N - ICF & Ethics

THE LIFE PURPOSE INSTITUTE
SPIRITUAL COACHING METHOD™
INTERNATIONAL COACHING
FEDERATION DOCUMENTS
AND
ETHICS IN COACHING
© Fern Gorin and The Life Purpose Institute 1994-2022 (ver 06.22) ICF & Ethics N - 1
Learning Objectives
In this chapter, you will learn:
ICF Core Competencies
The 8 ICF Core Competencies
Ethics in Coaching
4 Core Values and Ethical Principles
4 areas of Ethical Standards
Ways in which a coach should behave ethically
Circumstances under which you might consider referring your client to a therapist
A coach’s husband works at a corporation. His boss wants her to coach him.
According to ICF, which ethics apply in this situation?
2 - N ICF & Ethics © Fern Gorin and The Life Purpose Institute 1994-2022 (ver 06.22)
Life Purpose Institute™ Tools and ICF Core Competencies
LPI TOOL/SKILL ICF CORE COMPETENCY
LIFE COACHING SKILLS
Creating a Sacred Space Cultivates Trust & Safety
Maintains Presence
Establishing & Maintaining the Establishes and Maintains
Coaching Agreement Agreements
Listens Actively
Listening Actively Cultivates Trust & Safety
Maintains Presence
Listens Actively
Powerful Questioning Listens Actively
Evokes Awareness
Facilitates Client Growth
Managing the Fixer Maintains Presence
Listens Actively
Evokes Awareness
Designing Actions Evokes Awareness
Establishing Accountability Evokes Awareness
Acknowledgment Cultivates Trust & Safety
Listening Actively
ADDITIONAL COACHING TOOLS & SKILLS
Interrupting Habits and Patterns Listens Actively
Evokes Awareness
Getting to the Source of Listens Actively
Motivation Evokes Awareness
Emptying out Thoughts and Cultivates Trust & Safety
Feelings Maintains Presence
Listens Actively
Identifying and Organizing the Listens Actively
Issues Evokes Awareness
Organizing a Project Listens Actively
Evokes Awareness
Reinforcing True Values Listens Actively
Evokes Awareness
Time and Money Management Evokes Awareness
Observation and Feedback Maintains Presence
Listens Actively
Evokes Awareness
ADDITIONAL SPIRITUAL TOOLS
Spiritual Growth Assessment Establishes and Maintains
Agreements
Listens Actively
Evokes Awareness
Opening up to Greater Resource development
Abundance
Awakening and Opening up to Evokes Awareness
Higher Consciousness Facilitates Client Growth
Strengthen Your Spiritual Maintains Presence
Connection Listens Actively
Evokes Awareness
Helping people remember their Maintains Presence
Spiritual Connection Listens Actively
Evokes Awareness
Helping Clients Define/ Their New Listens Actively
Religious and/or Spiritual Beliefs Evokes Awareness
Help your Client Develop a Evokes Awareness
Spiritual Practice Facilitates Client Growth
Life Lesson Evokes Awareness
Listens Actively
Helping your Client develop their Maintains Presence
Intuition Evokes Awareness
OVERCOMING BLOCKS, FEARS AND INSECURITIES
Listening Actively Cultivates Trust & Safety
Maintains Presence
Listens Actively
Powerful Questioning Listens Actively
Evokes Awareness
Emptying out Thoughts and Cultivates Trust & Safety
Feelings Maintains Presence
Listens Actively
Identifying and Organizing the Listens Actively
Issues Evokes Awareness
Honoring and Integrating our Listens Actively
Blocks and Fears Evokes Awareness
Changing Limiting Beliefs Listens Actively
Evokes Awareness
Binding Agreements Listens Actively
Evokes Awareness
Life Lesson Resource Development
Evokes Awareness
Addressing Fears Resource Development
Evokes Awareness
Sensory Awareness Listens Actively
Evokes Awareness
Voice Dialogue Maintains Presence
Listens Actively
Evokes Awareness
Control and Freedom Listens Actively
Evokes Awareness
Coaching around Self Love Listens Actively
Evokes Awareness
Energy Dynamics Cultivates Trust & Safety
Maintains Presence
Listens Actively
Evokes Awareness
Spiritual Mastery Process Maintains Presence
Listens Actively
Evokes Awareness
Forgiveness Listens Actively
Evokes Awareness
Surrender/ Release Listens Actively
Evokes Awareness
Information on Additional
Coaching Credentials
Once you complete your work for this course, you will be certified by the Life Purpose
Institute as a Certified Life Coach (CLC). You can say that the coaching tools you
use have been used successfully since 1984.
Many coaches go on to obtain a credential from the International Coaching
Federation (ICF). There are two main paths to obtain the credential: One path is to
complete the Core Program (the program you are currently taking), pay for 10 hours
of mentoring, and complete the rest of the ICF requirements on your own. The other
path is to take our ICF Path–ACTP program, which includes mentoring and helps you
complete or prepare for the additional ICF requirements.
Information about the ICF Path–ACTP program is included on the Course Materials
page on the Student Portal. You may also take one advanced class at a time, either
the Advanced Practicum or the Advanced Coach Training, and over time complete
the ACTP. These classes will help you master your coaching skills and ultimately
become more successful in the coaching field. For available classes, please check
the Course Schedule page on our website: www.LifePurposeInstitute.com.
For additional information on ICF credentials, please visit the ICF
website:https://coachfederation.org/icf-credential
You can also attend an additional certification program on a variety of niches, such
as Relationships, Health and Wellness, or Spiritual Coaching. These continuing
education (CE) programs count toward ICF coach training hours. Please see the
Course Schedule page on our website for a list of upcoming classes that are being
offered.
Updated ICF Competency Model: November 2019
from the International Coaching Federation
Since 1998, the ICF Core Competencies have provided a vital foundation for the
coaching profession.
When we first created the Core Competencies and developed the ICF Code of
Ethics, we set the standard in the coaching field. The ICF Core Competencies were
first identified and articulated by eight pioneers in our profession, all of whom were
committed to creating greater understanding about the knowledge and skills needed
for effective coaching.
In any profession, it is best practice to perform a job analysis regularly to ensure a
competency model remains a valid and accurate reflection of professional practice.
ICF last conducted a job analysis in 2008, and our profession has since grown and
evolved significantly.
Over the past 24 months, we’ve been engaged in rigorous job analysis research.
From start to finish, more than 1,300 coaches—both ICF Members and non-members—
from around the globe have participated in this process. These coaches represented
a diverse range of coaching disciplines, training backgrounds, coaching styles, and
experience and credentialing levels. No other coaching certification body has
undertaken this level of research, and we’re incredibly proud of the quality, integrity
and validity of our evidence-based approach to credentialing and to the value it
brings to ICF credential holders.
While the empirical data we collected through the job analysis process validated that
much of the original ICF Core Competency model remains relevant and reflected in
current coaching practice, this new competency model offers a simpler, more
streamlined structure and integrates consistent, clear language.
A. Foundation
1. Demonstrates Ethical Practice
Definition: Understands and consistently applies coaching ethics and standards of
coaching
1. Demonstrates personal integrity and honesty in interactions with clients,
sponsors and relevant stakeholders
2. Is sensitive to clients’ identity, environment, experiences, values and beliefs
3. Uses language appropriate and respectful to clients, sponsors and relevant
stakeholders
4. Abides by the ICF Code of Ethics and upholds the Core Values
5. Maintains confidentiality with client information per stakeholder agreements
and pertinent laws
6. Maintains the distinctions between coaching, consulting, psychotherapy and
other support professions
7. Refers clients to other support professionals, as appropriate
2. Embodies a Coaching Mindset
Definition: Develops and maintains a mindset that is open, curious, flexible and
client-centered
