MQM1NPBC-Neuroscience and Psychology for Behavioural Change

Module Provider: Henley Business School
Number of credits: 30 [15 ECTS credits]
Terms in which taught:
Non-modular pre-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Dr Patricia Bossons


Summary module description:

This is the second of two modules making up the Post-Graduate Certificate level of the Masters in Coaching and Behavioural Change. It comprises 10 days of workshop delivery, together with inter-workshop practice, reading and reflection.

This module is designed to offer an experiential and practical training in core technologies of Coaching and Behavioural Change. This draws upon many of the schools of psychology, and coaching techniques already covered by students in the first module of the Post-Graduate Certificate (Foundations of Coaching). The tools and techniques covered in the module will mainly be presented and practiced in a coaching style, thus giving students an intense coaching practice opportunity.

This module is designed to allow external student participation, from corporate clients and individuals who wish to undertake further study in psychological theories and neuroscience that will help them to deepen their understanding and employ a broader range of tools and techniques in their coaching practice.


  • To gain practical experience and understanding of a wide range of tools and techniques which deliver effective behavioural change – based on the principle of modelling what works, and understanding why it does

  • To enable students to learn from their own practical experience and reflection

  • To expose students to a wide range of people with whom to work, thus increasing their experience and flexibility both as coaches and coachees

  • To develop an understanding of a broad range of psychological tools and techniques for use at an individual and organisational level

  • To ensure students have a basic understanding of psychology, and insight into the leading edge neuroscience which informs coaching practice

Assessable learning outcomes:

  • 5000 word reflective piece

  • Observed skills in using the tools and techniques during the workshops

  • Ability to integrate learning from this module with learning from the Certificate in Coaching, module one and demonstrate this in the reflective piece

Additional outcomes:

  • Increased awareness and confidence in working with a wide range of individuals

  • Increased flexibility and resources to respond to presenting issues from coachees

  • An understanding of how people develop patterns of behaviour, and how these can be changed

  • Personal experience of the world from different perspectives

  • Ability to explain the psychological underpinnings of effective coaching and behavioural change interventions

Outline content:

Workshop one:

  • Introduction to relevant psychological theories and tools

  • Understanding and practicing building rapport, outcome orientation, sensory acuity and behavioural flexibility

  • Exploration of:

  • representational systems

  • language

  • association and dissociation

  • the coaching dimension

Workshop two:

  • States

  • Anchors

  • Resources

  • Positive psychology and its applications

  • Organisational applications

  • Neuroscience

Workshop three:

  • Modelling

  • Language and visualisation

  • Deep structure and surface structure

  • Metaphors

  • Storytelling

  • Timeline work

  • Neuroscience

  • Foundations of Psychology

Brief description of teaching and learning methods:

  • Ten days of workshops

  • Expert tutors with practical experience of applying the tools and techniques

  • Plenary presentations, demonstrations and practice sessions

  • Inter-module activities and exercises

Contact hours:
  Autumn Spring Summer
Practicals classes and workshops 300
Total hours by term 300.00
Total hours for module 300.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:

NLP is described as 'the study of the structure of subjective experience', and has broken down the structure of many originally therapeutic interventions, making them widely available for use. The techniques NLP chose to model were often used exclusively within a therapeutic setting, where the history, permission and willingness to engage at a deep level had already been obtained from the client. Discuss the implications this might have within the coaching setting, and what steps a coach or coachee might take to judge the suitability of techniques for non-therapeutic situations by people working as coaches, not therapists.

Formative assessment methods:

Penalties for late submission:

In line with programme rules

Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information:

Length of examination:

Requirements for a pass:


Reassessment arrangements:

1 resubmission, in line with overall programme regulations

Additional Costs (specified where applicable):

Last updated: 31 March 2017

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