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Cognitive Hypnotic Coaching Diploma

Confidently help clients transform their lives
Art and Science of Transformational Coaching Diploma
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Coaching Diploma based on an Eclectic Approach to Coaching that Integrates

SOFT SEA Coaching Model

(The most comprehensive coaching framework)

1
Different approaches to psychology:​
  • Cognitive Psychology
  • Behavioural Psychology
  • Humanistic Psychology
2

Trance-formational Techniques from​:

  • Classical Hypnosis
  • Conversational Hypnosis
  • Neuro Linguistic Programming
  • Emotional Intelligence
  • Metaphors and Stories
  • Mindfulness
3
0 +
Powerful Concepts
0 +
Diagnostic Tools
0 +
Change Process
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Click here to learn more about the what, how and why of Cognitive Hypnotic Coaching...

Internationally Recognized

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From Experiencing Transformation to Creating Transformation

The Cognitive Hypnotic Coaching Diploma is not only about taking home a framework or developing skills but also about undergoing the same transformation yourself that you would later help your clients experience!

That would be wonderful, wouldn’t it?

One of the most exciting aspects of Cognitive Hypnotic Coaching training is the breakthroughs you experience as an individual.

During the training itself, you extensively practice what you learn with your co-participants, working on real goals and issues that you may be facing. This takes you through a series of personal breakthroughs that culminate in a transformation.

As a result, you are able to design your own pathway to a financially and emotionally fulfilling career as a therapist and learn to manage your own mental state – your thoughts, emotions, beliefs and more.

Your personal growth during training and mentoring enables you to help your clients transform their own lives, as you develop –

  • Confidence
  • Empathy
  • Unconditional positive regard
  • Compassion
  • Patience
  • Non-judgemental attitude
  • Flexibility
  • Creativity

Setting the Foundation

This is one of the most basic and primary therapeutic competency required by the therapist. Here the therapist would facilitate the client with the basic idea of therapy and the norms attached to it. This helps in creating strong therapeutic alliance and rapport. Once the foundation of the therapy session is set, it becomes easier for the client to flow smoothly with the session. Within this therapeutic competency, there are a few sub-competencies which are essential. These include:
  • Establishing the therapeutic agreement:
    This competency is about understanding the purpose of the therapeutic interaction and to come to an agreement with the prospective client about the therapy process and relationship. This includes understanding and effectively discussing the guidelines, specific parameters of the therapeutic relationship, reaching agreement about what is and is not appropriate in the therapeutic relationship, what is and is not being offered, what are the responsibilities of the therapist and the client.
  • Meeting Ethical Guidelines and Professional Standards:
    This competency is about understanding the professional standards and guidelines that therapists must abide by. Some of these guidelines are legally binding while others are considered best practices. Following these guidelines and standards ensure that the therapist is able to safeguard their legal interests.
  • Meeting Ethical Guidelines and Professional Standards
  • Establishing the Therapeutic Agreement

Co-creating the Relationship

Therapy is not a one-session event. Generally, it extends over a period of 8 to 12 sessions depending on the clients current problem and the desired outcome. For this, the therapist needs to foster a friendly and warm yet professional relationship with the client. This competency is all about establishing a relationship that is most conducive to the therapeutic process. Sub-competencies within this include:
  • Using a flexible approach that is client-centric:
    Not every client is the same. So, it is beneficial for the therapist to identify which approach to use for whom. A therapist may be equipped with multiple tools and techniques to help clients deal with their challenges and achieve their desired outcome. However, it is essential to identify which tool/model would best suit the client and require the least amount of effort and time. A therapist needs to have the competency to not just identify and select the right approach for the client but also to modify the approaches in the most appropriate ways.
  • Managing self and maintaining coaching presence:
    Whilst in a therapy session, the therapist must be fully aware of what the client is saying and respond accordingly. The therapist’s response will help set a direction/path for the client’s desired outcome. The therapist should also be aware of his/her biases and not let these biases influence the therapy process. This can completely derail the session and hamper the process. The therapist must also be competent to demonstrate confidence in himself/herself and in the process that they are planning to use with the client.
  • Establishing a trust-based relationship with the client:
    This competency is all about creating a safe/supportive environment for the client which would ensure trust and mutual respect between the individuals involved. The therapist should also demonstrate genuine concern for the client’s personal welfare and future. This should be done in a way that does not seem forced and yet effective for the client. This will also help the therapist develop a strong rapport with the client thereby ensuring the therapeutic process goes smoothly.
  • Using Structured yet Flexible Client-Centered Approach
  • Managing self and maintaining therapeutic presence
  • Establishing trust-based relationship with the client