1. Acknowledges that clients are responsible for their own choices
2. Engages in ongoing learning and development as a coach
3. Develops an ongoing reflective practice to enhance one’s coaching
4. Remains aware of and open to the influence of context and culture on self
and others
5. Uses awareness of self and one’s intuition to benefit clients
6. Develops and maintains the ability to regulate one’s emotions
7. Mentally and emotionally prepares for sessions
8. Seeks help from outside sources when necessary
3. Establishes and 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.
1. Explains what coaching is and is not and describes the process to the client
and relevant stakeholders
2. 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
3. Reaches agreement about the guidelines and specific parameters of the
coaching relationship such as logistics, fees, scheduling, duration, termination,
confidentiality and inclusion of others
4. Partners with the client and relevant stakeholders to establish an overall
coaching plan and goals
5. Partners with the client to determine client-coach compatibility
6. Partners with the client to identify or reconfirm what they want to accomplish
in the session
7. 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
8. 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
9. Partners with the client to manage the time and focus of the session
10. Continues coaching in the direction of the client’s desired outcome unless the
client indicates otherwise
11. Partners with the client to end the coaching relationship in a way that honors
the experience
4. Cultivates Trust and 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.
1. Seeks to understand the client within their context which may include their
identity, environment, experiences, values and beliefs
2. Demonstrates respect for the client’s identity, perceptions, style and language
and adapts one’s coaching to the client
3. Acknowledges and respects the client’s unique talents, insights and work in the
coaching process
4. Shows support, empathy and concern for the client
5. Acknowledges and supports the client’s expression of feelings, perceptions,
concerns, beliefs and suggestions
6. Demonstrates openness and transparency as a way to display vulnerability and
build trust with the client
5. Maintains Presence
Definition: Is fully conscious and present with the client, employing a style that is
open, flexible, grounded and confident
1. Remains focused, observant, empathetic and responsive to the client
2. Demonstrates curiosity during the coaching process
3. Manages one’s emotions to stay present with the client
4. Demonstrates confidence in working with strong client emotions during the
coaching process
5. Is comfortable working in a space of not knowing
6. Creates or allows space for silence, pause or reflection
B. Communicating Effectively
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
1. Considers the client’s context, identity, environment, experiences, values and
beliefs to enhance understanding of what the client is communicating
2. Reflects or summarizes what the client communicated to ensure clarity and
understanding
3. Recognizes and inquires when there is more to what the client is
communicating
4. Notices, acknowledges and explores the client’s emotions, energy shifts, non
verbal cues or other behaviors
5. Integrates the client’s words, tone of voice and body language to determine
the full meaning of what is being communicated
6. Notices trends in the client’s behaviors and emotions across sessions to discern
themes and patterns
7. Evokes Awareness
Definition: Facilitates client insight and learning by using tools and techniques such
as powerful questioning, silence, metaphor or analogy
1. Considers client experience when deciding what might be most useful
2. Challenges the client as a way to evoke awareness or insight
3. Asks questions about the client, such as their way of thinking, values, needs,
wants and beliefs
4. Asks questions that help the client explore beyond current thinking
5. Invites the client to share more about their experience in the moment
6. Notices what is working to enhance client progress
7. Adjusts the coaching approach in response to the client’s needs
8. Helps the client identify factors that influence current and future patterns of
behavior, thinking or emotion
9. Invites the client to generate ideas about how they can move forward and
what they are willing or able to do
10. Supports the client in reframing perspectives
11. Shares observations, insights and feelings, without attachment, that have the
potential to create new learning for the client
C. Cultivating Learning and Growth
8. Facilitates Client Growth
Definition: Partners with the client to transform learning and insight into action.
Promotes client autonomy in the coaching process.
1. Works with the client to integrate new awareness, insight or learning into their
worldview and behaviors
2. Partners with the client to design goals, actions and accountability measures
that integrate and expand new learning
3. Acknowledges and supports client autonomy in the design of goals, actions
and methods of accountability
4. Supports the client in identifying potential results or learning from identified
action steps
5. Invites the client to consider how to move forward, including resources,
support and potential barriers
6. Partners with the client to summarize learning and insight within or between
sessions
7. Celebrates the client’s progress and successes
8. Partners with the client to close the session
https://coachfederation.org/core-competencies
Explanation of Ethics in Coaching
by Life Purpose Institute
As a professional coach, it is crucial to operate your business and work with clients
from a place of integrity. While we’re all “works in progress,” it’s difficult to have high
expectations of and for your clients when you’re not holding yourself to that same
standard. And, of course, we never want to do harm to our clients.
Since the Life Purpose Institute is accredited by the International Coaching
Federation and follows their standards, we will focus on their Code of Ethics.
1. Introduction
All professionals need a set of guidelines by which they can measure their
professional behavior. As coaches, we need to abide by ethical and legal standards
with regard to our relationships with our clients and the way we conduct our
businesses.
At the end of this section, you will find the Code of Ethics for the International
Coaching Federation. As you begin and operate your coaching business, this Code
provides excellent guidelines for any ethical dilemmas you may encounter. Be sure to
read them carefully and refer to them as needed.
Note that if you are certified by LPI or ICF, or if you are a member of ICF, you
are bound to honor this Code of Ethics.
To get you started, let’s review some of the key points.
2. Key Definitions
This section defines important terms that are used in this document. Of note:
Equality / Systemic Equality
The new code has a global perspective and is sensitive to the balance of status
between the coach and client, regardless of race, ethnicity, national origin, color,
gender, sexual orientation, gender identity, age, religion, immigration status, mental
or physical disability, and other areas of human difference.
Sponsor
A sponsor is a person or company paying for the coaching, but not engaging in the
coaching sessions. In most cases, particularly in any form of Life Coaching, the client
will also be the one paying the coach. In business coaching or working with a minor,
the person’s company (usually represented by their boss or supervisor) or the minor’s
parent or guardian will be paying the coach. This brings up issues around
confidentiality that need to be specifically addressed in the coaching agreement.
For more on the coaching agreement, see Chapter K (page 12.)
3. ICF Core Values and Ethical Principles
We are committed to reliability, openness, acceptance and congruence and consider
all parts of the ICF community mutually accountable to uphold the following values:
1. PROFESSIONALISM: We commit to a coaching mindset and professional

