

Releasing refers to the ability to pause

and focus on the present moment,

allowing individuals to let go of what

no longer serves them. This process

involves quieting the mind, body, and

spirit to facilitate centering in the “here

and now.” Through releasing, individuals

can physically relax their bodies, shift

their thoughts away from the past or

future, and anchor themselves in the

present moment. Whatever “releasing”

means for the client, the goal is to

support them in returning to the

present, as this helps foster a sense of

hope and opens a pathway toward

their desired state.

Re-framing

Re-framing is the practice of helping

clients view a situation from a new

perspective. It invites them to consider,

“If this is not what you want, then

what would you like instead?”

By encouraging clients to envision an

alternative interpretation or outcome,

re-framing facilitates the identiﬁcation

of the desired change. This process

activates the prefrontal cortex, helping

clients clarify what is important to them

and why, thus setting a positive

intention for moving forward.

RELEASE, RE-FRAMING

& REDIRECTING

Redirecting

Redirecting involves guiding clients

from an unresourceful state to one of

greater resourcefulness. It supports

them in moving beyond feelings of

being stuck to seeing new possibilities

and opportunities. By employing an

“exploration lens,” clients can begin to

recognize key developments within the

trauma-informed care coaching (TICC)

framework. Redirecting introduces

tools and exercises that encourage

exploration in various ways, enabling

clients to discover their own solutions.

As they progress through releasing,

re-framing, and redirecting, they gain

momentum toward the desired

change, shifting their focus from past

experiences to the present and moving

toward future possibilities, even if those

are immediate, such as the next day, in

alignment with their current capacity.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

128

What am I taking away

with this new trauma-informed lens

What questions help assess immediate risk for suicide?

What is the difference between Shame, Blame, and Guilt?

What may we need to calibrate when looking at Boundaries?

What is the classiﬁcation of a Trigger?

When Coaching Activation, what are we trying to get back on-line?

What are the 3 R’s used in Trauma-Informed Coaching?

QUESTIONS

TO EXAMINE

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 129

LEARNING OUTCOMES

DAY 12

• Other Modalities for Trauma: I can recognize

other trauma-informed approaches and how they

complement coaching.

• Business Development: I can identify strategies to

grow my coaching practice.

• Course Review: I can reﬂect on key learnings from

the course.

• Attendance & Completion: I can meet the

requirements for successful completion.

• Ensuring Expectations: I can clarify expectations

for myself.

• Final Reﬂections: I can reﬂect on my growth and

next steps as a trauma-informed coach.

What permission can I give

myself today that supports my

learning intentions?

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

130

Alternative Modalities

The range of options available for the heal-

ing process is diverse, encompassing psy-

chotherapies, hands-on therapies, peer

support groups, residential treatment pro-

grams, psychotropic medications, nutrition-

al supplements, and alternative medicine

approaches speciﬁcally tailored for trauma

recovery.

Outcomes will vary for each individual, and

educating ourselves on the various modali-

ties allows both practitioners and clients to

make informed decisions about the most

appropriate path for healing.

ACUPUNCTURE

A system of integrative medicine that in-

volves pricking the skin or tissues with

needles, used to alleviate pain and to treat

various physical, mental and emotional

conditions. Originating in ancient China,

acupuncture is now widely practiced in the

West.

ACCESS BARS®

Gently touching of 32 points on your head.

Session can release limitations in the area of

your life that corresponds with the speciﬁc

bar being touched.

ACCEPTANCE COMMITMENT

THERAPY (ACT)

Acceptance and commitment therapy is a

form of psychotherapy, as well as a branch of

clinical behavior analysis

AROMATHERAPY

A holistic healing treatment that uses nat-

ural plant extracts to promote health and

well-being.

ALTERNATIVE

MODALITIES

ART THERAPY

A form of psychotherapy involving the

encouragement of free self-expression

through painting, drawing or modeling is

used as a remedial activity or an aid

to diagnosis.

AUTHENTIC MOVEMENT THERAPY

Developed by dance therapist Mary Starks

Whitehouse, incorporates movement to pro-

mote self-exploration and improved mental

health.

AYAHUASCA

Ayahuasca, also called caapi, yajé, or yagé,

hallucinogenic drink made from the stem

and bark of the tropical liana

Banisteriopsis caapi and other botanical

ingredients used in healing rituals.

BARRETT VALUES ASSESSMENT

Is a simple survey that takes just a few min-

utes of your time and provides a wealth of

information and exercises in the report to

help you understand your values.

BIOENERGETIC

A bioenergetic therapist listens to their

client and reads their body language (such

as gestures, facial expressions, and posture)

as they help them explore the connection

between their mind and body and subse-

quently ﬁnd relief from mental and physical

tension.

BIOFEEDBACK

A mind-body technique that involves using

visual or auditory feedback to gain control

over involuntary bodily functions such as

blood ﬂow, blood pressure and heart rate.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 131

ALTERNATIVE

MODALITIES

BRAINSPOTTING

Brainspotting is an advanced brain-body therapy

that focuses on identifying, processing, and re-

leasing imbalances, trauma, and residual emo-

tional stress.

BREATHWORK

Breathwork is a term for various breathing prac-

tices in which the conscious control of breathing

is said to inﬂuence a person’s mental, emotional

or physical state, with a therapeutic effect.

COGNITIVE BEHAVIORAL THERAPY

The focus on how we think (cognitive function-

ing) and how we act (behavior).

By closely examining how we think about things,

we gain the power to alter some of our assump-

tions and thought patterns.

COGNITIVE PROCESSING THERAPY

Cognitive processing therapy (CPT) is a therapy

effective in reducing symptoms of PTSD that

have developed after experiencing a variety of

traumatic events including child abuse, combat,

rape and natural disasters.

COLD LASER THERAPY

Cold laser therapy is low-intensity laser therapy

that stimulates healing while using low levels of

light.

COLD IMMERSION THERAPY

Can help reduce muscle soreness, cool you down

after exercise, help your immune system and me-

tabolism, and even improve your mood.

CORE ENERGETICS

Core Energetics is a synthesis of body-oriented

psychotherapy and spiritual development. It

brings consciousness to how we block our life en-

ergy by perpetuating defensive patterns adapted

in childhood which keep us limited and disem-

powered.

CORRECTIVE EXPERIENCES

This therapy is done in groups and utilizes other

members to stand in for the idealized versions

of what you missed, e.g. the protective, caring

parent.

CRANIOSACRAL THERAPY

CST is a form of bodywork or alternative therapy

using gentle touch to palpate the synarthrodial

joints of the cranium.

DIALECTICAL BEHAVIORAL THERAPY

is a modiﬁed type of cognitive behavioral therapy

(CBT). Its main goals are to teach people how to

live in the moment, develop healthy ways to cope

with stress, regulate their emotions, and improve

their relationships with others.

ECOPSHYCOLOGY

Ecopsychology is an interdisciplinary and trans-

disciplinarity ﬁeld that focuses on the synthesis

of ecology and psychology and the promotion

of sustainability. Ecopsychology seeks to expand

and remedy the emotional connection between

humans and nature, treating people psychologi-

cally by bringing them spiritually closer to nature.

ECSTATIC DANCE

Ecstatic Dance is a form of dance in which the

dancers, sometimes without the need to fol-

low speciﬁc steps, abandon themselves to the

rhythm and move freely as the music takes them,

leading to trance and a feeling of ecstasy.

EMDR

Eye Movement Desensitization and

Reprocessing (EMDR) began around 1988-89 and

was ﬁrst developed by Francine Shapiro upon

noticing that certain eye movements reduced the

intensity of disturbing thoughts.

EMOTIONAL FREEDOM TECHNIQUE (EFT)

An alternative treatment for physical pain and

emotional distress. It’s also referred to as tap-

ping or psychological acupressure. People who

use this technique believe tapping the body can

create a balance in their energy system and treat

pain.

