Applied Concepts

Resource Guide

P O S T C E R T I F I C A T I O N

T R A I N I N G

AppliedConcepts

P O S T C E R T I F I C A T I O N T R A I N I N G

Applied Concepts

H E Y C E R T I F I E D C O A C H —

Welcome to the Applied Post Certification Training! We’re so excited you’ve decided to

study this work even more deeply. This guide pulls together all the concept resources

and tells you exactly where to find each one on the Life Coach School Certified site or

within Self Coaching Scholars.

The ultimate goal of this Applied Concepts Resource Guide is to deepen your

knowledge and understanding of all the assets and materials that are available to

you inside The Life Coach School and Self Coaching Scholars, so you can become the

strongest coach you can be. You’ll choose the areas of focus that are most relevant to

you and your future coaching goals.

We recommend that you complete the worksheets, watch the webinars, and review

additional resources included in this guide as you select your concepts for further study.

As always, remember that the more you commit and put into this program, the more

you’ll get out of it. This is for you and your future clients.

Enjoy the process.

A P P L I E D C O N C E P T S R E S O U R C E G U I D E | 4

C O N T E N T S

About The Life Coach School.............................................................................................................................................................. 5

Coaching Concepts ............................................................................................................................................................................................................ 19

1. The Model ................................................................................................................................................................................................................................ 21

2. Facts vs. Story .......................................................................................................................................................................................................... 23

3. Beliefs/Thoughts (Past vs. Future) ......................................................................................... 24

4. Feelings .............................................................................................................................................................................................................................................. 35

5. Actions................................................................................................................................................................................................................................................... 48

6. Results, Outcomes, Goals .......................................................................................................................................... 49

7. Relationships ................................................................................................................................................................................................................ 69

8. Self Confidence .................................................................................................................................................................................................. 92

9. Buffering ............................................................................................................................................................................................................................... 106

10. Overeating ............................................................................................................................................................................................................ 126

11. Overdrinking................................................................................................................................................................................................. 170

12. Business ........................................................................................................................................................................................................................... 177

13. Money ...................................................................................................................................................................................................................................... 184

Diversity, Equity & Inclusion ................................................................................................................................................. 210

A P P L I E D C O N C E P T S R E S O U R C E G U I D E

A B O U T T H E L I F E C O A C H S C H O O L


G E N E R A L K N O W L E D G E A N D T E R M S

As Life Coach School coaches, we want to ensure that you know all material taught by

the School, including the following:

• Key terms used in The Life Coach School tools.

• The purpose, overall content, and location of the primary tools created

by The Life Coach School.

• The history, founder, and offerings of The Life Coach School.

T H E S C H O O L

An overview of what we offer and available resources:

As a Certified Coach and Scholar, you have access to all of the resources we have listed

below. In the Post Certification Training, you have the option to do a deep study of any

of the concepts you choose, and we want to make sure you know that all of these tools

are available to you as a coach so you can learn more about each topic. Clients will

sometimes be familiar with what we offer because they have been following the School

for years. We want you to be able to easily access anything by knowing what it is and

how to look it up.

H I S T O R Y

• Brooke started coaching in 2006 in private practice as a weight loss coach.

• Brooke created the Self Coaching Model in 2008 and started using it with her

private clients.

• Brooke developed her own coaching philosophy: “causal coaching.”

All our tools are designed to support causal coaching. We focus on finding the causes


of our clients’ issues instead of simply treating the symptoms. For example, physical

pain (symptom) can be treated with medication temporarily. But if you find the cause of

the physical pain (broken bone) and treat it, the need for the medication is eliminated.

The same is true with emotional pain. We don’t teach our clients how to manage

their pain. We teach them how to reduce and eliminate it by finding its cause.

• Because of large demand, Brooke started training coaches on her methodology.

• Brooke started the School in 2010.

• Brooke created her own coaching movement and purposely did not align with

any federation.

• Brooke started Self Coaching Scholars in 2017.

A C C R E D I T A T I O N I N T H E C O A C H I N G I N D U S T R Y

It’s important that all coaches understand that the coaching

industry has no regulation or governing accreditation.

In other words, no government body or other neutral (nonprofit) authority accredits

this industry. However, several private institutions have attempted to regulate their

style of coaching with a standard for the select group of coaches/schools who choose

their guidelines and/or pay required fees. We recommend that all coaches understand

and choose the type of education they want to receive and the type of coaching they

want to do over any type of certificate.

At The Life Coach School, we did not and will not apply for certification through the

International Coaching Federation (ICF) or any other organization claiming authority

over regulating the industry because our methodologies are quite different from theirs.

The ICF is focused on the core competencies of the coaching relationship, taking action,

holding clients accountable for their stated action in their coaching plan, and

confrontation when a client does not take agreed upon action.


Coaches taught at The Life Coach School are trained to help their clients understand

the why of what they do, not just the how. We teach students that when our clients

understand their actions at a cognitive level, they don’t require an external source

for accountability. Your clients will ultimately hire you because you’re ethical,

knowledgeable, and able to solve their problem.

C U R R E N T P R O G R A M S L I S T

S E L F C O A C H I N G S C H O L A R S

Self Coaching Scholars on The Life Coach School site | Scholars

Class Schedule | Home—Daily Group Classes

Private Coaching | Home—Weekly Private Coaching

Ask a Coach | Ask a Coach

Business Ask a Coach | Ask a Coach

Call Recordings Archive | Study Vault

Coach Week | Study Vault

5 Pounds Stronger | Study Vault

Managing Your Mind in Scholars | Study Vault

Mastering Emotional Wellbeing | Study Vault

Building Self Confidence and Self Love | Study Vault

Relationships | Study Vault

LGBTQIA + Sex and Gender Diversity | Study Vault

Insights for Black Scholars | Study Vault

Private Podcast Special Collection | Study Vault

Time Management | Study Vault

Achieving Your Goals | Study Vault

Stop Overdrinking | Study Vault

Brooke’s Books and Special Collection | Study Vault

Money and Abundance | Study Vault

Entrepreneurship | Study Vault

https://thelifecoachschool.com/join/

https://scs.thelifecoachschool.com/home/private-coaching/class-schedule/

https://scs.thelifecoachschool.com/home/private-coaching/

https://scs.thelifecoachschool.com/ask-a-coach/regular/

https://scs.thelifecoachschool.com/ask-a-coach/business/

https://scs.thelifecoachschool.com/study-vault/call-recordings/

https://scs.thelifecoachschool.com/study-vault/coachweek

https://scs.thelifecoachschool.com/assets/5-pounds-stronger/

https://scs.thelifecoachschool.com/study-vault/managing-your-mind/

https://scs.thelifecoachschool.com/study-vault/mastering-emotional-wellbeing/

https://scs.thelifecoachschool.com/study-vault/building-self-confidence-and-self-love/

https://scs.thelifecoachschool.com/study-vault/relationships/

https://scs.thelifecoachschool.com/lgbtqia-diversity/

https://scs.thelifecoachschool.com/insights-for-black-scholars/

https://scs.thelifecoachschool.com/study-vault/scs-private-podcast/

https://scs.thelifecoachschool.com/study-vault/time-management/

https://scs.thelifecoachschool.com/study-vault/achieving-your-goals/

http://scs.thelifecoachschool.com/assets/stop-overdrinking

https://scs.thelifecoachschool.com/study-vault/brookes-books-and-special-collection/