Communicating Effectively

One of the key tools/skills used by the therapist is communication. The entire process of therapy is dependent on this one tool without which it will be difficult for the client to understand and work towards his/her desired outcome. This requires the therapist to be aware of different aspects of communication that can influence a client’s style of communication. And that is why this particular competency becomes important. Sub-competencies within this includes:
  • Engaged Listening:
    This competency is about the ability to effectively listen, encourage, accept and explore what the client is saying. Listening is completely different from hearing; it means listening not just through your ears but through your eyes and other senses. Whilst listening, the therapist should also observe the body language of the client, the changes in tonality of the voice, summarise, paraphrase, reiterate what the client is saying, mirror the client and ensure that there is clarity in understanding the client. Through engaged listening, the therapist would be able to make out a lot of the things about the client. It will ensure that the therapist uses the right kind of tools and processes on the client for him/her to reach the desired outcome.
  • Powerful Questioning:
    This competency is about the ability to ask questions that will uncover the information needed for greatest benefit to the therapeutic relationship and the client, by posing questions that are open-ended to create greater clarity, possibility or new learning. It’s important for therapist to question not to confront but to understand the client. These questions are meant to help the client explore their thoughts, perceptions, and behaviours in a way that the client can understand him/herself better and the therapist can assist them overcome their challenges and achieve their outcome. This also enables the therapist to collect specific details so that they can work on facts and not personal biases.
  • Flexible/Person centric communication:
    While engaged listening and powerful questioning are important competencies, another thing to keep in mind is that different people communicate differently. It is important for a therapist to be able to identify and use the style of communication preferred by the client. This requires the therapist to be aware of different aspects of communication (suggestibility, love language, representation system, level of expressiveness, meta programs…) that can influence a clients style of communication. Based on how the client understands and communicates, the therapist needs to be flexible and communicate accordingly. While this therapeutic competency is closely associated with the person-centric approach, it also helps the therapist build a trust-based relationship.
  • Engaged Listening
  • Powerful Questioning
  • Effective Communication