Enneagram

The Enneagram of Personality, or simply the En-

neagram is a model of the human psyche which is

principally understood and taught as a typology of

nine interconnected personality types.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

132

ALTERNATIVE

MODALITIES

EQUINE THERAPY

Equine therapy, also known as Equine-Assist-

ed Therapy (EAT), is a treatment that includes

equine activities and/or an equine environment

in order to promote physical, occupational, and

emotional growth in people suffering from vari-

ous disorders.

EXPOSURE

When the Client is exposed or stimulated to the

memory and sensations of the trauma several

times in a controlled environment until the fear of

what happened is digested and no longer causes

a threat.

FASCIAL RELEASE THERAPY

During myofascial release therapy, the therapist

applies light pressure by hand to ﬁnd myofascial

areas that feel stiff instead of elastic and movable.

These stiff areas, or trigger points, are thought

to limit muscle and joint movements, which can

play a part in widespread muscle pain.

FAMILY CONSTELLATIONS

Also known as Systemic Constellations and

Systemic Family Constellations, is a non-proven,

non-scientiﬁc, alternative therapeutic method

which draws on elements of family systems ther-

apy, existential phenomenology and Zulu beliefs

and attitudes to family.

FAMILY SYSTEM THERAPY

Family systems therapy is a form of psychother-

apy that supports people in resolving conﬂicts

with their family or problems that exist within a

family unit.

THE FELDENKRAIS METHOD

A type of exercise therapy devised by Israeli

Moshé Feldenkrais (1904–1984) during the mid-

20th century. The method is claimed to reorga-

nize connections between the brain and body

and so improve body movement and psychologi-

cal state.

FLOAT THERAPY

A sensory deprivation tank, also called an isola-

tion tank or ﬂotation tank, is used for restricted

environmental stimulation therapy (REST). It is a

dark, soundproof tank ﬁlled with a foot or less of

salt water.

GENE KEYS

The Gene Keys are a grand synthesis of practical

wisdom to help guide you to a deeper under-

standing of yourself and your true potential.

GESTALT THERAPY

A form of psychotherapy centered on increasing

a person’s awareness, freedom, and self-direction.

It focuses on the present moment rather than

past experiences.

HAVENING (SYSTEMIC HEALING)

Havening relies on “amygdala de potentiation”

that purportedly can help people with psycholog-

ical problems, particularly those related to pho-

bias, post-traumatic stress and anxiety. Havening

involves instructing the patient to recall emotion-

ally disturbing events while the practitioner gen-

tly touches the patient’s palms, arms and face.

HEALING PRAYER

Healing prayer is the ministry of praying for God’s

healing.

HEART MATH

HeartMath technology is an innovative ap-

proach to improving emotional wellbeing. Learn

to change your heart rhythm pattern to create

physiological coherence; a scientiﬁcally measur-

able state characterized by increased order and

harmony in our mind, emotions and body. Heart-

Math is a scientiﬁc approach to emotional and

behavioral change.

HERBAL MEDICINE

Herbal medicine (also called herbalism, phyto-

medicine or phytotherapy) is the study of phar-

macognosy and the use of medicinal plants,

which are a basis of traditional medicine.

HUMAN DESIGN

New Age-inspired pseudo-scientiﬁc practice. Its

proponents describe it as a holistic self-knowl-

edge system.

HYPNOSIS

The use of hypnosis to treat physical or psy-

chological conditions. During a hypnotic state

(trance), a person may be more likely to accept

suggestions that can help change his or her be-

haviour.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 133

ALTERNATIVE

MODALITIES

IMAGERY BASED THERAPIES

Guided imagery (also known as Guided Affective

Imagery, or KIP, Katathym-imaginative Psycho-

therapy) is a mind-body intervention where a

trained practitioner or teacher helps a participant

or patient to evoke and generate mental images

that simulate or re-create the sensory perception

of sights, sounds, tastes, smells, movements, and

images associated with touch, such as texture,

temperature, and pressure, as well as imaginative

or mental content that the participant or patient

experiences as defying conventional sensory cate-

gories.

KETAMINE

Ketamine is an anesthetic, a medication used for

induction and maintenance of anesthesia. It is

one of the safest anesthetics, as, in contrast with

opiates, ether, and nitrous oxide, it suppresses

neither respiration nor heart rate. Besides anes-

thesia, ketamine is also used for acute pain man-

agement and treatment of depression. It induces

dissociative anesthesia, a trance-like state provid-

ing pain relief, sedation, and amnesia.

KRIYA YOGA

Kriya yoga is an ancient type of meditation tech-

nique that, when practiced, is meant to rapidly

accelerate one’s spiritual progress.

KUNDALINI YOGA

Kundalini yoga (kuṇḍalinī-yoga) derives from

kundalini, deﬁned in tantra as energy that lies

within the body, frequently at the navel or the

base of the spine. In normative tantric systems,

kundalini is considered to be dormant until it is

activated (as by the practice of yoga) and chan-

neled upward through the central channel in a

process of spiritual perfection.

LSD

LSD is lysergic acid diethylamide. Pilot studies

and clinical trials of LSD, psilocybin, ketamine and

MDMA have shown that the drugs, often in com-

bination with talk therapy, can be given safely

under medical supervision and may help people

dealing with opiate and tobacco addiction, alco-

holism, anxiety, depression and post-traumatic

stress disorder, or PTSD.

MDMA

MDMA commonly seen in tablet form (ecstasy)

and crystal form (molly or mandy), is a potent

central nervous system (CNS) stimulant.

MEDITATION

Meditation is a practice where an individual uses

a technique – such as mindfulness, or focus-

ing the mind on a particular object, thought, or

activity – to train attention and awareness, and

achieve a mentally clear and emotionally calm

and stable state.

MINDFULNESS

A mental state achieved by focusing our aware-

ness on the present moment, while calmly

acknowledging and accepting our feelings,

thoughts and bodily sensations is used as a ther-

apeutic technique.

MINDFUL BASED DANCE

Expressive arts experience for all regardless of

experience in dance, yoga, music, meditation, or

spiritual practice.

MYERS BRIGGS

The Myers-Briggs Personality Type Indicator is a

self-report inventory designed to identify a per-

son’s personality type, strengths, and preferences.

MYOFASCIAL RELEASE

Myofascial release is an alternative medicine

therapy that claims to treat skeletal muscle im-

mobility and pain by relaxing contracted muscles,

improving blood and lymphatic circulation and

stimulating the stretch reﬂex in muscles.

NARM (NeuroAffective Relationship Model)

NARM is a cutting-edge model for addressing at-

tachment, relational and developmental trauma,

by working with the attachment patterns that

cause life-long psychobiological symptoms and

interpersonal difﬁculties.

NARRATIVE THERAPY

Narrative therapy (or Narrative Practice) is a form

of psychotherapy that seeks to help patients

identify their values and the skills associated with

them.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

134

ALTERNATIVE

MODALITIES

N.E.T (NEURO EMOTIONAL TECHNIQUE)

Based on the concept that unresolved emotional

trauma is stored in the body, such as excessive,

unresolved anger, grief and fear may long affect

us even after we have forgotten the event that

caused them.

NLP

Neuro-Linguistic Programming, a name that

encompasses the three most inﬂuential compo-

nents involved in producing human experience:

neurology, language and programming.

ORGANIC INTELLIGENCE

Organic Intelligence brings a necessary shift in

perspective from pathology and trauma to the

proven methods drawn from the wisdom of

mindfulness and science of self-organization.

OSTEOPATHY

Osteopathy is a type of alternative medicine that

emphasizes manual readjustments,

myofascial release and other physical manipula-

tion of muscle tissue and bones.