quality that encompasses responsibility, respect, integrity, competence, and
excellence.
2. COLLABORATION: We commit to develop social connection and community

building.
3. HUMANITY: We commit to being humane, kind, compassionate and respectful

toward others.
4. EQUITY: We commit to use a coaching mindset to explore and understand the

needs of others so we can practice equitable processes at all times that create
equality for all.
4. Ethical Standards
There are 4 areas of Ethical Standards that we will address:
1. Responsibility to Clients
2. Responsibility to Practice and Performance
3. Responsibility to Professionalism
4. Responsibility to Society
1. Responsibility to Clients
Clear Communication and Agreements
One of the most prevalent areas of conflict with coaching clients comes from
a lack of clear agreements. Clear communication is pivotal in coaching. A
coaching relationship, by definition, includes a written agreement, signed by
the coach and the client, that spells out the terms of the coaching
engagement, including financial agreements, responsibilities of the coach
and the client, logistical expectations, etc. (See a sample in the Discovery
Session chapter.)
Clear communications and agreements create a safe space for your client,
encourage them to communicate with you openly and honestly, and allow
you to address any issues you notice as quickly as possible.
Make sure that the client understands the nature of the coaching
relationship: the services that you are qualified to offer and that you will not
be consulting, giving advice or doing therapy. Along with including this
information in your coaching agreement and welcome packet, be sure to
review this verbally with the client, so there are no miscommunications about
expectations.
If the coaching relationship includes a sponsor (a company or parent), the
issue of confidentiality and reporting needs to be addressed explicitly in all
contracts between the coach, the sponsor and the client.
Confidentiality
Confidentiality is a cornerstone of coaching. In order to foster trust, the client
needs to know that anything they share will be held confidential by the
coach, to the extent allowed by law. What that means is that coaches’ notes
are not protected in the way a therapist’s are. If the client is involved in a
lawsuit, the coach (or their notes) can be subpoenaed. This is a rare
occurrence, but it’s important to share this information with the client
upfront.
In accordance with confidentiality, all of your client records should be stored
in a secure manner that protects their privacy.
Note: If someone who is working for you has access to client records, be sure
that that person also knows that they are bound by client confidentiality (you
might have them sign a written agreement that includes this). If you use an
online service to store client records, make sure that the site is reputable and
has security measures in place to protect your materials.
Confidentiality extends to the client’s identity. You should never share your
client’s identity with anyone, unless the client has given you written
permission, as they would when they provide a testimonial. If you run into your
client in a social situation, it’s okay to acknowledge that you know them, but
you never reveal that this person is your client – unless they bring it up first.
If a third party, such as a company, is paying for coaching, be sure to have
written agreements, signed by all parties, explicitly stating how much
information will be shared with the sponsor and whether that will be shared
verbally or in written reports. In personal coaching, it is not recommended
that the coach share information with the client’s spouse, parent or any other
mutual acquaintance, unless the client is a minor and parameters are agreed
upon ahead of time.
Conflicts of Interest / Dual Relationships
It is your responsibility to disclose any existing or potential conflicts of
interest and, when necessary, decline to coach that person. For example, it
would be a conflict of interest to coach your spouse’s boss: What would you
do if you found out that your spouse’s job was on the line? Could you
maintain confidentiality knowing that it would affect your own financial
situation?
Coaches should never exploit a client for personal gain. If you refer a client
to any third-party provider or recommend a product, be sure to disclose any
commission or compensation you gain from such referrals. Never “push” such
resources on a client. If they express a clear interest and need, offer it as a
possible resource and let them choose.
While mutually beneficial bartering is acceptable, coaches should refrain
from accepting large or inappropriate gifts from their clients.
Be careful of “dual relationships” with a client, such as coaching a student
whose work you will be grading or an employee (other than within the
working relationship). If you have a social relationship with a client, be
especially mindful of the boundaries appropriate for the personal vs. the
coaching relationship. If a dual relationship is unavoidable, clearly discuss
any pitfalls that might occur to avoid any harm. (Once you complete your
initial training, we recommend that you refrain from coaching friends and
family to avoid crossing any boundaries.)
While most coaching is conducted with individuals, if you coach a couple or a
group, additional dynamics come into play that may require additional
training to handle skillfully. Do not step into that arena unless you are
qualified to professionally handle any conflicts that may arise.
If you’re coaching someone within an organization, be sure to comply with
that company’s code of ethics as well.
The Quality of the Coaching Relationship
Coaching is a partnership that flourishes as long as the client is receiving
value. If at any point that changes, you may need to redesign or terminate
the coaching relationship. In some cases, the client may need a different
professional with appropriate qualifications, such as a therapist, financial
planner, medical professional, personal trainer, etc.
It is the client’s right to terminate the coaching relationship if it is no longer
serving them. You may discuss the value of continuing to work together, but
it’s unethical to coerce the client to continue coaching if the process is no
longer providing benefit to them or if it jeopardizes their financial well-being.
In some cases, you may offer scholarships or discounts to certain clients with
financial needs who you would like to work with. Whether the client is paying
your full fee or nothing at all, it is your responsibility to offer the same quality
of coaching to every client.
Sensitivity to Cultural or Status Differences