https://scs.thelifecoachschool.com/study-vault/money-and-abundance/

https://scs.thelifecoachschool.com/study-vault/entrepreneurship/


Weight Loss | Study Vault

VIP Only | Study Vault

Diamond Only | Study Vault

LCS Certified Coaches Workshops | (For LCS Certified Coaches Only) Study Vault—

LCS Certified Coaches Only

Mentoring Sessions | (For LCS Certified Coaches Only) Study Vault—LCS Certified

Coaches Only

C O A C H C E R T I F I C A T I O N P R O G R A M

Coach Certification Program on The Life Coach School site | Certification

Certification on Self Coaching Scholars | Home—Start Here

Certified Calls on the Certified Site | Call Schedule

Online Coach Certification Program | Training Programs—Resources

Coach Certification Training Materials | Books —Resources

Post Certification Training on the Certified Site | Post Certification Training

LCS News on the Certified Site | Connect

Ask LCS Team on the Certified Site | Connect

Ask a Master Coach/Mentor on the Certified Site | Connect

Referrals on the Certified Site | Connect

Submit a Win on the Certified Site | Connect

Certified Workshop Archive on the Certified Site | Training Programs

Therapists & Coaching Panel on the Certified Site | Resources

Diversity Course on the Certified Site | Resources

Advanced Trainings on the Certified Site | Training Programs

Business Workshop on the Certified Site | Events

Mastermind on the Certified Site | Events

Coach Tank on the Certified Site | Opportunities

B O O K S A N D B O O K L E T S

Self Coaching 101 on the Certified Site | Resources—Books

If I Am So Smart, Why Can’t I Lose Weight? on the Certified Site | Resources—Books

Stop Overeating Workbook on the Certified Site | Resources—Books

It Was Always Meant to Happen That Way on the Certified Site | Resources—Books

https://scs.thelifecoachschool.com/study-vault/weight-loss/

https://scs.thelifecoachschool.com/study-vault/vip-members/

https://scs.thelifecoachschool.com/study-vault/diamond-members/

https://scs.thelifecoachschool.com/study-vault/lcs-certified-coaches/


https://thelifecoachschool.com/certification/

https://scs.thelifecoachschool.com/home/start-here/certification/

https://certified.thelifecoachschool.com/certified-calls/schedule/

https://certified.thelifecoachschool.com/training-programs/ccp/

https://certified.thelifecoachschool.com/books/

https://certified.thelifecoachschool.com/pct

https://certified.thelifecoachschool.com/lcs-news/

https://certified.thelifecoachschool.com/connect/ask-lcs-team/

https://certified.thelifecoachschool.com/connect/ask-a-master-coach-mentor/

https://certified.thelifecoachschool.com/referrals/

https://certified.thelifecoachschool.com/submit-a-win/

https://certified.thelifecoachschool.com/training

https://certified.thelifecoachschool.com/therapist-panel

https://certified.thelifecoachschool.com/diversity-course-resources/

https://certified.thelifecoachschool.com/advanced-trainings/

https://certified.thelifecoachschool.com/business-workshop/

https://certified.thelifecoachschool.com/mastermind

https://thelifecoachschool.com/coach-tank/





A P P L I E D C O N C E P T S R E S O U R C E G U I D E | 1 0

How to Have a Better Life on the Certified Site | Resources—Books

Wisdom from The Life Coach School Podcast on the Certified Site | Resources—Books

What’s Possible in Scholars | Study Vault—Brooke’s Books

The Model Booklet in Scholars | Brooke’s Books and Special Collection —Brooke’s Books

Model Practice Booklet in Scholars | Brooke’s Books and Special Collection —Brooke’s

Books

Self Coaching Scholars Booklet in Scholars | Brooke’s Books and Special Collection—

Brooke’s Books

Stop Overdrinking Booklet in Scholars | Brooke’s Books and Special Collection—

Brooke’s Books

How to Create an Extraordinary Life Booklet in Scholars | Brooke’s Books and Special

Collection—Brooke’s Books

Modern Emotional Health Booklet in Scholars | Brooke’s Books and Special Collection

—Brooke’s Books

Why You Aren’t Taking Action and How to Get it Done Booklet in Scholars | Brooke’s

Books and Special Collection—Brooke’s Books

How to Feel Better Booklet in Scholars | Brooke’s Books and Special Collection—

Brooke’s Books

Stop Buffering Booklet in Scholars | Brooke’s Books and Special Collection—Brooke’s

Books

Self Coaching 101 Booklet in Scholars | Brooke’s Books and Special Collection—

Brooke’s Books

The Best of Ask Brooke in Scholars | Brooke’s Books and Special Collection—Brooke’s

Books—VIP

The Life Coach School Podcast Live Workshop in Scholars | Brooke’s Books and Special

Collection—Brooke’s Books—VIP

A Gift Collection of Friday Coach Like in Scholars | Brooke’s Books and Special

Collection—Brooke’s Books—Diamond

A Year of Scholars in Scholars | Brooke’s Books and Special Collection—Brooke’s

Books—Diamond

P O D C A S T

The Life Coach School Podcast on The Life Coach School site | Podcast



https://scs.thelifecoachschool.com/brookesbooks/















https://thelifecoachschool.com/category/podcasts/


G E N E R A L T E R M I N O L O G Y & D E F I N I T I O N S

Please make sure you can define and apply all the terms listed below as they apply

to coaching. Most of them can be found in the materials and resources above or in

the Wisdom from The Life Coach School Podcast Book.

5 0 / 5 0 : The goal is humanness—to live the human experience as well as we can,

knowing that it includes a lot of contrast on purpose. 50% of life will feel amazing

and 50% of the time we’ll be on the other side of happy.

A C T I O N : Something you do that creates a result and is driven by a feeling. In the

CTFAR Model, “action” is abbreviated with the letter “A.”

A N T I F R A G I L E : Something, or someone, that increases in capability to thrive as a

result of stressors, shocks, mistakes, faults, attacks, or failures.

A P P R O P R I A T E D I S C O M F O R T : The idea that it’s sometimes useful and important

to allow ourselves to be uncomfortable.

A V O I D I N G : An alternative to processing emotion. The most common ways people

avoid emotions are by overeating, overdrinking, and working too much.

B A L A N C E O F E M O T I O N : The theory that the human experience is designed to

be made up of half negative and half positive emotions and that this duality adds value,

meaning, and depth to our lives.

B E L I E F S A N D B E L I E F S Y S T E M S : A belief is a thought you keep on thinking.

Belief systems are the guides that drive our lives. The problem comes when we don’t

recognize that beliefs are optional thoughts and can be changed.

B L A M E : The act of assigning responsibility to someone else.



B O U N D A R I E S : A boundary is what you’ll do when someone violates your space.

It’s not what they need or have to do. If someone comes into your space emotionally

or physically, you let them know how you’ll respond. Setting boundaries from a loving

place creates relationships free from negativity.

B U F F E R I N G : An activity we do to avoid fully experiencing our lives that has a net-

negative consequence. Examples include overeating, overdrinking, and overspending—

anything done to excess and at your expense.

C I R C U M S T A N C E : Things that happen in the world that we cannot control.

Circumstances are factual—strictly the facts. No drama or opinions, please. They are

neutral. In the CTFAR Model, “circumstance” is abbreviated with the letter “C.”