PARTS THERAPY (Internal Family Systems)

Achieving trauma resolution by recognizing dis-

owned parts and giving these parts a voice. The

goal is to help develop an embodied sense of self

that can compassionately hold your emotions,

vulnerable sensations and young parts of the self.

PAST LIFE REGRESSION

A method that uses hypnosis to recover what

practitioners believe are memories of past lives or

incarnations.

PAST REALITY INTEGRATION (PRI)

Based on the idea that we all have a divided con-

sciousness: one part of our consciousness sees

the world through the eyes of the child we once

were, and feels accordingly. The other part of our

consciousness sees the world through the eyes of

the adult we now are.

PEER GROUPS

Peer support is most valuable in addition to pro-

fessional help rather than as a substituted for it.

PEER COACHING

Peer coaching is a conﬁdential process through

which two or more professional colleagues work

together to reﬂect on current practices – expand,

reﬁne and build new skills, share ideas, teach one

another, conduct classroom research or solve

problems in the workplace.

PERSONAL TRAINER

A personal trainer is an individual who has earned

a certiﬁcation that demonstrates they have

achieved a level of competency for creating and

delivering safe and effective exercise programs.

PESSO BOYDEN SYSTEM PSYCHOMOTOR (PBSP)

Also known as psychomotor therapy, or PBSP, is

a body-mind interactive model that analyzes the

present day effect of traumatic memories and

helps people create new memories in order to

offset emotional deﬁciencies experienced in the

past.

PHYSIOTHERAPY

The treatment of disease, injury or deformity by

physical methods such as massage, heat treat-

ment and exercise rather than by drugs or sur-

gery (physical therapy).

PLAY THERAPY

Play Therapy is a type of therapy where play and

art materials are used as the main way for people

to express themselves.

POSITIVE INQUIRY or AI

Appreciative inquiry (AI) represents positive and

collaborative techniques to improve leadership

and implement organizational and societal

change.

PROCESSING THE TRAUMA

The skills to process their experience (holding

space, understanding without it controlling them

and psycho-education).

PSILOCYBIN

Psilocybin is a naturally occurring psychedelic

prodrug compound produced by more than 200

species of fungi.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 135

ALTERNATIVE

MODALITIES

PSYCHOSYNTHESIS

Psychosynthesis is an approach to psychology

that expands the boundaries of the ﬁeld by iden-

tifying a deeper center of identity, which is the

postulate of the Self.

RECONCILIATION OF TRAUMA

Reconciliation help heal past memories, restore

present trust, and thus pave the way for breaking

future cycles of trauma.

REFLEXOLOGY

A system of massage used to relieve tension and

treat illness, based on the theory that there are

reﬂex points on the feet, hands and head that

leads to every part of the body.

REGISTERED MASSAGE THERAPY

The manipulation of the muscles and other soft

tissues of the body by stroking, kneading, or rub-

bing with one or both hands or an instrument by

a massage therapist for therapeutic purposes to

relieve pain, promote healing, or improve physical

functioning.

REIKI ENERGY PRACTITIONERS

Reiki is a form of alternative medicine called

energy healing. Reiki practitioners use a tech-

nique called palm healing or hands-on healing

through which a “universal energy” is said to be

transferred through the palms of the practitioner

to the patient in order to encourage emotional or

physical healing.

RAPID TRANSFORMATIONAL THERAPY (RTT)

Rapid Transformational Therapy® embraces

many of the positive aspects of hypnosis and hyp-

notherapy that are known to produce a transfor-

mative effect on Clients.

SAND THERAPY

Sand play therapy is a nonverbal, therapeutic

intervention that makes use of a sandbox, toy

ﬁgures, and sometimes water, to create scenes

of miniature worlds that reﬂect a person’s inner

thoughts, struggles, and concerns.

SELF-HELP GROUPS

Many people swear by self-help groups.

They can help them ﬁnd a sense of communi-

ty that soothes isolation and helps them feel

less alien. Understanding that others have gone

through similar experiences or struggles and share

similar symptoms and feelings can be helpful.

SHADOW WORK

Working with your unconscious mind to uncov-

er the parts of yourself that you repress and hide

from yourself. This includes trauma or parts of

your personality that you subconsciously consider

undesirable.

SHAMANIC HEALING

The goal of this is usually to direct spirits or spiritu-

al energies into the physical world for the purpose

of healing, divination, or to aid human beings in

some other way.

SHIATSU

“Shiatsu” translates as “ﬁnger pressure.” There are

different styles of Shiatsu, all of which have roots

in one of three systems that developed as a re-

surgence of Japan’s traditional medical therapies,

acupuncture and an ma massage.

SOMATIC EXPERIENCING

Somatic experiencing, created by Peter A Levine

is a psychotherapeutic approach. Strongly in-

formed by studies of animal physiology, it consid-

ers nature‘s way of helping an organism deal with

threats to survive, which in essence, involves learn-

ing to shake off the fear and the charge imprinted

on the nervous system.

SOUND BATH

A sound bath is a meditative experience of being

“bathed” in sound waves. These waves are pro-

duced by various sources, or healing instruments

such as gongs, singing bowls, percussion, chimes,

rattles, tuning forks, and even the human voice

itself.

SOUND THERAPY

Sound, music and specialist instruments played in

therapeutic ways, combined with deep self-reﬂec-

tion techniques to improve health and wellbeing.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

136

ALTERNATIVE

MODALITIES

STATE CHANGES

A way to change a person’s state or strategy. A

pattern can be interrupted by any unexpected or

sudden movement or response.

SWEAT LODGE

The intense heat generated — often by steam

created from pouring water onto heated rocks —

is meant to encourage a sweating out of toxins

and negative energy that create disorder and

imbalance in life. In this way, the sweat lodge cer-

emony cleanses the body, mind and soul.

SYNTONIC

Photo-syntonic light therapy is a big part of vision

therapy programs, and helpful for those who

have a traumatic brain injury.

THE EMOTION CODE®

TEC is an energy healing technique designed to

help identify and literally release Trapped Emo-

tions - which are harmful emotional energies

from negative past events.

THERAPY DOGS

A therapy dog promotes improvement in human

physical, social, emotional, or cognitive function,

and functions in either group or individual set-

tings.

THETAHEALING

(Also Theta Healing) is a method of meditation.

ThetaHealing claims to change a practitioner’s

brain wave pattern to the theta pattern, allowing

them to explore how “emotional energy” affects

their health, and develop “natural intuition”.

TRANS CRANIAL MAGNETIC STIMULATION

Transcranial magnetic stimulation (TMS) is a

procedure that uses magnetic ﬁelds to stimulate

nerve cells in the brain to improve symptoms of

major depression.

TRAUMA-INFORMED YOGA

Trauma-sensitive yoga helps learn to calm the

mind and regulate physical responses and

emotions.

TREE THERAPY & FOREST BATHING

Being in nature absorbing the surroundings with

awareness and appreciation.

TRILOTHERAPY

Developed by Zen Master Nissim Amon,

Trilotherapy is a therapeutic method that

creates inner balance which helps us integrate

our personality.

VOO THERAPY

Deep belly breathing, focus our attention on the

our breath and in a deep fog horn voice exhale

with the word, “voooooo”.

WIM HOF METHOD

The Wim Hof Method® is the a combination of

the three pillars. A committed, consistent prac-

tice including the breathing technique and cold

exposure can help you unlock a host of beneﬁts.

YOGA

A Hindu spiritual and ascetic discipline, including

breath control, simple meditation and the adop-

tion of speciﬁc bodily postures, widely practiced

for health and relaxation.

ZERO BALANCING

Zero balancing is a type of manual therapy de-

vised by Frederick ‘Fritz’ Smith in the 1970s. Smith

proposed that a kind of energy ﬁeld within the

human body could be affected by bodily manipu-

lations, bringing health beneﬁts.