Facilitating Learning and Results

Once the process of the coaching is set and adhered to by the coachee, it is important to ensure that there are visible or measurable results. These results will help the coach identify the effectiveness of the coaching tool/model used and decide whether to continue or change the process/model. This Coaching competency also helps the coachee understand the coach’s effectiveness and skill set or decide if he/she wants to be coached under the same coach.
  • Raising awareness and insights:
    This coaching competency is about the ability to integrate, accurately assess and interpret various information to help the client gain awareness and achieve agreed-upon results. The coachee will be equipped to identify facts from the interpretation and distinguish between behaviours that need to be worked on to ensure the desired outcome is met. While coaching is more about the outcome and not insights, it is true that many times insights becomes the seed on which an outcome can be achieved. In cases where insights are important coaches must have the tool to help coachees get these insights. since insights are spontaneous and come from the unconscious mind, a coach’s ability to work with the unconscious can be very handy. While the coach can use processes to help the coachees tap into his/her unconscious, the coach also enables the coachee to develop mindfulness leading to increased awareness about themselves and their lives.
  • Inviting Possibility:
    The coach should have the competency to ensure that the coachee is open to all possibilities. At times certain thoughts, emotions or beliefs lead to the coachee not being open to things that may be beneficial for achieving the desired outcome. The coach would help the coachee restructure these things that are essential for a better tomorrow in life. This also inculcates a sense of hopefulness within the coachee thereby looking at things in the rawest form possible and not interpreting them with his/her own biases.
  • Ecological goal setting:
    Since coaching is about helping coachees achieve desired goals, goal setting becomes an extremely important part of the coaching process. Having said that, there are times when one goal can negatively influence other goals which may be more important from the point of view of the coachees unconscious. In such cases, the unconscious doesn’t support the accomplishment of these goals which can lead to self sabotaging. Ecological goal setting ensures that goals are set in a way that they do not negatively affect any other goals.
  • Designing Actions:
    This coaching competency is about the ability to co-create opportunities for ongoing learning and for taking new actions that will most effectively lead to agreed-upon coaching results. This can be achieved through brainstorming and assisting coachees to define actions that will enable them to demonstrate, practice and deepen new learning. Challenging coachee’s assumptions, helping them to evaluate options, focus on alternative ideas and solutions, and explore specific concerns and opportunities vital to coaching goals is equally important whilst designing action plans for them. After helping clients create ecological goals it is necessary for the coachee to also ensure specific steps to take them from where they are to move to desired goals. In order to understand these steps, a coach helps the coachee explore and evaluate different ways, options, ideas and solutions.
  • Overcoming conscious and unconscious hindrances:
    The coach whilst designing the plan of action/task-list for the coachee, should assess and see if there are possible hindrances that may prevent the coachee from consistently completing the tasks. At times these hindrances may be out of the coachee’s awareness. At this point, it is essential for the coach to ensure that the coachee is aware of the same and should enable him/her to deal with it. It can also be that at times the coachee may be aware of the hindrances but is not able to control or overcome it. For ex: – persistent dysfunctional thought, feeling or behaviour pattern. In times like this, the coach helps the coachee become aware of the hindrances they were unaware of and help the coachee change those thoughts and feelings that were getting triggered automatically. Dealing with hindrances can also ensure that the coachee gets new learnings and will be better equipped to deal with similar or new hindrances in the future.
  • Managing Progress and Accountability:
    This coaching competency is about the ability to hold attention on what is significant for the coachee and to leave the responsibility with him/her by clearly requesting the coachee to stick to the agreed plan of actions that will move the coachee toward his/her stated goals. Following through – by asking about those actions that the coachee is committed to in previous session(s), and acknowledging the lessons learned, what was done and what wasn’t along with keeping the coachee on track by holding attention to the coaching plan and the desired outcome – is important.
  • Raising Awareness & Insights
  • Inviting the possibility
  • Ecological Goal Setting
  • Designing Actions
  • Overcoming Concious and Unconscious Hindrances
  • Managing Progress and Accountability

Once you have trained to develop advanced coaching competencies, you have to build a coaching practice from scratch.

We know, we have been there!

Since each level of this course is complete in itself, we share a detailed, step-by-step strategy to help you set up your own practice and build a brand, right from the Practitioner’s Course (level 1)! This means you do not have to wait to complete your diploma to start building your brand.

Here is a quick glimpse of what we cover in this section of the course –

  • Core principles of brand building
  • Time-tested strategies to generate clients
  • Creating a customized branding strategy
  • Breaking the strategy into actionable chunks
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What our Participants have to say...

Rated 4.9 out of 5 stars based on 26 customer reviews

Isha Sawant
- Facebook

Being a psychology student, I was always fascinated about hypnosis and the way it works. I was looking for the right place from where I can learn hypnotherapy. ICHARS gave me that platform where I didn't only learn different hypnotherapy and NLP techniques but also was able to successfully practice... read more

Aashray Mohan
- Google

Always a good time with the facilitator of ICHARS. Learn so much about yourself while in training. An open platform that welcomes questions and doubts is rare. And there ability to understand and precisely answer queries is commendable. Look forward to more interactions and opportunity with the team. And a... read more

Check out more testimonials

Frequently Asked Questions about the Diploma?

Who is this Coaching Diploma meant for?