C O G N I T I V E D I S S O N A N C E : The process of introducing new, contradictory

thoughts and beliefs that cause a great deal of mental discomfort.

C O M P E L L I N G R E A S O N : Before you try to make a major change that requires you

to take a lot of new action, you must make sure your reason is strong enough to provide

enough fuel to get you there. This becomes your compelling reason.

C O M P O U N D E F F E C T : A lot of little decisions that add up to a big pile of success.

C O N F I R M A T I O N B I A S : The human reflex to interpret new information as being

supportive of the opinions we already hold.

C O N S T R A I N T : A limitation or restriction you put on yourself that simplifies your life.

This is critical to minimize overwhelming feelings.

D E C I S I O N S A H E A D O F T I M E : The process of thinking about and planning our life

ahead of time, which allows us to make much better decisions for ourselves—what we

want to do, what we want to create, and the decisions we want to make.

D E C I S I O N F A T I G U E : The deteriorating quality of decisions made by an individual

after a long session of decision making.

D I S C I P L I N E : The ability to have self control and restraint against base primitive desires.


D O G O A L : Do Goals are not just concepts we have in our minds of things we’d like to

accomplish; they’re actually the actions we need to take. They are a structured way of

taking massive action.

E L E V A T O R T E C H N I Q U E : A tool used in a coaching session to review the

Unintentional Model with a client.

E M O T I O N A L A D U LT H O O D : In the space of emotional adulthood, we take full

responsibility for how we’re feeling no matter what someone else does or says.

We take control of our thinking and don’t blame other people.

E M O T I O N A L C H I L D H O O D : When we’re in emotional childhood, we don’t

take responsibility for the way we feel. We blame everything else for how we feel

and our results.

E M O T I O N A L M A N I P U L A T I O N : Any attempt to control how someone feels by

manipulating what they think and believe. Ultimately, these attempts to control how

you think and feel are intended to control how you act because your thoughts create

your feelings and therefore your actions.

E S C A P E F A I L : Failing ahead of time, which means avoiding the worthy failures that

keep us evolving. Examples include not following through on commitments, not taking

action, changing your mind, staying confused, giving up, lowering the standard, making

excuses, and justifying inaction.

F A T A D A P T A T I O N : When your body can efficiently utilize fat as a fuel source and

can go without eating with no discomfort or adverse symptoms for a stretch of several

hours.

F A L S E P L E A S U R E : Any indulgence that, when done in excess, causes a net negative

result in your life. It’s often a naturally occurring pleasure that has been processed and

re-packaged to produce an artificially high dopamine hit (e.g., cocaine, heroin, alcohol,

sugar, flour, pornography, Facebook).

F A I L I N G A H E A D O F T I M E : Failing to take action to create a desired result in an

effort to avoid feeling negative emotions that you might create with your thoughts.


F A I L U R E : The omission of expected or required action.

F E E L I N G : A one-word description of a vibration in the body that is created by a

thought and fuels all action or inaction. In the CTFAR Model, “feeling” is abbreviated

with the letter “F.”

F E A R : An unpleasant emotion caused by the belief that someone or something is

dangerous, likely to cause pain, or a threat.

F O R G I V E N E S S : A verb meaning to stop feeling angry or resentful toward someone

for an offense, a flaw, or a mistake.

F U T U R E F O C U S : Focusing on the future means recognizing limiting beliefs, letting

them go, and replacing them with beliefs that serve your dreams. It means focusing on

the road ahead and getting excited about the future. It means that to create a different

future, you have to create something that doesn’t exist based on your past. We must

believe something that we don’t currently believe.

G R E A T Q U E S T I O N S : One of the most powerful tools we can use to manage our

minds. The brain is completely open to answering questions. Questions reveal our

belief systems, enabling us to evaluate them. When asked, great questions result in

useful answers.

H O L D I N G T H E S P A C E : A skill you can use to witness and evaluate your life as

the Watcher, with awareness of the thoughts and feelings you’re having, from a

nonjudgmental, very compassionate, and observational place.

H U N G E R S C A L E : The scale goes from -10 (starving) to 0 (not hungry) to +10

(stuffed to capacity). The beginning of hunger is -1 on the scale. Once you tune into

the hunger scale, you can start identifying where you are in the sensation of hunger.

The sensation of hunger is something you can identify within your body. You can

identify hunger and quantify it by putting it on a scale. Tune into your body and be

really clear about where you are on the hunger scale.

I N D U L G E N T E M O T I O N S : An emotion that is comfortable to you. It’s something

that you dive into more than you would like to, and it doesn’t give you the result you


want. You know when you’re indulging in an emotion because there’s no traction,

growth, or movement.

I N T E N T I O N A L M O D E L : A model created from a desired thought. Intentional

Models are used to get the results you want, by identifying the thoughts, feelings,

and actions you need to create in order to get those results.

I N T E R M I T T E N T F A S T I N G : An umbrella term for various ways of eating that cycle

between a period of fasting and nonfasting during a defined window of time. It teaches

your body to be fat adapted, increases insulin sensitivity, and allows you to create

mental discipline for urges and to experience and reset hunger cues.

L A D D E R I N G T H O U G H T S : The process of building belief by accumulating a series

of thoughts that help you move from where you are now to where you want to be.

L O V A B I L I T Y : Your lovability is infinite and you are as lovable now as you’ll ever be.

You don’t need to do anything differently or be different to be loved more. Here’s why:

your being loved is not about you. It’s about the person loving you. Your lovability has

to do with the other person’s capacity to love you, not the other way around.

M A S S I V E A C T I O N : Action you will take and continue taking until you hit your goal.

Massive action includes the process of anticipating obstacles and being willing to fail

and try again, fail and take more action, and do it wrong yet try again, on and on until

you reach your goal. You cannot stop for any reason until then.

M A N U A L , T H E : A belief or set of beliefs about how somebody else should behave

so we can feel better.

M E N T A L R E H E A R S A L : Practicing being and having something in your mind before

you get it.

M I N D D R A M A : The overreactive, exaggerated details that our minds come up

with daily.

M O D E L , T H E : A model for how everything in our life works. It breaks everything

down into five categories: circumstances, thoughts, feelings, actions, and results.


Circumstances can trigger thoughts. Thoughts create feelings. Feelings drive action

or inaction, and our actions lead to the results we have in our lives.

M O N D A Y H O U R O N E : A process for planning your week at the beginning of

the week. It involves planning all your tasks for the week ahead of time and scheduling

them on your calendar.

M O T I V A T I O N A L T R I A D : A concept that explains how humans are motivated

to survive. The three aspects of the motivational triad are to seek pleasure, avoid

pain, and expend minimal effort.

O U T C O M E S : Your outcomes are your end results. Write down your goal and

understand your “why.” Then write down all the obstacles to reaching that goal

and convert each obstacle into a strategy. Anything between you and achieving

the outcome you want is really just a rung on the ladder to achieve it.

O V E R D E S I R E : A term generalizing an excessive desire for food caused by

psychological and neurobiological factors, hormonal imbalances, and cultural and

industry messaging, which, if answered, can result in consumption greater than that

required by the human body for fuel. It is caused by an excess of dopamine, being

conditioned to overeat, and using food as an escape from emotion. When this is

eliminated, overeating is eliminated. Overdesire can be present for other substances

and behaviors that are used to buffer.