5-MeO-DMT

(5-methoxy-N,N-dimethyltryptamine) or O-meth-

yl-bufotenin is a psychedelic of the tryptamine

class. Found in a wide variety of plant species,

and secreted by the Colorado River toad glands. It

has been used as an entheogen in South Ameri-

ca Slang terms include Five-methoxy, the power,

bufo, God molecule and toad venom.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 137

How do I get started?

We hope the following helps explore a

coaching practice and what can help

create a lucrative, rewarding business.

The ﬁrst thing we can do is the fun,

creative part, deciding who we are and

how we want to show up in the world of

coaching? To do this, we want to start

by deﬁning our mission. What kind of

Coach are we? Knowing this will help

formalize our coaching philosophy.

Look at capabilities and interests? What

areas would people beneﬁt the most

from your coaching? What are your

life accomplishments, what would you

like to share with others? If you can

identify as an expert in a particular area,

what would that be? By brainstorming

these questions, the answers will start

to appear. This helps deﬁne what you

should be coaching.

What about your coaching philosophy?

In what way will you show up as a

Coach? What is your unique selling

point (USP)? To become desired in your

chosen niche, you want to determine a

unique selling point. The USP will make

your target audience choose you over

the competition. You can monetize your

expertise by helping people in that area.

We need to dig deeper if we cannot

explain why Clients should work with us

and our business.

CONVERSATION

OF BUSINESS

Mission & Vision Statement

When creating a coaching business, we

urge you to consider writing a mission

statement. A mission statement is an

explanation of why your life coaching

business exists. Explain the mission in

one or two sentences; less is more with

the mission statement. This will help

you reﬁne your intentions and serve as

a guiding light in understanding where

your coaching business is heading.

Explain these three things, who can

beneﬁt from your expertise, what

changes Clients can expect and the

method you use, the how.

Your vision statement is an opportunity

to set the intention you deﬁned in the

mission statement. This will explain

what your ultimate long-term goals are

for your business. In a vision statement,

explain what compelled you to start

your coaching business, how you will

impact your Clients and any factors that

contribute to society or the betterment

of humanity. If we have a vision

statement that is precise and inspiring,

it will help you focus when you are

feeling less inspired.

A business plan is an excellent way to

set up an overview of your company

and help you project where you want

to be over a one-, two- or three-year

period. Think of it as a road map to

your success, and it can change as

your business grows. Include projected

expenses, projected income, mission

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

138

CONVERSATION

OF BUSINESS

and vision statement, target market,

marketing plan, etc. Remember, you’ll

update a business plan often, so consider it a

working document.

Okay, what’s next?

After you have completed the steps above

and have decided on a name for your

business, you’re ready for the more practical

steps:

- Register your business name.

- Register with the government.

- Create a business vision board.

- Create a logo for your business.

- Purchase a Domain Name.

- Create a website.

- Set up a business bank account.

- Set up an online payment processor.

- Purchase equipment.

Most online coaches require a decent

camera, microphone, and internet

connection.

- Design offerings or packages.

- Create your coaching contract.

- Prepare templates.

Welcome letter, questionnaire, intake forms,

pre and post coaching forms, mailing packet,

business card, etc.

- Consider an online scheduler.

- Create a LinkedIn account.

- Look for opportunity.

- Track ICF Coaching hours log.

- Collect testimonials with permission.

- Ask for referrals from Clients.

- Consider Business Insurance.

- Form a team.

Work with other professionals as needed,

bookkeeping, accountants, lawyers, virtual

assistance, social media, graphic designers,

a personal Coach, photographer, web

developer.

- Find Your Tribe.

Surround yourself with like-minded people,

listen to podcasts, music, watch videos and

webinars, read books, work out, meditate, eat

healthily, ﬁnd nature, etc.

- Commence marketing.

When you try and appeal to everyone, you’ll

often fail to make a strong impression on

anyone. It will be challenging to gain a

reputation as the world’s best life Coach,

but becoming the go-to Coach in a speciﬁc

niche is undoubtedly possible.

The ICF

If you’re a member of the International

Coach Federation (ICF), you’ll have access to

plenty of materials to help you market your

business successfully. Most ICF-accredited

training programs will include information

on marketing your coaching business too.

Marketing Strategy

Your marketing strategy should primarily

be determined by your target audience

(and where they spend their time); and your

marketing budget.

Establish Your Target Audience

Who will be interested in your coaching

service? Start with basic demographics

like gender, age, and income level, then

examine other factors that deﬁne your ideal

customer more precisely. Try to identify key

characteristics that make a person a good

prospect for your coaching business. If one

of your early coaching engagements doesn’t

work out well, there’s a good chance it will

be because you took on a Client that wasn’t

a good match for your coaching service.

Knowing your target market inside and out

will help you avoid that mistake.

It’s essential to choose a deﬁned target

market and gear all your marketing towards

them. You’ll want to market yourself in the

places where your target audience spends

time and speak in a language they relate to.

Your life coaching business plan should paint

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 139

CONVERSATION

OF BUSINESS

a picture of your ideal customer in as much

detail as possible—the more speciﬁc, the

better. In order to ﬁnd the best market for

you, consider what group you will naturally

be able to provide the most help to.

Who will you get the most satisfaction from

helping? Is there a gap in the market you

can ﬁll? Perhaps you will need to conduct

some research. It will undoubtedly make it

easier for your business to succeed if there is

a high demand for your brand of coaching

within your target market (especially if there

is a low supply). Build an audience through

FaceBook, Blog, Instagram, Mail Chimp,

Youtube, Email marketing, Webinars and

deliver consistent value.

Consider Certiﬁcation

If you want to hit the ground running, you

may need to get certiﬁed as an expert in

your chosen coaching ﬁeld. It’s not required,

but having the knowledge and skills can

have a positive impact.

As a result, you will provide better coaching

to your Clients. Certiﬁcation will give you

an updated view of conventional wisdom

as a Coach, reveal paths to success that

you may not have thought about, and

may even reﬁne your understanding of

what your Clients will need help with. You

will also attract more Clients as a result. A

certiﬁcation in your ﬁeld proves that you

have taken training seriously and aim to be

a professional in your area of work. You’ll still

have to convince people that you can coach,

but when you can validate your knowledge,

that increases your credibility and helps

convince people you may be the right Coach

for them. It will be challenging for you to

attract many Clients, let alone a steady

stream of them, with no qualiﬁcations.

Anyone who researches how to ﬁnd the

best life Coach will be advised to work with

a certiﬁed individual. An ICF-accredited

certiﬁcation is considered the most

prestigious qualiﬁcation that a life Coach

can gain. The International Coach Federation

(ICF) is globally renowned for having the

strictest standards when accrediting

life coaching courses, so it will be well

worth your time to get an ICF-accredited

certiﬁcation.

How Much Money Will You Earn as A Life

Coach?

Life coaches can charge as much as they

desire. Ultimately, you will charge as

much as the laws of supply and demand

dictate. Typically, demand will be higher

for coaches with the highest qualiﬁcations

and experience. As a result of that, expect to

earn more money the longer you have your

practice.

Many studies have been conducted to help

estimate what an average life Coach can

expect to earn in a year.

A recent study commissioned by the ICF

and conducted by PriceWaterhouseCoopers

concluded that the average global salary of

life coaches is $50,000 and is dependent on

what part of the world you live in.

Research your rate. The rate people pay

for online coaching varies greatly by niche.