Coaching is a partnership of equals. At no point should the client be made to
feel “less than” because of any difference in status between the coach and
the client. These status differences can be cultural, relational, psychological
or contextual. For example:
Socioeconomic status
Position or status within a company, particularly where the coach wields
power over the client, or vice versa
Level of education and degrees
Nationality or ethnicity
Age
If you’re working with clients from different countries or cultures, it’s
important to be sensitive to what might offend them or make them
uncomfortable. For example, a client from a family-oriented culture will not
respond well to coaching if you pressure them to make a decision that goes
contrary to what their parents want for them. In some cultures, touching a
person of the opposite sex crosses a boundary. Different cultures have
different levels of openness, and pushing a client to be more vulnerable than
they feel comfortable with will damage trust.
It’s important to show respect for cultural differences in general. Making
derogatory statements, gestures or jokes about any culture, ethnicity, age
group, nationality, etc. should be avoided, even if it’s not about that
particular client.
Approach this area first by becoming aware of your own personal values and
biases, so that you can recognize them if they come up in a coaching
relationship and avoid a faux pas. You can certainly educate yourself about
working with diverse clients, especially if you are living in another country or
working with clients from a particular group. Be curious and ask them to help
you understand their culture.
The bottom line is, be sensitive to how your client responds to coaching and,
if you sense them being uncomfortable, explore it. Ask them what they need.
Above all, treat each client’s values with respect.
Some resources for educating yourself about handling cultural differences:
Coaching Across Cultures: New Tools for Leveraging National, Corporate
and Professional Differences, by Philippe Rosinski
Leading Across New Borders: How to Succeed as the Center Shifts, by
Ernest Gundling, et al
Dancing Between Cultures by Tina Stoltzfus Horst, M.S. (Note: This book
has a Christian orientation, but you can skip over parts that may not be
comfortable for you.)
2. Responsibility to Practice and Performance
Ethical Conduct
It is important to practice professional behavior at all times, whether at a
public event or privately with clients. Coaches need to model the level of
character and integrity that we hope to inspire in our clients, as well as
treating our professional colleagues with generosity and respect.
Coaching is still a fairly new profession. Unfortunately, it’s sometimes
misunderstood and portrayed in the media in a denigrating or inaccurate
way. As representatives of the coaching profession, we want to represent
coaching as a credible and valuable profession, so that those who could
benefit from coaching will take it seriously.
On the individual level, we need to treat relationships with our clients in a
professional manner. While the coaching relationship tends to be more
relaxed than a therapeutic relationship, you must still keep good boundaries
with your clients. Do not share personal information that doesn’t contribute to
the client’s best interest. Keep an appropriate physical distance, and stay
away from sexual or romantic interactions. Many coaches will not socialize
with a client; if you do, keep it on a professional level.
If you catch yourself or another coach in a breach of the Code, it is your
responsibility to resolve the situation or refer it to a formal authority. The ICF
has the Independent Review Board (IRB), which mediates complaints from a
client about a coach, or from one coach about another.
If you have any support personnel (staff or virtual assistants) who have access
to client information, it’s your responsibility to ensure that they also uphold
the Code.
Personal Limitations
From your first encounter with a prospective client, you must be clear and
honest about what you can and cannot do, as well as what the client can
expect from working with you.
Coaches are human. We each have our own fears, beliefs, values, needs and
limitations. It is our responsibility to be aware of these, especially when they
might be triggered in a coaching engagement, so that we don’t allow our
own needs and biases to infiltrate our work with our clients.
As professionals, we need to put our clients’ needs first. As part of our
preparation for becoming a coach, it is important to make sure that we have
ways of handling our own needs, so that we don’t use our clients for that
purpose.
For example, we shouldn’t be using our clients for our own ego gratification.
While we want our clients to succeed, we can’t depend on their successes in
order to have our own experience of success. Similarly, we must support our
clients to honor their own value system, even if ours is different. (If this
crosses the line into a breach of your personal or professional ethics, you may
want to end the relationship with that client.)
If we have limiting beliefs or biases around certain areas, such as financial
abundance or relationships, we need to be able to step back and support
our clients in their own experience in these areas, and not impose our own
limitations on them. (Do this by Managing the Fixer and sticking to open-
ended questions, rather than giving advice or suggestions.) We also want to
handle our own financial needs, so that we’re not holding onto clients who
should no longer be working with us in order to retain the income.
We also need to be aware of any biases we may hold related to differences
such as age, gender, ethnicity, national origin, religion, sexual orientation,
disability and socioeconomic status, and not allow them to color our
relationship with the client. (For more on this, see pages K-15 and 20.)
When we come to the coaching session, we need to be able to put aside our
own needs, agendas and biases, so that we can be available to fully support
the client. If there’s an area that’s challenging you, work with a mentor
coach, therapist or consultant to resolve the issue, so that you can be fully
present for your clients. In extreme cases where you can’t overcome your bias
or challenge, you may need to let go of that client.
If issues arise that you are not qualified to handle, be honest with the client
that their issue is outside the scope of your practice. Refer to or help them
find an appropriate professional. In some cases, you may just need to work
with a mentor coach to devise an approach that is within the parameters of
coaching.
Refer to page K-24 for more information on the distinctions between