O V E R H U N G E R : A term generalizing an overabundance of physical sensations

signaling hunger caused by psychological and neurobiological factors, hormonal

imbalances, and cultural and industry messaging, which, if answered, can result in

consumption greater than what is required by the human body for fuel.

P A S S I V E A C T I O N : Passive action doesn’t get you the results you want. It doesn’t

even get you closer to the results you want. Passive action has to do with consumption.

Examples are reading books on a topic, taking classes on a topic, and talking to

someone about a topic. Passive action doesn’t require any failure because all you’re

doing is thinking about what’s possible—you’re not creating what’s possible.


P A S T F O C U S : Limitations we place on our future potential based on who we’ve

been and what we’ve accomplished so far.

P R O A C T I V A T I O N : A word Brooke created to express the opposite of procrastination.

To procrastinate is to delay or to postpone something. Proactivation refers to causing

something to happen versus reacting to something.

P R O C E S S I N G F E E L I N G S : When we truly feel our feelings all the way through and

take responsibility for them and the thoughts that create them, we can rid ourselves of

much unnecessary suffering.

P R O T O C O L : A food plan one creates with the end goal of increasing insulin sensitivity.

P U R E C I R C U M S T A N C E : A place to rest between emotions, judgments, and opinions.

R E A C T I N G : Acting out the emotion instead of processing the emotion. Can look like

yelling, screaming, or crying.

R E S I S T I N G : Not processing the emotion. Resistance usually creates more tension

and perpetuates the emotion.

R E S U LT : What we see in the world (our lives) as an effect of our actions. The result

will always be evidence of the original thought. In the CTFAR Model, “result” is

abbreviated with the letter “R.”

R I V E R O F M I S E R Y : The uncomfortable distance between an Unintentional Model

and Intentional Model. That river represents the steps you need to take to overcome

obstacles to get the result you want. There are often many steps and many models that

take place between your Unintentional Model and the new, desired thought, feeling,

actions, and result in your Intentional Model. This whole process in the middle is what

we call the River of Misery.

S A C R E D M O M E N T : The pause you take to notice your thoughts before you react.

It’s the brief moment when you are making a choice.

S E L F P I T Y : Excessive, self absorbed unhappiness over your troubles.


S U P E R T H I N K I N G : The highest level of thinking to achieve anything you want in life.

T H O U G H T S : Things that happen in your mind. This is where you self coach. In the

CTFAR Model, “thought” is abbreviated with the letter “T.”

T H O U G H T D O W N L O A D : Writing down on paper all the thoughts spinning in your

head without censorship or judgment. This allows you to see thoughts for what they

are and gives you the perspective to realize they’re optional. Choose one thought from

your download to focus on and run it through the Self Coaching Model. A structured

thought download answers a question at the top of the page.

T H O U G H T S W A P P I N G : The act of feeling an uncomfortable feeling and

immediately changing your thinking in an attempt to quickly feel better without

actually feeling the initial feeling.

U N C O N D I T I O N A L L O V E : This means that you love someone no matter what they

do for the sake of feeling and experiencing love. The more you love yourself, the better

you get at loving everybody else.

U N D E R E A R N I N G : Earning less than you’re capable of earning when you desire to

earn more.

U N I N T E N T I O N A L M O D E L : A model created from a thought that is not deliberate.

They are simply models we create with our automatic, unconscious thinking.

U R G E : An intense desire caused by your thinking.

V I C T I M M E N T A L I T Y : A belief pattern in which a person tends to recognize

themselves as a victim of the actions of others.

W A N T M A T C H : All of the things that you want in a relationship are perfectly

matched to all of the things you’re getting in the relationship.

W O R T H Y F A I L : Fails not because of the action you don’t take, but rather because

you’re not getting the exact result you want from the action you do take.

A P P L I E D C O N C E P T S R E S O U R C E G U I D E | 1 9A P P L I E D C O N C E P T S R E S O U R C E G U I D E

C O A C H I N G C O N C E P T S


C O A C H I N G C O N C E P T S

Please make sure you review and do a deep dive into the following resources, videos,

and worksheets for each of these concepts. Worksheets are included after coaching

concept pages.

1. The Model

2. Facts vs. Story

3. Beliefs/Thoughts (Past vs. Future)

4. Feelings

5. Actions

6. Results, Outcomes, Goals

7. Relationships

8. Self Confidence

9. Buffering

10. Overeating

11. Overdrinking

12. Business

13. Money

Bonus: Diversity, Equity & Inclusion


T H E M O D E L

C O N C E P T S T O K N O W :

• Causal coaching

• How to hold space

• Thought downloads

• Defining each line

• Questions to complete a model for each line

• Common mistakes and how to fix them

• The Elevator Technique

R E S O U R C E S :

Self Coaching 101 Book on the Certified Site | Resources—Books

Self Coaching 101 Booklet in Scholars | Study Vault—Brooke’s Books and Special


How to Have a Better Life in Scholars | Study Vault—Brooke’s Books and Special


Coach Yourself to Grow in Scholars | Study Vault—Managing Your Mind

How to Coach Yourself in CCP Curriculum Book on the Certified Site | Resources—

Books

Holding the Space in CCP Curriculum Book on the Certified Site | Resources—Books

The Model Workbook in Scholars | Home—Start Here

Model Practice Workbook in Scholars | Home—Start Here

1




http://scs.thelifecoachschool.com/classes/january/



https://scs.thelifecoachschool.com/home/start-here/the-model/



V I D E O S :

The Model—An Introduction in Scholars | Home—Start Here

The Model—Model Practice in Scholars | Home—Start Here

The Model—Thought Download in Scholars | Home—Start Here

How to Feel Better—Module 1 Videos in Scholars | Study Vault—

Mastering Emotional Wellbeing

12 Tools Webinar in Scholars | Study Vault—Managing Your Mind

Excellent Mental Health Webinar in Scholars | Study Vault—Managing Your Mind

Class 1 —How to Coach Yourself & Holding the Space on the Certified Site | Training

Programs—Resources

Class 4—Model Tips & The 45 Minute Session on the Certified Site | Training

Programs —Resources

Model 201 with Bev Aron on the Certified Site | Training Programs—Workshop

Archives—2019—How to be a Thought Leader Mastermind




https://scs.thelifecoachschool.com/assets/how-to-feel-better/module-1/

https://scs.thelifecoachschool.com/study-vault/managing-your-mind/12-tools-webinar/

https://scs.thelifecoachschool.com/study-vault/managing-your-mind/excellent-mental-health-webinar/



https://certified.thelifecoachschool.com/training-programs/workshop-archive/


F A C T S V S . S T O R Y


• How to answer questions about neutrality of all facts

• Paring down a factual sentence to make it more neutral

• How to pull just the facts from a thought download

• Why are facts neutral?

R E S O U R C E S :

Story vs. Fact in CCP Curriculum Book on the Certified Site | Resources—Books

V I D E O :

Class 2—Story vs. Fact & Thoughts: The Cause on the Certified Site | Training


2




3 . B E L I E F S / T H O U G H T S (Past vs. Future)


• A belief is just a thought we keep on thinking

• There are no old or past thoughts

• Thoughts cause our feelings even if we aren’t aware of them

• When should we change the C instead of the T?