You must price your services at a rate that’s

high enough to indicate legitimacy and low

enough to attract customers. The Internet is

a good source for information about average

coaching rates in a given niche. Segment

your service. Consider offering two levels of

service. One plan, a lower-cost, entry-level

service, could address the Client’s goals in

a limited way but with a short path to ﬁrst-

step success. That will generate customers

for your longer-term coaching plan that

promises continued success and helps

achieve more advanced goals.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

140

CONVERSATION

OF BUSINESS

Require a minimum commitment. Ask

Clients to commit to a minimum number of

coaching sessions. The best way to get more

coaching Clients is to leverage the approval

of your satisﬁed Clients. When you provide

excellent coaching, you’ll earn a glowing

testimonial. Collect one from every Client

and use those endorsements to convince

prospects to sign up.

Some of your testimonials will be more

valuable than others. If one of your satisﬁed

Clients hits impressive goals in your niche

and does so in a veriﬁable way, their

testimonial is one you should highlight

in your marketing messages. Likewise,

testimonials from people who perfectly

represent your target audience are excellent

for lead generation. The marketing initiatives

you take to get your ﬁrst few Clients will

be more effective when you add glowing

endorsements.

TIP

If you partner with fellow graduates to do

coaching sessions the ICF sees this as an

exchange of services and will be counted as

billable. It is a great way to gain hours while

getting coaching as well.

Consider these questions:

• Who is your perfect client?

• Where will you ﬁnd these clients?

• What are your three proﬁt centers?

(Training, Coaching, Speaking)

• What will you charge for each?

• What three packages will you create?

• What will they be called?

ICF Recipocal Peer Coaching

$55 US for 12 sessions (6 sessions as coach &

6 sessions as a client) https://peercoaching.

coachingfederation.org/peercoaching

You can count the sessions in which you

have coached in your coaching hours

log as paid sessions, as you are receiving

compensation for your coaching i.e. you are

receiving coaching in return for the coaching

you are giving.

ICF Business Development Series (BDS) is a

learning experience offered bi-annually with

ICF with prices range from $100 - $400

https://coachingfederation.org/events/

business-development-series

During this series, attendees explored

ways to deﬁne, position and expand their

businesses at their own pace. If you were

not able to join live, you may now explore

the amazing content from the series in

convenient on-demand packages.

For newer coaches looking to launch their

business, subject matter experts (SMEs)

will guide you through deﬁning your niche,

articulating your value, creating a marketing

plan and more.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 141

Youtube link, deﬁning your niche market

https://www.youtube.com/watch?v=x1qZwqCe8A8&t=44s

Nurturing Your Niche and

Building Trust

As a Trauma-Informed Coach, you have

already set yourself apart by narrowing

your focus to a speciﬁc niche. But how

do you ensure your business success?

The answer lies in further reﬁning your

place; the narrower it becomes, the more

comprehensive your reach and impact.

Let’s explore this concept.

Narrowing your niche lets you become

known for your expertise in a speciﬁc

area. You may decide as a Trauma-

Informed Coach to work with people

coming from a Narcissistic Relationships,

or supporting others after losing a part-

ner. Focusing on a speciﬁc audience will

position you as the go-to expert in their

unique challenges and experiences.

To support your journey, I invite you to

watch our YouTube video deﬁning your

niche market (link provided). It offers

valuable insights and guidance on

narrowing your focus and ﬁnding your

place of impact.

Let’s delve into the principles outlined

below. These principles resonated deeply

with our journey in building MTHS into a

thriving and sustainable business. From

the beginning, Brad and I envisioned

MTHS as a collective of like-minded

individuals who would grow, thrive, and

show up daily in their unique gifts.

CREATING A RELATIONSHIP

BASED COACHING BUSINESS

One fundamental principle we’ve

embraced is the relationship-based

approach to sharing our knowledge. We

believe that passing along our expertise

builds a foundation of trust with poten-

tial clients. This trust and our conﬁdence

in what we offer create a strong bond. As

a result, clients see us as reliable sources

and return to us repeatedly.

Building trust is a fundamental element

of business success. Whether you’re

selling your coaching services or expand-

ing your business, adopting a relation-

ship-based mindset is the fertile ground

for success. Together, we contribute to

the more signiﬁcant collective move-

ment of Trauma-Informed Coaching.

Business success is not just about mak-

ing sales. It’s about nurturing long-term

relationships based on trust and provid-

ing valuable support to those who need

it. Embrace your niche, build conﬁdence,

and watch your impact grow. Let us

continue this journey together, creating

transformative change within the coach-

ing industry and the lives of our clients.

We have never believed in simply selling

something to someone. We view it as

passing along our knowledge and exper-

tise and are always happy to share. This

approach has consistently built trust and

fostered long-term relationships. When

your potential clients trust you and see

your conﬁdence in what you offer, they

will return, seeking your guidance

and support.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

142

CREATING A RELATIONSHIP

BASED COACHING BUSINESS

Let’s embrace this relationship-based

approach, nurturing trust and making a dif-

ference in the lives of those we serve. Togeth-

er, we contribute to the collective movement

of Trauma-Informed Coaching.

Believe You Can: This belief must extend be-

yond just your products and services;

it should encompass your entire company

and the fantastic people who work

alongside you.

As you start your coaching business,

you may face challenges in the beginning.

Possibly grappling with ﬁnding our prop-

er niche, where we could make a profound

impact. However, once you discover your

passion, everything will change. It will be that

belief that propels you forward.

So, we encourage each of you to “Believe You

Can”. You can ﬁnd your unique niche within

the Trauma-Informed Coaching ﬁeld, which

aligns perfectly with your passion

and expertise. Believe you can create a thriv-

ing coaching business that makes a

real difference in the lives of others.

When you wholeheartedly embrace this be-

lief, you open yourself to endless possibilities.

It ignites the ﬁre within you to push bound-

aries, challenge norms, and innovate. Believe

You Can, and you will embark on a growth,

success, and fulﬁllment journey.

Create the Right Environment: Surround

yourself with a supportive network of people

who believe in your vision and dreams.

Your loving spouse, family members, and

friends can be your pillars of strength during

challenging times.

Embrace the Bumps: Building a successful

coaching business may have ups and downs,

but don’t lose heart. Keep pushing forward,

just like a boulder on a teeter-totter. Stay fo-

cused on goals and stay resilient.

Network and Collaborate:

1.Connect with other successful individuals

through networking and joining the correct

associations.

2.Surround yourself with positive inﬂuences

and stay away from negative people.

3.Consider having a mentor, business partner,

or someone to bounce ideas off.

Collaboration can ease stress and make the

journey more enjoyable.

Remember, success is not a solo journey.

It’s about ﬁnding the people to support and

grow with you. Together, you can achieve

greatness and make a lasting impact in the

coaching industry. Who is your inner circle?

What does your environment look and feel

like?

Stay Curious and Keep Learning:

Embrace the power of continuous learning.

Stay updated with new information and be

committed to providing the best knowledge.

What are you doing to remain curious?

Create a Vision for Success:

Success doesn’t always come knocking on a

predictable day, so prepare every day. Edu-

cate yourself, set goals, and plan the steps to

achieve them. Learning and goal-setting are

the keys to being ready for success.

Keep Your Vision Alive: Success is unique for

each of us. What does it mean to you? How

will you keep it in the forefront of your day?

Unlock Your Value: The marketplace rewards

value, so aim to be increasingly valuable. Start

by giving generously and becoming known

as a helpful resource. Your worth is tied to

your knowledge and willingness to support

others. Remain in the mindset of giving back

and making a positive impact. How are you

creating your value?

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 143

CREATING A RELATIONSHIP

BASED COACHING BUSINESS

Empower with Solutions: Being a

reliable problem-solver paves the way for suc-

cess. Prospects seek answers, not just facts. To

provide answers, you must possess in-depth

knowledge of your ﬁeld and present it in a

way that resonates with your prospects. Take

pride in delivering unmatched expertise and

making every interaction stand out.

Embrace Opportunities and Seize the Mo-

ment: Opportunities often present them-

selves unexpectedly. Keeping an open mind

and a positive attitude allows you to recog-

nize and seize these valuable opportunities.