coaching, consulting and counseling.
Commitment to Excellence
The coaching profession is continually evolving. It goes without saying that
anyone presenting themselves as a coach, despite any other similar
experience, should pursue coach-specific training to learn the particular skill
set that coaches use. In order to best serve our clients’ needs, we also need
to keep up with trends, developments and best practices in the industry and
continue to develop our competence as a coach.
It should be noted that with the growing popularity of coaching as a
profession, many shady programs are springing up. A weekend class that is
75% marketing with a few hours of coaching skills training is not a good
program. There are numerous reputable programs that are accredited by
coaching organizations such as the International Coaching Federation (ICF).
A good program should include supervised coaching practice with an
experienced coach/trainer, and many programs are also teaching basic
marketing to ensure that their students are able to start and build their
practice. Most of these programs culminate in the awarding of certification
or continuing education units (CEUs).
Beyond your initial training, there are a multitude of continuing education
courses available to keep your skills fresh and to add new coaching tools,
skills and knowledge to your coaching “toolkit.” You may want to go deeper
into a particular focus, such as helping clients with transitions, relationships,
or health and wellness; add additional niches, such as coaching retirees or
adults with ADHD; learn about new competencies, such as emotional
intelligence, neuroscience or positive psychology; or get additional
supervised practice, feedback and guidance from a mentor coach.
If you hold a credential from ICF, continuing education is a requirement for
renewing those credentials.
3. Responsibility to Professionalism
Representing yourself truthfully
It is obligatory that you truthfully inform prospective clients of your
credentials and experience. You need to state explicitly the area in which
you received a degree, license or certification: a client may mistakenly
assume that your masters’ degree, which is actually in art history, is in
counseling or psychology.
You must not misrepresent your capabilities or advise a client in any area in
which you’re not legally qualified, such as the mental or physical health, legal
or financial arenas. This applies to any statements on your website and other
promotional materials, as well as any information you share verbally with a
prospective client. You may have explored nutrition for years for yourself, but
unless you hold a certificate or license in that area, it can be dangerous to
suggest particular supplements or diets to your client.
While coaches, by definition, do not give advice to clients, be particularly
careful not to make guarantees or promises you can’t keep. Coaching is a
partnership, but it’s up to the client to determine their own goals and follow
through to completion, with the coach’s support. You can be encouraging,
but since the coach cannot control the client’s behavior or circumstances,
you cannot promise that they will achieve the results they target.
Whether you’re working privately with a client or within a company, it is your
responsibility to represent yourself in a way that honors the Code of Ethics. It
is recommended that you include in your coaching agreement that you run
your business in accordance with the standards of the ICF Code of Ethics.
Honoring clear, appropriate and culturally sensitive boundaries
It goes without saying that engaging in a sexual or romantic relationship with
a client violates ethical standards. If you find your relationship moving in that
direction, it is your responsibility to terminate the coaching relationship.
It is also your responsibility to honor appropriate boundaries given your
client’s gender (including sexual orientation or gender expression), age,
ethnicity, national origin, religion, disability or any other cultural factors. In
most cases, you will not have physical contact with a client, such as hugging
or randomly touching them, other than a handshake.
If you’re not clear on what’s culturally appropriate for your client, ask them.
They will appreciate your curiosity and understanding. There are also many
books and courses on multiculturally relationships in business.
For more on cultural sensitivity, see page K-15.
4. Responsibility to Society
Along with the items listed above, coaches need to be aware of the
following potential ethics violations:
Avoiding discrimination
Along with setting sensitive boundaries, we need to careful of discrimination
based on differences between ourselves and clients.
Honoring contributions and intellectual property
Many coaches develop workshops, books and other written materials. It is
NOT okay to lift someone else’s material from their intellectual property
(website, blog, book, article, etc.) and use it as your own, without express
written permission from the author.
Many people believe that it’s okay to copy a graphic or text from another
website, whether it belongs to a coach, a periodical or any other type of
website.This is copyrighted material, and it is illegal to use this