• How to believe a new thought

• The Watcher

• The power of questions to think new thoughts

R E S O U R C E S :

Your Thoughts About You in Scholars | Study Vault—Building Self Confidence

and Self Love

Believing New Things in Scholars | Study Vault—Managing Your Mind

How to Change Your Past in Scholars | Study Vault—Building Self Confidence and

Self Love

Organize Your Life and Mind in Scholars | Study Vault—Managing Your Mind

Thoughts: The Cause in CCP Curriculum Book on the Certified Site | Resources—Books

Past & Future Focus in CCP Curriculum Book on the Certified Site | Resources—Books

3

https://scs.thelifecoachschool.com/study-vault/building-self-confidence-and-self-love/january-2020/

https://scs.thelifecoachschool.com/classes/march/

https://scs.thelifecoachschool.com/classes/july/

https://scs.thelifecoachschool.com/classes/october/




V I D E O S :

How to Feel Better—Module 4 Video: Past vs. Future Focus in Scholars | Study

Vault—Mastering Emotional Wellbeing

Class 14—Past & Future Focus on the Certified Site | Training Programs—Resources

W O R K S H E E T S :

Uncovering Beliefs

What Do You Want to Believe?

Mental Rehearsal

A Letter to my Past Self

A Letter From my Future Self




U N C O V E R I N G B E L I E F S

1. What do you believe about your life?

2. What do you believe about yourself?

3. What are the lessons your parents taught you?


4. What do you believe about your dreams coming true?

5. What do you believe about your ability to create what you want?

6. Why do you have your current results in your life?


W H A T D O Y O U W A N T T O B E L I E V E

1. What are the results you most want in your life?

2. What are the beliefs that have kept you from getting these results so far?


3. What do you need to believe to get the results you want?

4. Why don’t you believe this yet? What thoughts get in the way?


M E N T A L R E H E A R S A L

1. Think about the changes you want to make and visualize yourself having already

made them. What’s different about you?

2. How do you handle problems differently?

3. How do you feel differently?


4. How do you act differently?

5. How do you show up differently?

6. When you imagine yourself “practicing” for this part in your new life, what are you

doing well, and what do you need to keep practicing?

7. How will you know when it has clicked for you?


A L E T T E R T O M Y P A S T S E L F

Write a letter to your past self using the following format. This is another wonderful

tool for uncovering negative thought patterns and beliefs. Be willing to allow the

emotions to surface.

Dear

I’m angry because:

I’m sad because:


I wish:

I’m sorry that:

I love you because:


A L E T T E R F R O M M Y F U T U R E S E L F

Write a letter from your future self, who’s right where you want to be, and have them

give you some advice. What would they tell you to stop doing? What would they tell

you to start doing? What else might they say?


F E E L I N G S


• Unwanted emotions

• Indulgent emotions

• How to process/allow emotion

• How to create emotion

• Processing pain

• 50/50

R E S O U R C E S :

How to Feel Better in Scholars | Study Vault—Mastering Emotional Wellbeing

Mastering Emotional Balance in Scholars | Study Vault—Mastering Emotional

Wellbeing

The Power of Emotion in Scholars | Study Vault—Mastering Emotional Wellbeing

Stop Buffering Booklet in Scholars | Study Vault—Brooke’s Books and Special


Feelings in CCP Curriculum Book on the Certified Site | Resources—Books

How to Process Pain in CCP Curriculum Book on the Certified Site | Resources—Books

4

https://scs.thelifecoachschool.com/assets/how-to-feel-better/prep/

http://scs.thelifecoachschool.com/classes/november/

http://scs.thelifecoachschool.com/classes/february/





V I D E O S :

How to Feel in Scholars | Study Vault—Mastering Emotional Wellbeing

How to Feel Better—Module 2 Video: Indulgent Emotions in Scholars | Study

Vault—Mastering Emotional Wellbeing

Facing Uncertainty Without Anxiety Lesson in Scholars | Study Vault—Mastering

Emotional Wellbeing

How to Feel Better 2.0 Webinar in Scholars | Study Vault—Mastering Emotional

Wellbeing

Modern Emotional Health in Scholars | Study Vault—Mastering Emotional

Wellbeing

Class 5—Feelings on the Certified Site | Training Programs—Resources

Class 6—Feelings Continued & How to Process Pain on the Certified Site |

Training Programs—Resources

Feeling on Purpose with Rachel Hart on the Certified Site | Training Programs—

Workshop Archive—2019—How to be a Thought Leader Mastermind

Advanced Training—Processing Feelings Part 1 on the Certified Site | Certified

Calls—Certified Replays—Special Topic Replays

Advanced Training—Processing Feelings Part 2 on the Certified Site | Certified

Calls—Certified Replays—Special Topic Replays


Now Feeling

Top 3 Feelings

Indulgent Emotions

The Worst That Can Happen

Contrast of Emotions

Processing Pain

https://scs.thelifecoachschool.com/study-vault/lesson-collection/


https://scs.thelifecoachschool.com/study-vault/mastering-emotional-wellbeing/facing-uncertainty-without-anxiety-lesson/

https://scs.thelifecoachschool.com/study-vault/mastering-emotional-wellbeing/how-to-feel-better-2-0-webinar/

https://scs.thelifecoachschool.com/study-vault/mastering-emotional-wellbeing/modern-emotional-health/



https://certified.thelifecoachschool.com/training-programs/workshop-archive/

https://certified.thelifecoachschool.com/certified-calls/certified-replays/special-topic-replays/



N O W F E E L I N G

1. What are you feeling now?

2. Where is this feeling in your body?

3. What color is this feeling?

4. Is this feeling hard or soft?

5. Is this feeling fast or slow?

6. How does this feeling make you want to react?

7. Why are you feeling this?


T O P T H R E E F E E L I N G S

1. On a daily basis, what are your three most common feelings?

1.

2.

3.

2. Why do you think you have these feelings on a daily basis?

3. What would you like your top three feelings to be?

1.

2.

3.


4. Why?

5. How would your results change if you changed your top three feelings? Would you

keep any the same? Why?


I N D U L G E N T E M O T I O N S

1. How often do you feel overwhelmed, confused, worried, or anxious? Explain.

2. Pick the one you feel most often and give a specific example of when you feel it and why.

3. Do you believe you could go a day, a week, or a month without experiencing

this feeling? Why or why not?


4. Do you believe you could go a day, a week, or a month without indulging in

this feeling?

5. Can you see a reason why you might want to keep indulging in this emotion?

6. What might it cost you if you do?


T H E W O R S T T H A T C A N H A P P E N

1. What is the worst feeling you can imagine ever having to face?

2. What would that feel like in your body? Describe the location in your body and

exactly how it would show up. Be careful to include all the details about the sensations

and nothing about the thoughts that would be going through your head. Just notice

how it would feel in each part of your body.


3. When you think about this feeling and the great lengths you have gone to

avoid feeling this way, can you explain why that might be? A simple vibration is

harmless in our body, so why do we do so many things to avoid it that might be

harmful to ourselves?

4. If you were willing to feel this emotion without fear, how might you act differently

in your life? What might you do differently, and why?


C O N T R A S T O F E M O T I O N S

P A R T 1

1. What are the feelings you choose?

2. Imagine a silver platter of emotions. What are the ones you need? What are the ones

you want to feel on purpose?

P O S I T I V E N E G A T I V E



P A R T 2

Examples include: confusion, doubt, worry, overwhelm, feeling victimized

1. Indulgent feeling:

2. Thoughts that cause this feeling:

3. My plan not to indulge in this emotion:



P A R T 3

Examples include: discomfort, deprivation, urges, overdesires, boredom, dissatisfation,

failure, insecurity, rage, anxiety

1. Make a list of the three most common feelings you avoid or resist below:

1.