Embrace the art of capturing the moment.

How and when are you embracing opportu-

nities? What might that look like?

Taking responsibility is a cornerstone of

success: Blaming others holds us back while

taking ownership of our

actions propels us forward. Success and

blame are inversely related—the less blame,

the more success. To achieve great heights,

do the work, regardless of challenges. Avoid

blaming others or yourself. Instead, embrace

responsibility for your actions and decisions.

Successful individuals assume responsibility

for everything they do and everything that

happens to them. By adopting a mindset of

responsibility, you empower yourself to over-

come obstacles and achieve your goals with

unwavering determination.

Take Action and Make Mistakes:

Taking action is the bridge that connects

plans and goals to success. Nothing

happens until you take steps to make it hap-

pen—every day. While having a

vision is essential, we also understand the

importance of letting go of the outcome and

being open to something even better hap-

pening. Focus on continuous growth, learn-

ing, and improvement. Staying in the conver-

sation and consistently moving forward will

create a powerful momentum that propels

you toward your goals.

Remember, action is the key to

transforming dreams into reality.

And when it comes to mistakes, we cannot

stress this enough: Embrace them as learn-

ing experiences. Rather than seeing mistakes

as failures, see them as valuable lessons not

to be repeated. Each misstep is an opportuni-

ty for growth and self-improvement. So, don’t

be afraid to take action and make mistakes—

view them as stepping stones on your path to

greatness.

Be Willing to Take Risks: This is the most cru-

cial factor. No risk, no reward. Taking chances

is a common thread among every successful

person. Most people won’t take risks because

they fear the unknown. However, people

avoid risks because they lack the preparation

and education that breed self-conﬁdence

and self-belief to take a chance. Risk is the

basis of success. To succeed, you’d

better be willing to take risks.

Understand the importance of taking risks to

move forward and grow. You will need to take

numerous risks, some of which will pay off

and others will not. However, each risk be-

comes a valuable learning experience and al-

lows you to approach risks with more wisdom

and consideration, taking calculated steps to-

ward your goals. Weigh your options carefully

and envision the outcomes you desire before

making decisions. The balance of courage

and preparation allows you to embrace risks

and propel yourself toward success.

Remember, embracing risks opens up new

opportunities and creates growth.

So, don’t hesitate to take chances on your

journey to success. Be bold, be prepared, and

believe in your ability to conquer any chal-

lenge that comes your way. The rewards of

taking risks are the stepping stones to achiev-

ing your dreams and \creating a meaningful

impact in the world.

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

144

CREATING A RELATIONSHIP

BASED COACHING BUSINESS

Balance Yourself: Your physical, spiritual, and

mental health are vital to success. Take time

to plan your schedule in a way that allows

personal goals to harmonize with work goals.

Achieving success is not just about

professional accomplishments; it’s also about

nurturing your well-being. Take care of your

physical health through regular exercise,

proper nutrition, and sufﬁcient rest. Nurture

your spiritual side by engaging in practices

that bring you peace and clarity, whether

meditation, spending time in nature, or pur-

suing hobbies that uplift your spirit.

Equally important is maintaining your mental

health. Cultivate a positive mindset, surround

yourself with uplifting inﬂuences, and seek

support or guidance when needed. Remem-

ber, a balanced and centred self is better

equipped to handle challenges and maxi-

mize opportunities.

By integrating your personal and work aspi-

rations, you create a harmonious life where

both aspects complement and support each

other. Strive for this balance, and you’ll ﬁnd

that success becomes even more fulﬁlling

and sustainable. Take the time to care for

yourself; enrich your journey to success with

well-being, purpose, and joy. Are you current-

ly creating a work/life

balance? How might you do that? What does

that look and feel like?

Stick at it Until You Win: One of the most

common reasons for failure is giving up too

soon. Don’t let that be your story. Once you’ve

made a plan, commit to seeing it through.

Success requires persistence and resilience.

There may be obstacles and setbacks,

but remember that every challenge is an op-

portunity to learn and grow. Stay focused on

your goals and keep pushing forward, even

when faced with difﬁculties.

Create a robust support system to keep

you motivated and accountable. Surround

yourself with individuals who believe in your

vision and offer encouragement in tough

times. Remember, success is a journey, and

adjusting your approach as you learn and

gain experience is okay.

Stay committed to your plan, and don’t

be afraid to seek guidance or necessary

adjustments. Push forward, believing in your-

self and your abilities. By staying

dedicated to goals and persevering through

challenges, you increase your chances of

achieving your desired success.

So, stick at it until you win, and remember

that every step you take brings you closer to

your dreams. Celebrate your progress along

the way, and embrace the journey of growth

and achievement. Determination and com-

mitment will lead to a bright and fulﬁlling

future.

Developing and Maintaining a Positive

Attitude: A positive attitude is like a beacon

of light that illuminates the way to success.

It makes the journey more accessible and

enjoyable, even facing challenges. When you

approach life and work with positivity, you

cultivate resilience, creativity, and the ability

to ﬁnd solutions even in challenging situa-

tions.

Positive thinking not only enhances your

well-being but also inﬂuences those around

you. People are naturally drawn to positive in-

dividuals, creating a supportive network that

can propel you towards aspirations.

Remember that a positive attitude is a choice

that can pave the way to a more

fulﬁlling and rewarding journey to success.

So, let your positivity shine brightly and

illuminate your path to greatness.

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 145

What am I taking away

with this new trauma-informed lens

What are some other Modalities we may use in Trauma Healing and Processing?

In what ways can you contribute to your business?

What might you need to start your practice?

What will help me succeed?

QUESTIONS

TO EXAMINE

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

146

Deﬁnition of Coaching

ICF deﬁnes coaching as partnering with Clients

in a thought-provoking and creative process that

inspires them to maximize their personal and pro-

fessional potential.

Deﬁnition of MTHS:

Moving the Human Spirit

Deﬁnition of PTG:

Post Traumatic Growth

Deﬁnition of PTR:

Post Traumatic Recovery

VAKOG:

Visual, Auditory, Kinesthetic, Olfactory, Gustatory

Deﬁnition of PTS/PTSD/PTSI

Post Traumatic Stress

Post Traumatic Stress Disorder

Post Traumatic Stress Injury

Deﬁnition of SMART Goals:

Speciﬁc, Measurable, Attainable, Realistic, Timely

Deﬁnition of Dyad

Dyad coaching: A coaching pair comprised of two

students, who each take a different role in turn:

the coach and the coachee.

Coach: In the role of coach the student is respon-

sible for asking probing questions, listening to

the coachee, challenging their assumptions and

giving feedback, but should not offer solutions or

give advice. They may follow a structure, such as

the GROW model, or may simply ask questions

designed to get the coachee to think through the

issues and options and move forward to action.

The elements of a coaching conversation apply

equally well to student peer coaches.

Coachee: In the role of coachee, the student

brings the issue to be considered, agrees to be

open and honest in addressing the questions put

by the coach and is prepared to take action as a

result of the coaching conversation.

Deﬁnition of Triad

A coaching model that has proved to be very

successful for peer coaching is the Triad Model. A

coaching group comprises three students, who

each take a different role in turn: the coach, the

coachee and the observer:

Coach: In the role of coach the student is respon-

sible for asking probing questions, listening to

the coachee, challenging their assumptions and

giving feedback, but should not offer solutions or

give advice. They may follow a structure, such as

the GROW model, or may simply ask questions

designed to get the coachee to think through the

issues and options and move forward to action.

The elements of a coaching conversation

apply equally well to student peer coaches.

Coachee: In the role of coachee, the student

brings the issue to be considered, agrees to be

open and honest in addressing the questions put

by the coach and is prepared to take action as a

result of the coaching conversation.