material without the owner’s permission.
(The biggest complaint at the Independent Review Board [IRB] of one coach
against another is the use of intellectual property without the owner’s
permission. Ignorance of the law does not excuse violating it.)
If you are using any coaching materials that are someone else’s intellectual
property, especially if you are publishing materials that draw from this
property, you must get written permission from the copyright owner. Always
credit the source, and the owner may require that you pay a fee to purchase
these rights. If the owner refuses, you must refrain from using their work.
Purchasing copies of someone’s book and using it as a resource to work with
clients is within “fair use” and doesn’t require permission unless you’re using it
to give public presentations. (You can also use someone else’s book as the
basis for a workshop and have students purchase a copy of the book, or you
can purchase copies and include them in the price of the workshop.) “Fair
use” allows the use of a short quote, with proper attribution to the source,
but you cannot copy extensive sections out of the book for any purpose
without the author’s permission.
Similarly, it is your responsibility, when writing your own materials, to fact
check your work and be sure that it reflects scientific or other academic
standards. To protect your work, whether in print or virtual, it doesn’t hurt to
add a copyright notice (e.g., © 2021 Jane Smith. All rights in all media
reserved). For further protection, you can copyright your work at
www.copyright.gov (usually after it’s published).
Operating your business within legal guidelines
Make sure that you follow appropriate procedures in starting and running
your business, including registering or incorporating your business, getting a
business license (if required) and paying required taxes.
Since most of your clients will be paying you directly, you will not receive a
W-2 or 1099 from them. It is your responsibility to keep track of and claim your
coaching income, even if you’re paid in cash, and pay estimated taxes. Aside
from establishing yourself as a legitimate business, you can only deduct
expenses up to the amount of income you receive from that business. If you
sell products, it is your responsibility to collect and pay sales tax to your
state.
Many coaches are new entrepreneurs. If you’re not sure what to do, consult
with an accountant or lawyer. You can also find guidelines at the IRS website
(irs.gov), your state’s website, the Small Business Association (sba.gov) and
Entrepreneur.com. Outside the United States, consult the website for your
government.
If you have completed and are certified in a particular coaching program,
you are generally granted the right to use their materials with your clients.
For the Life Purpose Institute, be sure to have your clients sign the Client
Copyright Agreement (see Discovery Session chapter) to ensure that they do
not further distribute any materials you give them.
Managing client information
Be sure to keep good client records, both on the content of the coaching
engagement and financial records. These must be kept private and
confidential, to the extent allowed by law. (Coaches’ records are not
protected the way therapists’ are.)
If there is a third party involved, such as an employer who is paying for
coaching or the parent of a minor, be sure to clarify with all parties the
extent to which information will be shared with the third party. ( See page K-
13 for more about the coaching agreement when a sponsor is involved.)
While coaching clients tend to be mentally stable (and should be screened
for such before agreeing to work with them), you should discuss any concerns
with the client and report to the appropriate governmental agency or
sponsor if the client seems to present a danger to themselves or another.
If you are a mandated report from another profession, or if your intuition tells
you the client or a third part is in imminent danger, trust your instinct and
contact the person’s emergency contact, a hot line or the police.
What To Do When Ethics Questions Arise
Undoubtedly, as you begin your coaching practice, questions will come up about
whether certain behaviors are ethical or not. It is advisable to have a support system
to which you can turn for guidance. Some possibilities include:
An experienced mentor coach
An experienced coach under whose supervision and guidance you work
A mastermind group that includes at least one veteran coach
Membership in an established coaching organization that holds regular meetings,
such as a local International Coaching Federation chapter or a virtual group
Your coaching trainers and training organizations
The Life Purpose Institute and our instructors are always available to consult on any
issues regarding ethical behavior in your coaching practice.
The Difference Between Coaching,
Consulting and Counseling
When you are working with a client, you may find that you are working in different
modes. It is important to be clear about the difference in the roles of coaching,
consulting, and counseling, so that you don’t step inappropriately into a different
mode, particularly if you are not qualified in that role.
Coaching – Listening to your client, asking questions and guiding your client to
discover their own answers. The coach partners with the client to set and achieve
their desired goals. Coaching generally focuses on the present and the future.
Consulting – Giving advice, suggestions and information to your client. This role
assumes that you have expertise in the area in which you’re consulting. In some
cases, such as financial or health consulting, a license or certification may be
required.
Counseling or Psychotherapy – Processes of feeling, understanding and healing

deep emotional issues. Therapy generally focuses on healing past issues, as well as
issues in which you need to be trained, such as trauma or addiction. If you are a
licensed therapist or in a position where the word “counselor” is an appropriate
professional title, you may also find you are providing some type of counseling along
with coaching. If you “change hats” while working with a client, be sure to define
clear boundaries between coaching and counseling, and follow the appropriate
Code of Ethics. Many coaches choose to keep their therapy practice separate from
their coaching practice.
A Life Coach can coach, consult and provide emotional support, as long as each role
is approached appropriately and legally.
Consulting vs. Your Coaching Role
The most common role of the Life Coach is to coach and facilitate. Consulting and
advising may be appropriate when:
You have specific information or experience that might help your client. Ask the
client’s permission to share the information, and let the client choose whether to
use it or not.
Your gut feeling or intuition keeps talking to you. You might bring this up by
saying: “I keep getting this intuitive feeling as I’m speaking with you that may or
may not be accurate. Would you be open to hearing it?” Or there may be a
suggestion you really would like to make. Ask your client if they would be open to
a suggestion. (See page E-18 for guidelines on when and how to make
suggestions.)
The client needs direction. You might say: “I recommend that you talk to three
people in this field before we meet next time.” Or, “I recommend six sessions to
help you through the Self-Discovery Process.” Always get their agreement.
Counseling vs. Your Coaching Role
Counseling and psychotherapy are processes concerned with feeling, understanding
and healing deep emotional issues. A counselor or psychotherapist explores the past
and looks at family of origin, trauma or addiction issues.
In most states and circumstances, you need to be licensed or certified to function in
this arena. If therapeutic issues arise during the coaching engagement, you MAY
NOT approach these issues from a therapeutic perspective unless you have the
proper licensure. The techniques in our Blocks section can be used to overcome
common issues to help clients move forward with their life. If the issue is deeper or
requires specific training, we recommend that you use the following procedure:
If Your Client Gets Into an Issue You’re Not Prepared or Qualified To Handle
First, provide Reflective Listening. Feedback with empathy what you’re seeing or
hearing.
Example: I hear how difficult your childhood was. It sounds like it was very painful for
you. Is that something you’ve seen a therapist for?
If the client has not seen a therapist, ask, Is that something you’d be open to?
If the client agrees, give referrals to at least 3 therapists, so they have a choice, or
help them locate a mental health center or therapist in their area. They may find
someone through referrals, their health insurance or at the Psychology Today website.
The way to recognize if your client needs a licensed psychotherapist is to notice if
they are experiencing deep pain, crying longer than a few minutes, keep discussing
psychological issues and/or are experiencing anxiety or depression that is impairing
their progress in coaching and, most likely, impacting their daily life.
WARNING: The Life Purpose Institute Coach Certification training does not qualify
you to do psychotherapy. If your client needs psychotherapy, refer them to a licensed
therapist. Please include a statement in your agreement for new clients that you are
a coach and not a licensed therapist (unless, of course, you are a licensed therapist).
For additional information on Ethics, some of the available resources include