It is a practitioner course for:

  • People who want to be a Professional Coach, Consultant or Mentor and start with a rewarding career, helping people move from where they are to where they want to be.
  • CEO, Senior Executive, Professional, Head of Department & Managers who wish to bring back to their organization and contribute to its success.
  • Practicing coaches and trainers who wish to develop advanced coaching skills enabling them to go from good to a great practitioner.
What if I am only looking for self-help and not becoming a practitioner?

The short answer, this course is not meant for them, there are other courses we have that will benefit them more.

The long answer is that while during this course you will personally experience breakthroughs, our focus is to ensure that you develop advanced coaching competencies that enable you to transform lives of your clients.

One of the most important features of the course is the emphasis on practicing these skills, not only with others but also yourself. In other words, each participant personally experiences the transformation in his/her own life. This personal transformation makes them internalize the true essence of these skills as well as gives them the confidence to work with others.

So, “Yes”, participants do experience breakthroughs in their own lives and can definitely bring changes in their own life, yet we only encourage people who are looking at becoming practitioners themselves to join us for this program.

If participants experience breakthroughs themselves, why not encourage everyone to join?

For a course to be highly effective, its format and style of delivery needs to be in sync with the end objective. The ideal course format and delivery style for a practitioner program is very different from a self help program. 

So between reaching out to a larger audience and maintaining a higher degree of effectiveness for a more selected audience, we choose later.

We also noticed, that giving practitioners certificate to those who were looking for self-help is not a good idea. Once they receive the certificate, they feel motivated to practice, if only to recover what they have invested in the course.

But if they were not focused on working with others during practice and training, they do not have the necessary skills to become a practitioner. At ICHARS, being responsible is one of our core values and hence we wouldn’t be comfortable encouraging such practice.

What is the format of the course? Is it online or class based, pre-recorded or live?

The course has been designed in a way that each level is divided in 3 parts:

  • Pre Level Online Modules
  • Live instructor led training and practice sessions (Virtual)
  • Post Level online modules

Pre Level online modules focus on concepts and theory. Live training sessions focus on demonstrations, practice sessions and discussions. Post level online module include supporting material like forms, checklists and also recordings of techniques practiced during the classroom sessions.

Completing the pre-level online course is a prerequisite to attending the Live training session.

The post level recordings are provided so that you can continue to learn by observing these sessions and use them for reference before a session with client if required. Completing the same is recommended but not a requirement for attending the next level.

Is it possible for me to change the dates I would like to join the live training on?

We provide our participants the flexibility to join for a batch different from the one they enrolled for provided we are informed at least a week before the starting date of the batch you had enrolled for. In case you have to make changes less than 7 days before the batch starts you can but you will need to pay additional venue charges for the next workshop.

What type of support can I expect after completing this Coaching Diploma?

There are different ways in which we support our participants:

  1. We have a whatsapp group only for participants where you can ask us queries about concepts and techniques covered during the course.
  2. You can call ICHARS trainers for any queries which you would not like to discuss on whatsapp or for which you require a more detailed discussions.
  3. The access to online modules is available to you for lifetime. We also keep updating these modules with newer information to ensure that our old participants remain in sync with latest updates in the course.
  4. You can repeat any course you have attended with ICHARS by paying only the venue charges for the day you are attending.
  5. Every Sunday we organize online practice sessions via zoom. After attending this course, you can participate in these sessions for free.
  6. We also organize monthly case discussion sessions with participants who have completed the course to help address any questions about cases that they maybe working on.
  7. If you are a trainer and would like to incorporate some of the topics in your trainings, we also provide guidance for the same.
  8. Through our tie up with citationsy, you also get access to many research papers for which you would otherwise need to pay for.

Apart from the above in the coming months we are also planning:

  • To promote our participants by registering them to a practitioners directory and promoting the same

We are also open for any other ideas with which we can help our participants. A lot of the above steps have been a result of suggestions from our existing participants.

Can participants practise these fields legally?

All the certificate programs that focus on developing coaching or therapeutic skills are basically skill building programs. None of these courses be it Hypnosis, NLP, CBT, REBT, TA or CHP are regulated by any regulatory authority.