2.

3.

2. Feeling I resist:

3. Thoughts that cause this feeling:

4. Plan to allow this feeling on purpose:


P R O C E S S I N G P A I N

1. How can I use this pain?

2. How is this perfect?

3. What can I do that comes from peace, is for me, and is not trying to change anything?

4. How can I accept this with grace?


A C T I O N S


• Massive action

• Passive action

• Constraint

• Planning

• Monday Hour One

• Making decisions ahead of time

• Calendaring

• Quitting

R E S O U R C E S :

Decisions in Scholars | Study Vault—Building Self Confidence and Self Love

Time Management in Scholars | Study Vault—Time Management

V I D E O S :



Monday Hour One Videos in Scholars | Study Vault—Time Management

Throw Away Your To Do List Webinar in Scholars | Study Vault—Time Management

5

https://scs.thelifecoachschool.com/study-vault/building-self-confidence-and-self-love/decisions/

https://scs.thelifecoachschool.com/study-vault/time-management/


https://scs.thelifecoachschool.com/assets/monday-hour-one/

https://scs.thelifecoachschool.com/study-vault/time-management/throw-away-your-to-do-list-webinar/


R E S U L T S , O U T C O M E S , G O A L S


• Obstacles

• Strategies

• Discomfort is the currency

• Worthy fail

• Escape fail

R E S O U R C E S :

Make Your Ideas Reality in Scholars | Study Vault—Achieving Your Goals

Doing the Impossible in Scholars | Study Vault—Achieving Your Goals

How to Get It Done in Scholars | Study Vault—Achieving Your Goals

Outcome & Goal Cultivation in CCP Curriculum Book on the Certified Site |

Resources—Books

Why You Aren’t Taking Action and How to Get It Done Booklet in Scholars |

Study Vault—Brooke’s Books and Special Collection—Brooke’s Books

V I D E O S :



Class 13 —Outcome & Goal Cultivation on the Certified Site | Training Programs—

Resources

Class 15—How to Get it Done on the Certified Site | Training Programs—Resources

6

https://scs.thelifecoachschool.com/study-vault/achieving-your-goals/february-2020/

http://scs.thelifecoachschool.com/classes/december/

http://scs.thelifecoachschool.com/classes/september/








What Do You Want?

To Do List Download

Priorities

Categorize Your To Do List by Priorities

Outcome

Obstacles & Strategies

Goal Setting

Do Goals

Obstacles

Strategies

The Plan

Get It Done


W H A T D O Y O U W A N T ?

List 25 things you want. They can be anything from objects to feelings. Just brainstorm

what comes to mind. (A Lexus convertible? More connection with your husband?)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


T O D O L I S T D O W N L O A D

Make a list of everything you want to do. Big dreams. Little tasks. Crazy ideas.

Hidden desires. Keep writing until you fill up the page.


P R I O R I T I E S

1. Make a list of your top five priorities in order.

2. Why did you put them in this order? Why is your #1 priority so important to you?


3. Are you currently living in line with these priorities? Think about what you

did yesterday. Does it reflect the order of these priorities?

4. Does anything need to change in order to align them better? What?


C A T E G O R I Z E Y O U R T O D O L I S T B Y P R I O R I T I E S

1. What can you eliminate from your to do list because it doesn’t align with

your priorities? Cross those items off the list and explain here.


2. What are the most important to dos? Why?

3. Create one outcome that would help you achieve a priority accomplishment on your

to do list. Write it here.


O U T C O M E

P A R T 1

1. Write your outcome or goal below.

2. Why do you want to achieve it?

3. If you achieve this, what will it mean to you?


4. How do you feel when you imagine realizing this outcome?

5. What will be the same when you realize this outcome? (In what ways are you already

living this outcome?)

6. What will be different when you realize this outcome?

7. How will you need to change to become the person who has realized this outcome?


O U T C O M E

P A R T 2

What are the steps, from start to finish, to complete this outcome? Brainstorm a

list below. You’re not allowed to say, “I don’t know.” For each step, design a time

frame and deadline for completion.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.


O B S T A C L E S & S T R A T E G I E S

List any obstacles you might face in achieving this goal, and then list your strategy to

overcome those obstacles. (Use multiple sheets if needed.)

O B S T A C L E

S T R A T E G Y

O B S T A C L E

S T R A T E G Y


G O A L S E T T I N G

1. Start by writing down 25 things you want:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


2. Once you have your list, pick one as a goal.

3. Now, let’s put the goal into a measurable sentence.

It has to be measurable so you’ll know when you’ve completed it. There has to be a

deadline. Pick something that causes you to stretch, but also something that you can

complete within the time frame you chose and in the time you have available to you.

For example: By (insert date and time), I will have completed and created (insert goal here).

I will know I’m done because of (measurable statistic).

By

I will have completed and created

I will know I'm done because of

Now commit.

4. Why do you want to achieve this goal?


D O G O A L S

Now it’s time to brainstorm. List everything you need to do to accomplish this goal.

If you have a big to do list, break it down by each step.


O B S T A C L E S

List all the obstacles to achieving this goal.


S T R A T E G I E S

Turn each of the obstacles you listed into a strategy or a skill you need to develop.

Add it to your list of to dos.

Turn obstacles into strategies.


T H E P L A N

1. Take your Do Goals list and strategies list and sort them into the order of execution.

Make them as clear and specific as possible.

2. Determine how much time each thing will take.

3. Add each item to your calendar with the time frames you’ve decided upon.

D O G O A L S A N D S T R A T E G I E S I N O R D E R :


G E T I T D O N E

1. What did you accomplish yesterday?

2. What’s on the schedule for today?

3. What are your thoughts and feelings about it? Do a mini thought download.


4. Complete a model on one of the thoughts that isn’t serving you.

U N I N T E N T I O N A L M O D E L

C

T

F

A

R

5. How do you want and need to feel to get this work done today? What would you need

to be thinking?

6. Create a model with the new thought.

I N T E N T I O N A L M O D E L

C

T

F

A

R


R E L A T I O N S H I P S


• Boundaries

• The Manual

• Emotional childhood

R E S O U R C E S :

Relationships in Scholars | Study Vault—Relationships

Connection in Scholars | Study Vault—Relationships

Emotional Childhood/Adulthood in CCP Curriculum Book on the Certified Site |

Resources—Books

The Manual in CCP Curriculum Book on the Certified Site | Resources—Books

Boundaries in CCP Curriculum Book on the Certified Site | Resources—Books

Unconditional Love in CCP Curriculum Book on the Certified Site | Resources—Books

Lovability in CCP Curriculum Book on the Certified Site | Resources—Books

V I D E O S :

How to Feel Better—Module 4 Video: Emotional Adulthood in Scholars |

Study Vault—Mastering Emotional Wellbeing



How to Navigate Family Relationships in Scholars | Study Vault—Relationships

• Emotional adulthood

• Unconditional love

• Lovability

7

http://scs.thelifecoachschool.com/classes/may/

https://scs.thelifecoachschool.com/study-vault/relationships/march-2020








https://scs.thelifecoachschool.com/study-vault/relationships/how-to-navigate-family-relationships-lesson/


Conversations About Relationships in Scholars | Relationships

Class 10 —Emotional Childhood & The Manual on the Certified Site | Training


Class 11—Boundaries & Unconditional Love on the Certified Site | Training


Class 12—Lovability & Relationships on the Certified Site | Training Programs—

Resources


Taking Responsibility for Your Feelings

The Manual

Boundaries

Unconditional Love

Person of Focus

Self Appreciation

https://scs.thelifecoachschool.com/conversations/





T A K I N G R E S P O N S I B I L I T Y F O R Y O U R F E E L I N G S

1. Name a person or circumstance that you believe is causing the negative feeling.

2. Describe how the thoughts are making you feel.


3. Describe why you think the thoughts have the power to control your feelings in this way.

4. What is the thought you’re thinking that’s really causing this feeling?

5. Can you see that it’s the thought and not the person or circumstance causing

the feeling?