Observer: In the role of observer, the student

watches and listens to the coaching conversation

and feeds back to the coach and coachee after-

wards. The intention is to provide constructive

feedback on what has been said, for example,

highlighting points that appeared to be particu-

larly effective or less effective. The observer might

point out questions that had moved the coachee

forward or points where the coach stepped out-

side the coaching role and offered advice.

TERMINOLOGY

& DEFINITIONS

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 147

Terminology

& Denitions

ICF: International Coaching Federation

https://coachfederation.org/

The International Coaching Federation (ICF) is

the leading global organization dedicated to

advancing the coaching profession by setting

high standards, providing independent

certiﬁcation and building a worldwide network

of coaching professionals. ICF also accredits

programs that deliver coach-speciﬁc training.

ICF-accredited training programs must complete

a rigorous review process and demonstrate that

their curriculum aligns with the ICF Core

Competencies and Code of Ethics.

Today, ICF is speciﬁcally recognized among

coaching professionals worldwide for:

• Developing coaching core competencies

• Establishing a professional code of ethics &

standards

ICF – Accreditation/Credential Coaching Levels:

Credentials/accreditations are awarded to

professional coaches who have met stringent

education and experience requirements, and

have demonstrated a thorough understanding

and practice of the coaching competencies that

set the standard in the industry. Achieving cre-

dentials/accreditation signiﬁes a coach’s commit-

ment to integrity, an understanding and practice

of coaching skills and a dedication to Clients.

The ICF is also part of the European

Mentoring and Coaching Council:

The GCMA is not set up as an entity that collects

fees, nor is it a membership body that coaches,

mentors, organizations or institutions can “join.”

But rather, it is an alliance of global, professional

coaching and mentoring bodies, currently made

up of the Association for Coaching (AC), the Eu-

ropean Mentoring and Coaching Council (EMCC),

and the ICF. To illustrate, think of what the airlines’

alliances do (e.g., Star Alliance). You may join as

a member any of the speciﬁc airline (e.g. United,

Thai, Lufthansa), and by those airlines being a part

of the alliance, then this gives greater beneﬁts to

their respective members and having a greater

joined up approach.

CREDENTIAL/ACCREDITATION LEVELS:

ACC: Accredited Certiﬁed Coach:

• Completion of an entire ICF Accredited Coach

Training Program (ACTP).

• A minimum of 100 hours (75 paid) of coaching

experience with at least eight Clients following

the start of your coach-speciﬁc training.

At least 25 of these hours must occur within the

18 months prior to submitting the application

for the credential.

• Completion of Coach Knowledge Assessment (CKA).

PCC: Professional Certiﬁed Coach

• Completion of an entire ICF Accredited Coach

Training Program (ACTP).

• A minimum of 500 hours (450 paid) of coaching

experience with at least 25 Clients following the

start of your coach-speciﬁc training. At least 50 of

these hours must occur within the 18 months pri-

or to submitting the application for the credential.

• Completion of Coach Knowledge Assessment (CKA).

MCC: Master Certiﬁed Coach:

• 200 hours of coach-speciﬁc training.

• 10 hours of Mentor Coaching over a minimum

of three months. Your Mentor Coach must be an

MCC in good standing. This cannot be the same

Mentor Coaching that was applied toward a

previous ICF Credential application.

• A minimum of 2,500 hours (2,250 paid) of

coaching experience with at least 35 Clients,

following the start of your coach-speciﬁc training.

• Performance evaluation (two audio recordings

and written transcripts of coaching sessions).

• Currently holds (or previously held) a

Professional Certiﬁed Coach (PCC) Credential.

• Completion of Coach Knowledge Assessment (CKA).

(Unless previously passed applying for ACC or PCC).

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

148

ADDITIONAL RESOURCES SHARED BY TICC STUDENTS

The purpose of the ‘Notes and Reference’ list is to provide resources offered from the TICB

and TICC Students from different trainings over the years. It’s a way to share information with

each other that might be helpful. Moving the Human Spirit, Trauma-Informed Coaching Ba-

sics and Trauma-Informed Coaching Certiﬁcation Training Founders and Associates are in no

way responsible for any issues arising as a result of any Students accessing and acting on the

information in this ‘Notes and Reference’ and the views and opinions in this ‘Notes and Ref-

erence’ may not necessarily be the reﬂection of MTHS views as a company, the views of the

Co-Founders and the views of any of MTHS Associate Coaches. Please determine for yourself

what information is helpful to you. As a TICCB/TICCA Student, MTHS hold’s you fully com-

petent and capable of choosing which information is best suited for you personally and use.

Please enjoy these resources.

BOOKS OF INTEREST

High Performance Habits - Brendon Burchard

Waking the Tiger - Peter Levine

Building Resilience and Appreciative Inquiry – Mcarthur /Blair/Cockell

Conversations Worth Having – Stavros/Torres

Who do we choose to Be – Margaret Wheatley

Emotional Survival – Dr Kevin Gilmartin

Against Empathy: A Case for Compassion – Paul Bloom

The Embodied Mind – Francisco Varela/Thompson/Rosch

Transforming Trauma – J. Finley/ C. Myss

Conversational Intelligence – Judith E. Glaser

About Brain Function – Dr Daniel Amen

Polarity Management: Identifying and Managing Problems – Johnson B. (1996)

Complex PTSD: From Surviving to Thriving – Pete Walker

The Body Keeps the Score – Bassel van der Kolk

Journey Thru Trauma – Grethchen Schmelzer

Trauma Stewardship – Laura van dernott Lipsky

Lost and The Heart Aroused - David Whyte

Mind to Matter – Dawson Church

The Brain’s Way of Healing – Norman Doidge, MD

Healing from Trauma – Jasmin Lee Cori

Trauma and Recovery – Judith Herman

Treating the Trauma Survivor-An Essential Guide to Trauma-Informed Care – Clark/Classen/Fourt/Shetty

Drop the Worry Ball – Alex Russell

NOTES

& REFERENCES

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 149

Hello – I want to Die – Please Fix Me– Anna Mehler Paperny

Irritable Hearts: A PTSD Love Story – MacMelland

Resilience is Futile - The Life and Death and Life of Julie Lalonde – J. Lalonde

Know my Name – Channel Miller

Complex PTSD: From Surviving to Thriving – A Guidemap for Recovery from Childhood Trauma – Peter Walker

The Boy Who Was Raised as a Dog – Bruce D Perry, Maia Szalavitz

Warrior Rising – A Soldier’s Journey To PTSD and Back – L.Col Chris Linford

The Five Love Languages – Gary Chapman

NARM (neuroaective relational model) - the new NARM - The Practical Guide for Healing Developmental Trauma

Immunity to Change - Robert Kegan, Lisa Laskow Lahey

Out of the Basement-Beyond Surviving Sexual Assault - Deborah Halvorson

Learning the Language of Addiction Counselling – Geri Miller

The Brain Bible – John Arden

Brain Based Therapy for Anxiety – John B Arden

Mindfulness Skills Workbook for Clinicians and Clients – Debra Burdick

Brain Based Therapy for OCF – John Arden

Do You Want to Play the World Game – Marilyn Atkinson

Many Lives – Many Masters – Brian L. Weiss

Passages and Understanding Men’s Passages – Gail Sheehy

Type Talk – 16 Personality Types that Determine How We Live, Love and Work. – Otto Kroeger and Janet M. Thuesen