the following:
Law & Ethics in Coaching: How to Solve and Avoid Difficult Problems in Your
Practice, by Patrick Williams and Sharon K. Anderson
The Little Book of Ethics for Coaches, by Karen Colby Weiner
Ethics & Risk Management for Christian Coaches, by Michael J. Marx, EdD
International Coaching Federation Code of Ethics: see the following pages or go to:
https://coachfederation.org/code-of-ethics
https://coachfederation.org/icf-ethics
https://coachfederation.org/ethics-faqs
https://coachfederation.org/interpretive-statements
National Suicide Hotline: 1-800-273-8255 (1-800-273-TALK)
International Coaching Federation
Code of Ethics
The ICF Code of Ethics is composed of five main parts:
1. Introduction
2. Key Definitions
5. Pledge
1. Introduction
The ICF Code of Ethics describes the core values of the International Coaching
Federation (ICF Core Values), and ethical principles and ethical standards of
behavior for all ICF Professionals (see definitions). Meeting these ICF ethical
standards of behavior is the first of the ICF core coaching competencies (ICF Core
Competencies). That is “Demonstrates ethical practice: understands and consistently
applies coaching ethics and standards."
The ICF Code of Ethics serves to uphold the integrity of ICF and the global coaching
profession by:
Setting standards of conduct consistent with ICF core values and ethical
principles.
Guiding ethical reflection, education, and decision-making
Adjudicating and preserving ICF coach standards through the ICF Ethical
Conduct Review (ECR) process
Providing the basis for ICF ethics training in ICF-accredited programs
The ICF Code of Ethics applies when ICF Professionals represent themselves as such,
in any kind of coaching-related interaction. This is regardless of whether a coaching
Relationship (see definitions) has been established. This Code articulates the ethical
obligations of ICF Professionals who are acting in their different roles as coach,
coach supervisor, mentor coach, trainer or student coach-in-training, or serving in an
ICF Leadership role, as well as Support Personnel (see definitions).
Although the Ethical Conduct Review (ECR) process is only applicable to ICF
Professionals, as is the Pledge, the ICF Staff are also committed to ethical conduct
and the Core Values and Ethical Principles that underpin this ICF code of ethics.
The challenge of working ethically means that members will inevitably encounter
situations that require responses to unexpected issues, resolution of dilemmas and
solutions to problems. This Code of Ethics is intended to assist those persons subject
to the Code by directing them to the variety of ethical factors that may need to be
taken into consideration and helping to identify alternative ways of approaching
ethical behavior.
ICF Professionals who accept the Code of Ethics strive to be ethical, even when
doing so involves making difficult decisions or acting courageously.
2. Key Definitions
“ Client”—the individual or team/group being coached, the coach being

mentored or supervised, or the coach or the student coach being trained.
“ Coaching”—partnering with Clients in a thought-provoking and creative process

that inspires them to maximize their personal and professional potential.
“ Coaching Relationship”—a relationship that is established by the ICF

Professional and the Client(s)/Sponsor(s) under an agreement or a contract that
defines the responsibilities and expectations of each party.
“ Code”—ICF Code of Ethics

“ Confidentiality”—protection of any information obtained around the coaching
engagement unless consent to release is given.
“ Conflict of Interest”—a situation in which an ICF Professional is involved in

multiple interests where serving one interest could work against or be in conflict
with another. This could be financial, personal or otherwise.
“ Equality”—a situation in which all people experience inclusion, access to
resources and opportunity, regardless of their race, ethnicity, national origin,
color, gender, sexual orientation, gender identity, age, religion, immigration
status, mental or physical disability, and other areas of human difference.
“ ICF Professional”—individuals who represent themselves as an ICF Member or

ICF Credential-holder, in roles including but not limited to Coach, Coach
Supervisor, Mentor Coach, Coach Trainer, and Student of Coaching.
“ ICF Staff”— the ICF support personnel who are contracted by the managing
company that provides professional management and administrative services on
behalf of ICF.
“ Internal Coach”— an individual who is employed within an organization and

coaches either part-time or full-time the employees of that organization.
“ Sponsor”—the entity (including its representatives) paying for and/or arranging

or defining the coaching services to be provided.
“ Support Personnel”—the people who work for ICF Professionals in support of

their Clients.
“ Systemic Equality”—gender equality, race equality and other forms of equality