6. How might you take responsibility for your feelings in the future?


T H E M A N U A L

1. Think about someone you want to change and write their name here.

2. Write, in detail, what you would like them to do.


3. For each item, write down why you want them to behave in this way.

4. How do you think you would feel if they behaved this way?


5. How would your thoughts about them change if they behaved this way?

6. Do you want them to behave this way even if they don’t want to? Why or why not?


7. What do you make it mean when they don’t behave this way?

8. When someone wants you to behave in a certain way to make them feel good,

what is that like for you?


B O U N D A R I E S

1. What is the boundary violation?

2. What is the boundary you want to set?

3. The request: If you...

4. The consequence: Then I will...


5. What are your fears (if any) around establishing this boundary?

6. What are the benefits of establishing this boundary?

7. How will you set this boundary?

8. How will you ensure that you honor your boundary?


U N C O N D I T I O N A L L O V E

1. Think of someone who’s challenging for you to love.

2. Write the reasons why you find this person hard to love.

3. What are your thoughts about this person that prevent you from loving them more?


4. What conditions have you put on loving this person? List them here.

5. What does it feel like when you’ve chosen not to love this person?

6. What would it be like to love this person without conditions?


7. List a specific example in which this person does something you don’t like.

What would it take and be like to love them in this moment?

8. How is unconditional love different from love? How does it serve you?

9. Is there ever a time when love is not a good choice? Why or why not?


P E R S O N O F F O C U S

Person of Focus:

1. Judge this person. Don’t hold back. Let all the “ugly” judgments out of your head.

One sentence per line below. Don’t edit yourself or try to be appropriate or kind.

Get it all out.

Now, go back through the list and notice how many of these judgments also apply

to you. Circle those that are true about you. Notice that most judgments of others

are projections we have of ourselves.


2. Describe the Manual you have for the person of focus. What are your expectations

of that person? What do you most want that person to do, and why? Let yourself go

to a perfect world where that person does exactly what you want them to do and

when you want it. Be specific, and allow yourself to be outrageous.

What would you be thinking and feeling if that person did all these things perfectly?

Notice that you can think and feel these things anyway.


3. Allow that person to be who they are meant to be. So, who is that person?

What do they do? How do they act? What are they consistent about? If you aren’t

trying to control them or interfere, who are they in their actions?

4. Why do you imagine that person does these things and is this way? What thoughts

do you imagine drive that person’s actions?


5. Do you love this person unconditionally? Why or why not? Make a note below of

when you do love them and when you try to withhold love from this person. Remember,

their lovability is 100%, so what’s your excuse when you don’t love them?

6. How do you show up in this relationship? Do you show up knowing that your

lovability is 100%? Do you try to get them to love you more for your sake? How?

Does it work? Why or why not?


7. Who do you want to be in this relationship? In other words, what kind of employee,

spouse, sibling, or friend do you want to be? Make sure you think about this separately

from the other person’s behavior—don’t let that determine who you are. Decide who

you want to be. Take some time to write it all out.

8. How do you want to feel? Why?


9. How do you want to act and show up?

10. What do you want to offer to this person?


11. How do you want to think? Remember that your relationship with someone is all

about your thoughts about them and yourself within that relationship.

12. How do you want to think about yourself in this relationship?


13. How do you want to think about the other person in this relationship?

14. How do you want to define and think about your relationship together?


15. Write an “I’ve been meaning to tell you” letter below. This is a letter you can send or

not send. Just writing it feels amazing. I love to send these in the mail unexpectedly.

Dear

I’ve been meaning to tell you:

I admire you for:

I’m thankful for:

I remember when:

You have shown me how:

You told me:

I’m grateful for:

I love you because:


S E L F A P P R E C I A T I O N

Make a list of all the things you like and appreciate about yourself. They can be small

things or big things—please write down at least 12 things.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.


S E L F C O N F I D E N C E


• Understand the difference between self confidence and arrogance

• Know how to increase and create self confidence

• Self confidence as a state of being

• Self confidence as an attractive tool of influence

R E S O U R C E S :

Self Confidence in Scholars | Study Vault—Building Self Confidence and Self Love

How to Live Your Purpose in Scholars | Study Vault—Building Self Confidence and

Self Love

Self Confidence in CCP Curriculum Book on the Certified Site | Resources—Books

V I D E O :

Class 18 —Self Confidence on the Certified Site | Training Programs—Resources


Dare of the Day

Story About Yourself

Accomplishment Log

Self Confidence Exercise

Areas of Self Confidence

Removing the Barrier

8

https://scs.thelifecoachschool.com/classes/june/

https://scs.thelifecoachschool.com/classes/august/




D A R E O F T H E D A Y

1. What is your dare of the day?

2. What is your thought about doing it?

3. Complete a model about your fear of it.

C

T

F

A

R


4. Now create a model with self confidence on the F line and you completing the dare

on the R line. Fill in the rest of the Model.

C

T

F

A

R

5. Complete your dare and write about it here. What did you learn about yourself and

your self confidence?


S T O R Y A B O U T Y O U R S E L F

“You are the story you tell yourself about yourself.” Brooke Castillo

1. Write the story you currently tell about yourself.


2. Write the story you want to tell about yourself.


A C C O M P L I S H M E N T L O G

Create an accomplishment log. You can list little things and big things you have

accomplished. The point is to acknowledge everything you’ve done that you once

hadn’t done or couldn’t do. Fill the entire page.

Examples:

• Graduated from high school.

• Married my husband.

• Bought my first house.

• Threw an amazing party.

• Won an award.

• Got the job.


S E L F C O N F I D E N C E E X E R C I S E

1. Define self confidence.

2. Where does it come from?


3. Do you have a lot of it? Why or why not?

4. Why do you want it?

5. What is the best way to get more of it?

A P P L I E D C O N C E P T S R E S O U R C E G U I D E | 1 0 0

6. What thoughts do you have that are preventing it?

7. Do you have any fears about being self confident and the success you will

create with it?

8. Look at a result you have in your life that you don’t want and write it here.


9. What is the result you want to create?

10. How will self confidence get you there?


A R E A S O F S E L F C O N F I D E N C E

1. Make a list of all the areas in your life where you feel self confident. Next to those

areas, write the reason (thought) you feel this way. Make sure you fill the page.

Example:

Pouring a glass of water. Not afraid to fail. Believe I can do it.

Coaching clients. I have a model that works on all problems.

A R E A O F C O N F I D E N C E R E A S O N F O R C O N F I D E N C E


2. Write about everything you’re currently afraid of that holds you back. Don’t be shy.

Go for the worst case scenarios. Evaluate what you think would be horrible about

failing. Anticipate getting into trouble with your newfound confidence. Include the

fear and the reason.