So all certificates are just that certificates. They do not have any legal validity… but that doesn’t make them illegal either. Whether you can legally use these skills or not depends on the area in which you are applying these skills.

So for example if you are promoting yourself as a life coach or a mind coach or a behavioural trainer and staying within the limits of what these people can do, you can freely use these skills as these titles do not have any legal restrictions. But if you are promoting yourself as a doctor or a psychologist or a psychiatrist and handling cases related to intense emotions or psychosomatic issues or mental disorders, then you must fulfil the educational prerequisites that are required to use these titles and work with these problems.

Many institutions claim that their courses are accredited by international associations. Do these certifications have any legal status?

Short answer is No.

Long answer, the accreditation maybe there but most international organisation offering these accreditation’s are also private bodies. They don’t really have any statutory authority.

For more details about certifications and legal status kindly watch this quick video

Is there a way to compare the Cognitive Hypnotic Coaching Diploma with other Hypnosis and NLP Courses?

To be true it is unfair to even compare CHC with a standard Hypnosis and NLP training programs. There are multiple reasons for the same:

  1. The course is not just based on these two modalities. During the course you will learn to integrate these two modalities with other major psychological approaches (cognitive, behavioural and humanistic). This eclectic approach makes the course very unique not just in comparison to other Hypnosis and NLP courses but also with any other course in positive psychology.
  2. Even when we look at Hypnosis and NLP, the course has been developed not just by bringing the topics and techniques covered in hypnosis workshops and NLP training programs together but by creating an integration that allows us to understand NLP techniques and concepts through the conceptual framework of Hypnosis. The integration has also enabled us to train our participants in a way that they are able to create their own hypnotic techniques which are structured yet flexible.
  3. Concepts and techniques from Cognitive therapies, metaphors and mindfulness has also contributed to making the course a lot more than what one will learn in a hypnotherapy workshop or a NLP training program or even a coaching certification program.
Can we work with ICHARS after completing the course?

While ICHARS is primarily a training and development organisation, one of the key components of ICHARS mission is to connect effective mental health practitioners with those in need. From time to time we take up projects with different NGOs, Corporate houses to help them support the mental and behavioural health needs of people associated with them.

For each project that we take up, we offer our trained Alumni the opportunity to become a part of these projects to conduct group sessions and/or one-to-one sessions.

If you also wish to be an ICHARS Alumni and avail of these wonderful opportunities, join our upcoming orientation and learn about our courses by directly connecting with our trainers.

Additional Certifications, Fees & Duration

LevelDurationCostCertification
 Pre-Class
Videos		Live
Instructor Led		Post-Class
Videos + Practice		NormalEarly 
Level 19 hrs45 hrs20 hrsRs. 25000Rs. 225001. Practitioner – CHC
2. NLP Foundation
Level 212 hrs63 hrs120 hrsRs. 38500Rs. 350001. Advanced Practitioner – CHC
2. NLP Practitioner
Enroll for the Diploma (Level 1 and 2 together) at just 75% of the total course fees
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Coaching Diploma

Rs. 63500 47625

Level 1

Rs. 25000 22500

Foundation Course

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Why Choose Cognitive Hypnotic Coaching™?

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Complete yet Complementary

Skills learnt in this coaching diploma while complete by themselves can also be integrated with skills you have developed via other courses.

CHCP Brochure

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  • Get 25% discounts by registering for Level 1 ans 2 - Enroll Now
Title Format When Location Fees Facilitator
CHCP - Level 2 Virtual
Weekend		 June 5th to July 3rd '2021
10:30am to 5:30pm		 Via Zoom Enroll now - 38500 Nitin Shah
CHCP - Level 1 Virtual
Weekday		 June 14th to July 1st
6:30pm to 9:30pm		 Via Zoom Enroll now - 25000 Mamta Sharma
CHCP - Level 2 Virtual
Weekend		 Aug 7th to Sep 4th '2021
10:30 am to 5:30 pm		 Via Zoom Enroll now - 38500 Nitin Shah
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