that are institutionalized in the ethics, core values, policies, structures, and
cultures of communities, organizations, nations and society.
The ICF Code of Ethics is based on the ICF Core Values and the actions that flow
from them. All values are equally important and support one another. These values
are aspirational and should be used as a way to understand and interpret the
standards. All ICF Professionals are expected to showcase and propagate these
Values in all their interactions.
The following ethical standards are applied to the professional activities of ICF
Professionals:
Section I—Responsibility to Clients
As an ICF Professional, I:
1. Explain and ensure that, prior to or at the initial meeting, my coaching Client(s)
and Sponsor(s) understand the nature and potential value of coaching, the
nature and limits of confidentiality, financial arrangements, and any other terms
of the coaching agreement.
2. Create an agreement/contract regarding the roles, responsibilities and rights
of all parties involved with my Client(s) and Sponsor(s) prior to the
commencement of services.
3. Maintain the strictest levels of confidentiality with all parties as agreed upon. I
am aware of and agree to comply with all applicable laws that pertain to
personal data and communications.
4. Have a clear understanding about how information is exchanged among all
parties involved during all coaching interactions.
5. Have a clear understanding with both Clients and Sponsors or interested
parties about the conditions under which information will not be kept confidential
(e.g., illegal activity, if required by law, pursuant to valid court order or subpoena;
imminent or likely risk of danger to self or to others; etc.). Where I reasonably
believe one of the above circumstances is applicable, I may need to inform
appropriate authorities.
6. When working as an Internal Coach, manage conflicts of interest or potential
conflicts of interest with my coaching Clients and Sponsor(s) through coaching
agreement(s) and ongoing dialogue. This should include addressing
organizational roles, responsibilities, relationships, records, confidentiality and
other reporting requirements.
7. Maintain, store and dispose of any records, including electronic files and
communications, created during my professional interactions in a manner that
promotes confidentiality, security and privacy and complies with any applicable
laws and agreements. Furthermore, I seek to make proper use of emerging and
growing technological developments that are being used in coaching services
(technology-assisted coaching services) and be aware how various ethical
standards apply to them.
8. Remain alert to indications that there might be a shift in the value received
from the coaching relationship. If so, make a change in the relationship or
encourage the Client(s)/Sponsor(s) to seek another coach, seek another
professional or use a different resource.
9. Respect all parties’ right to terminate the coaching relationship at any point
for any reason during the coaching process subject to the provisions of the
agreement.
10. Am sensitive to the implications of having multiple contracts and relationships
with the same Client(s) and Sponsor(s) at the same time in order to avoid conflict
of interest situations.
11. Am aware of and actively manage any power or status difference between
the Client and me that may be caused by cultural, relational, psychological or
contextual issues.
12. Disclose to my Clients the potential receipt of compensation and other
benefits I may receive for referring my Clients to third parties.
13. Assure consistent quality of coaching regardless of the amount or form of
agreed compensation in any relationship.
Section II—Responsibility to Practice and Performance
14. Adhere to the ICF Code of Ethics in all my interactions. When I become aware
of a possible breach of the Code by myself or I recognize unethical behavior in
another ICF Professional, I respectfully raise the matter with those involved. If this
does not resolve the matter, I refer it to a formal authority (e.g., ICF Global) for
resolution.
15. Require adherence to the ICF Code of Ethics by all Support Personnel.
16. Commit to excellence through continued personal, professional and ethical
development.
17. Recognize my personal limitations or circumstances that may impair, conflict
with or interfere with my coaching performance or my professional coaching
relationships. I will reach out for support to determine the action to be taken and,
if necessary, promptly seek relevant professional guidance. This may include
suspending or terminating my coaching relationship(s).
18. Resolve any conflict of interest or potential conflict of interest by working
through the issue with relevant parties, seeking professional assistance, or
suspending temporarily or ending the professional relationship.
19. Maintain the privacy of ICF Members and use the ICF Member contact
information (email addresses, telephone numbers, and so on) only as authorized
by ICF or the ICF Member.
Section III—Responsibility to Professionalism
20. Identify accurately my coaching qualifications, my level of coaching
competency, expertise, experience, training, certifications and ICF Credentials.
21. Make verbal and written statements that are true and accurate about what I
offer as an ICF Professional, what is offered by ICF, the coaching profession, and
the potential value of coaching.
22. Communicate and create awareness with those who need to be informed of
the ethical responsibilities established by this Code.
23. Hold responsibility for being aware of and setting clear, appropriate and
culturally sensitive boundaries that govern interactions, physical or otherwise.
24. Do not participate in any sexual or romantic engagement with Client(s) or
Sponsor(s). I will be ever mindful of the level of intimacy appropriate for the
relationship. I take the appropriate action to address the issue or cancel the
coaching engagement.
Section IV—Responsibility to Society
25. Avoid discrimination by maintaining fairness and equality in all activities and
operations, while respecting local rules and cultural practices. This includes, but
is not limited to, discrimination on the basis of age, race, gender expression,
ethnicity, sexual orientation, religion, national origin, disability or military status.
26. Recognize and honor the contributions and intellectual property of others,
only claiming ownership of my own material. I understand that a breach of this
standard may subject me to legal remedy by a third party.
27. Am honest and work within recognized scientific standards, applicable
subject guidelines and boundaries of my competence when conducting and
reporting research.
28. Am aware of my and my clients’ impact on society. I adhere to the philosophy
of “doing good” versus “avoiding bad.”
5. The Pledge of Ethics of the ICF Professional:
As an ICF Professional, in accordance with the Standards of the ICF Code of Ethics, I
acknowledge and agree to fulfill my ethical and legal obligations to my coaching
Client(s), Sponsor(s), colleagues and to the public at large.
If I breach any part of the ICF Code of Ethics, I agree that the ICF in its sole
discretion may hold me accountable for so doing. I further agree that my
accountability to the ICF for any breach may include sanctions, such as mandatory
additional coach training or other education or loss of my ICF Membership and/or
my ICF Credentials.
For more information, go to: https://coachfederation.org/code-of-ethics

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THE LIFE PURPOSE INSTITUTE

SPIRITUAL COACHING METHOD™

In this chapter, you will learn:

ICF Core Competencies

The 8 ICF Core Competencies

4 Core Values and Ethical Principles

4 areas of Ethical Standards

Ways in which a coach should behave ethically

According to ICF, which ethics apply in this situation?

LPI TOOL/SKILL ICF CORE COMPETENCY

LIFE COACHING SKILLS

Creating a Sacred Space Cultivates Trust & Safety

Establishing & Maintaining the Establishes and Maintains

Coaching Agreement Agreements

Listening Actively Cultivates Trust & Safety

Powerful Questioning Listens Actively

Facilitates Client Growth

Managing the Fixer Maintains Presence

Designing Actions Evokes Awareness

Facilitates Client Growth

Establishing Accountability Evokes Awareness

Facilitates Client Growth

Acknowledgment Cultivates Trust & Safety

ADDITIONAL COACHING TOOLS & SKILLS

Interrupting Habits and Patterns Listens Actively

Facilitates Client Growth

Getting to the Source of Listens Actively

Motivation Evokes Awareness

Facilitates Client Growth

Emptying out Thoughts and Cultivates Trust & Safety

Feelings Maintains Presence

Identifying and Organizing the Listens Actively

Issues Evokes Awareness

Facilitates Client Growth

Organizing a Project Listens Actively

Facilitates Client Growth

Reinforcing True Values Listens Actively

Facilitates Client Growth

Time and Money Management Evokes Awareness

Facilitates Client Growth

Observation and Feedback Maintains Presence

Facilitates Client Growth

ADDITIONAL SPIRITUAL TOOLS

Spiritual Growth Assessment Establishes and Maintains

Opening up to Greater Resource development

LPI TOOL/SKILL ICF CORE COMPETENCY

Awakening and Opening up to Evokes Awareness

Higher Consciousness Facilitates Client Growth

Strengthen Your Spiritual Maintains Presence

Connection Listens Actively

Helping people remember their Maintains Presence

Spiritual Connection Listens Actively

Helping Clients Define/ Their New Listens Actively

Religious and/or Spiritual Beliefs Evokes Awareness

Facilitates Client Growth

Help your Client Develop a Evokes Awareness

Spiritual Practice Facilitates Client Growth

Life Lesson Evokes Awareness

Helping your Client develop their Maintains Presence

Intuition Evokes Awareness

Facilitates Client Growth

OVERCOMING BLOCKS, FEARS AND INSECURITIES

Listening Actively Cultivates Trust & Safety

Powerful Questioning Listens Actively

N - ICF & Ethics

N - ICF & Ethics