The Four Agreements – Don Miguel Ruiz

Your Miracle Brain – Jean Carper

The Complete Guide To Your Emotions and Your Health” – Emrika Padus

Re-Wire Your Brain – John B. Arden

Accessing the Healing Power of the Vagus Nerve – Stanley Rosenberg

How Emotions are Made – Lisa Feldman Barrett

Undefended Love – Jett Psaris and Marlena S. Lyons

Welcoming Consciousness - Wendy Anne McCarty, PhD

HEAL to LEAD - Kelly Campbell, TICC

COACHING BASICS

Art & Science of Coaching: Step-by-Step Coaching - Marilyn Atkinson

Inner Dynamics of Coaching - Marilyn Atkinson

Evidence Based Coaching Handbook – Dianne R. Stober & Anthony M. Grant

Practicing Positive Psychology Coaching – Robert Biswas-Diener

Eective Group Coaching – Jennifer J. Britton

Relationship Coaching: The theory and practice of coaching with singles, couples and parents – Y Ives and E Cox

Supercoach: 10 Secrets to Transform Anyone’s Life – Michael Neill

The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever – Michael Bungay Stanier

Coaching Questions: A Coach’s Guide to Powerful Asking Skills – Tony Stoltzfus

An Introduction to Coaching Skills: A Practical Guide – Christian van Nieuwerburgh

Life Coaching Activities & Powerful Questions – Phyllis Reardon

Positive Psychology Coaching: Putting the Science of Happiness to Work for Your Clients – R Biswas-Diener & B Dean

The Life Coaching Handbook: Everything you need to be an eective life coach – Curly Martin

Coaching Questions: 101 Coaching Questions for the Coach and the Coaching Client – Randy Wayne

Coaching For Health: Why It Works And How To Do It – Jenny Rogers and Arti Maini

Narrative Coaching: Bringing our New Stories to Life – David Drake

Notes

& References

LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION www.traumainformedcoaching.com

150

Notes

& References

COACHING QUESTIONS

The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever – Michael Bungay Stanier

Coaching Questions: A Coach’s Guide to Powerful Asking Skills – Tony Stoltzfus

An Introduction to Coaching Skills: A Practical Guide – Christian van Nieuwerburgh

Life Coaching Activities & Powerful Questions – Phyllis Reardon

Positive Psychology Coaching: Putting the Science of Happiness to Work for Your Clients – Robert Biswas-Diener & Ben

Dean

The Life Coaching Handbook: Everything you need to be an eective life coach – Curly Martin

101 Coaching Questions for the Coach and the Coaching Client for an Empowering Coaching Session – Randy Wayne

Coaching For Health: Why It Works And How To Do It – Jenny Rogers and Arti Maini

Narrative Coaching: Bringing our New Stories to Life – David Drake

WEB LINKS

NICABM - https://www.nicabm.com/

Tribal Theory - http://www.tribalore.com/barbara-allyn.html

Trudy Scott: Food Mood Expert - https://www.everywomanover29.com/about.html

Trudy Scott: The Vagus Nerve Connection Summit - https://vagusnerveconnectionsummit.com/?idev_id=739&inf_con-

tact_key=14a5053f1795cf8d19bf010371dcfacc0558ed5d4c28cbfab114022b1ec50d

SmartMind SmartBody - https://smartbodysmartmind.com, www.smartbodysmartmind.com

The Shift Network - https://theshiftnetwork.com/

Judy York - https://www.trueformleadership.com/2020/01/05/transforming-leadership-transforming-trauma/

Supporting Your Trauma Client to Feel Safe - https://www.youtube.com/watch?v=G7zAseaIyFA

Window of Tolerance - https://www.youtube.com/watch?v=vYab1q5N9-U

Window of Tolerance - https://www.youtube.com/watch?v=fmDk4sotWGs

Window of Tolerance for Children - https://www.youtube.com/watch?v=Wcm-1FBrDvU

Timeline Therapy Overview - https://www.youtube.com/watch?v=Fv3C-aweGl4

Flipping Your Lid - https://www.youtube.com/watch?v=G0T_2NNoC68

Grounding Techniques in Trauma Therapy - https://www.youtube.com/watch?v=1vckMPHaITA

Value’s and Belief’s - https://www.youtube.com/watch?v=72GOoX-JrHk

Value’s and Belief’s - https://www.youtube.com/watch?v=6XkC5Uxf9iw

Perceptual Positioning - https://www.youtube.com/watch?v=ZXLEgNn8xig

Suicide Prevention - https://suicidepreventionlifeline.org/

Suicide Prevention Framework - https://www.canada.ca/en/public-health/services/publications/healthy-living/suicide-preven-

tion-framework.html

Insightful thinking - https://www.psychologytoday.com/us/blog/understanding-grief/202011/twelve-steps-healing-trauma-holo-

caust-survivor

Primal Trust (Dr. Cathleen King) https://www.primaltrust.org

Yoga Nidra: Ally Boothroyd (https://allyboothroyd.com)

Tree bathing: https://www.nytimes.com/2024/02/05/well/mind/outdoor-therapy-depression-anxiety.html

Values Assessment: https://personalvalu.es

Gupta Program: https://guptaprogram.com

Craniosacral Therapy: https://www.upledgerclinic.com

Feldenkrais Method for Somatic Education: https://www.feldenkraisaccess.com

www.traumainformedcoaching.com LEVEL 1 TRAUMA-INFORMED COACH CERTIFICATION

evolve awaken grow 151

Notes

& References

VIDEO’S

Understanding Trauma - Learning Brain Vs Survival Brain - https://www.youtube.com/watch?v=KoqaUANGvpA

The Nurturance of Being Known - https://www.youtube.com/watch?v=MyFv--M6RBI

Secure Attachment: I am Here For You - https://www.youtube.com/watch?v=n2ypDPqs9A0

Learning to Connect - Childhood Trauma - https://www.youtube.com/watch?v=-MN7LZ3bv0Y

Motivating Through Compassion - Not Consequence - https://www.youtube.com/watch?v=c3LLQHNrrK0

Julia Vaughan Smith - https://www.youtube.com/watch?v=-5KKO4PJ9ew

Manitoba Trauma Information and Education Centre (MTIEC) - https://trauma-recovery.ca/

The PTSD Association of Canada - http://www.ptsdassociation.com/post-traumatic-growth

Scientic American Article - https://blogs.scienticamerican.com/beautiful-minds/post-traumatic-growth-nding-mean-

ing-and-creativity-in-adversity/

Psychology Today - https://www.psychologytoday.com/ca/blog/surviving-thriving/201904/posttraumatic-growth

Frontiers in Psychology: PTG and PTR - https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00687/full

Brain Line: Many Layers of PTG - https://www.brainline.org/article/many-layers-post-traumatic-growth

Positive Psychology - https://positivepsychology.com/post-traumatic-growth-worksheets/

Importance of Emotional Self Regulation in Coaching - https://coachingfederation.org/blog/emotional-self-regulation-coach-

ing

OTHER

NLP Timeline Theory

Gestalt Therapy - a psychotherapeutic approach developed by Fritz Perls (1893–1970). It focuses on insight into gestalts

in patients and their relations to the world, and often uses role playing to aid the resolution of past conicts.

Trilotherapy, Eastern Philosophy Meets Western Philosophy - Zen Master Nissim Amon

Theory U – Presencing Institute – Tools and Resources

Boundary Setting - @silvykhoucasian @lizlistens

Anxiety and Nutrition – Trudy Scott – on-line Resource

Compassionate Inquiry Training – Gabor Mate

POD CAST

CBC - Can psychedelic drugs help ease the fear of death?

https://www.cbc.ca/radio/tapestry/can-psychedelic-drugs-help-ease-the-fear-of-death-1.2992608

CONTRIBUTIONS

Please feel free to add or contribute to the current list by contacting brad@movingthehumanspirit.com and title the

e-mail with “CONTRIBUTION”. Thank you.

www.movingthehumanspirit.com

www.traumainformedcoaching.com

0 views·152 pages

TICC Advanced Level 1 Component 2 PDF Free Download

TICC Advanced Level 1 Component 2 PDF free Download. Think more deeply and widely.

Uploaded by Jason Anderson on 4/17/2026

/152

100%