Example:

I’m afraid I’ll lose all my money. I’ll end up homeless and unloved.

I’m scared of making a mistake. People will reject me.

W H A T I ’ M A F R A I D O F W H Y I ’ M A F R A I D


R E M O V I N G T H E B A R R I E R

We’re going to remove the barrier of what other people think about you forever.

We’re going to take a deep dive into your “everyone” and what “everyone will think.”

You’ll decide from now on only to take action based on what you think.

1. What do people think about you now?

2. If you went for all your dreams and achieved them, what would people think?


3. If you went for all your dreams and failed, what would people think?

4. In what ways are people right about you? So what?

5. In what ways are they wrong about you? Are you willing to let them be wrong?

Why or why not?

6. What are you committed to believing about yourself no matter what others may

or may not think?


B U F F E R I N G


• Natural pleasure

• False pleasure

• The human brain vs. the animal brain

R E S O U R C E S :

Stop Buffering Booklet | Study Vault—Brooke’s Books and Special Collection—

Brooke’s Books

Stop Buffering in CCP Curriculum Book on Certified Site | Resources—Books

V I D E O :

Class 7 —Stop Buffering on the Certified Site | Training Programs—Resources


Stop Buffering

100 Allowed Urges

Write It Down & Move On

Upsetting Event

Upcoming Event

Exception Plan

9





S T O P B U F F E R I N G

1. What are the ways in which you buffer?

2. What emotions are you attempting to avoid when you buffer?

3. What are the thoughts that cause each of these emotions?


4. To stop buffering, you’ll need to be willing to feel unpleasant emotions and give up

the false pleasure of the buffer. Are you willing to do this?

5. What are the negative consequences of buffering in your life?

6. How will you manage your urges to give in to buffering?


1 0 0 A L L O W E D U R G E S

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100.


W R I T E I T D O W N & M O V E O N

1. What did you buffer with?

2. Why did you buffer with it? Be very specific.


3. What would have worked better? What else could you have done?

4. What did you notice?

5. What did you learn?


6. How can you let this go now?

7. How do you want to feel about this moving forward?

8. How will you handle this next time?


U P S E T T I N G E V E N T

1. What happened? Do a free write.


2. List only the facts of what happened.

3. What are you making these facts mean? (What is the story that makes this a problem?)


4. How do these thoughts feel?

5. Does this or did it make you want to buffer? Why or why not?

6. How do you want to feel?


7. What would you need to think/believe about this event to feel that way?

8. What have you learned from this event?


U P C O M I N G E V E N T

1. What is the event?

2. What will be challenging about the event?

3. What do you want to do at the event? What is your decision ahead of time?

Your commitment?


4. What is your specific plan to carry this out?

5. When you get to the event, how will you justify or excuse not following this plan?

(Anticipate the obstacles.)


6. Visualize three scenarios in which you are challenged and you take the action you

want to take.

7. If it gets really hard, what is your plan?


8. Write a message to yourself here that you could read at this event to remind you of

your plan.

9. Write a mantra to yourself that you can say quietly in your head.


E X C E P T I O N P L A N

Needs to be planned 24 hours ahead of time. No exceptions.

Date of exception:

1. Why am I making this exception?

2. Action plan on exception day:

3. Consequences I’m signing up for:


E X C E P T I O N P L A N S A M P L E

S A M P L E P L A N

Date of exception: November 7th

1. Why I am making this exception:

Family trip for Dad’s birthday that includes wine tasting. I want to drink wine

and will also enjoy the buffer of comfort with my family because of my negative

emotions, which I will work on while I am there.


I will drink a maximum of three glasses of wine and no more.


I will feel terrible the next day physically and that’s OK. I know I will sleep terribly.

I will do my best to drink lots of water and stop drinking early so it won’t affect

me as much.

Date of exception: June 3rd

1. Why I am making this exception:

It’s my birthday dinner.


I will have up to two glasses of wine.


I will have a lower quality of sleep and may not feel my best the next day.


O V E R E A T I N G


• Overdesire

• Overhunger

• Urges

• Protocol

• Unconscious eating

• Leptin

• Ghrelin

• Insulin

R E S O U R C E S :

Stop Overeating in Scholars | Study Vault—Weight Loss

Stop Overeating Workbook in Scholars | Study Vault—Weight Loss—

Stop Overeating (and on the Certified Site | Resources—Books)

If I Am So Smart, Why Can’t I Lose Weight? on the Certified Site | Resources—Books

Stop Overeating Masterclass in Scholars (VIP Only) | Study Vault—Weight Loss

Stop Overeating Advanced in Scholars | Study Vault—Weight Loss

Urge Jar in Scholars | Study Vault—Weight Loss

Lose 8 Pounds in Scholars | Study Vault—Weight Loss

Stop Overeating in CCP Curriculum Book on the Certified Site | Resources—Books

• False pleasure

• Fat adaptation

• Intermitent fasting

• Decisions ahead of time

• Exceptions

• Math vs. drama

• Hunger scale

10

http://scs.thelifecoachschool.com/assets/stop-overeating-workshop/

https://scs.thelifecoachschool.com/assets/stop-overeating-workshop/


http://scs.thelifecoachschool.com/assets/masterclass/prep/

https://scs.thelifecoachschool.com/assets/advanced-weight-loss/

https://scs.thelifecoachschool.com/assets/urge-jar/

https://scs.thelifecoachschool.com/assets/lose-8-pounds-in-june/



V I D E O S :

Fat Adaptation Webinar in Scholars | Study Vault—Weight Loss

Why It’s So Hard to Stop Overeating in Scholars | Study Vault—Weight Loss

3 Secrets to Stop Overeating in Scholars | Study Vault—Weight Loss

Class 8—Stop Overeating on the Certified Site | Training Programs—Resources


Create A Sample Protocol

Hunger As A Tool

Food Jounaling

Giving Up Sugar & Flour

Urge

Overeating Feelings

Well Being vs. False Pleasure

Commitment

Obstacles & Strategies

Natural Weight Commitment

Future Focus

Thought Errors

Tedious Powerful

Visualize Yourself At Your Ideal Weight

https://scs.thelifecoachschool.com/study-vault/weight-loss/fat-adaptation-webinar/

https://scs.thelifecoachschool.com/study-vault/weight-loss/why-its-so-hard-to-stop-overeating-webinar/

https://scs.thelifecoachschool.com/study-vault/weight-loss/3-secrets-to-stop-overeating-webinar/



C R E A T E A S A M P L E P R O T O C O L

1. What is your eating window?

2. How many meals?

3. What foods will you allow?

4. How much will you eat at each meal?


H U N G E R A S A T O O L

P A R T 1

1. Where are you on the hunger scale now?

2. How does hunger feel to you at -4?


-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

S T A R V I N G S T U F F E D


H U N G E R A S A T O O L

P A R T 2

After you have eliminated sugar and flour for two weeks:

1. Where are you on the hunger scale now?




Define the difference between the following hungers:

1. Emotional

2. Withdrawal from sugar and flour

3. Physical


F O O D J O U R N A L I N G

It’s important to write down every single thing you eat daily. Include all bites and all licks.

1. Write down everything you have eaten in the past 24 hours.


2. Make some notes on why you made the choices you did and how you felt physically

throughout the day.

3. What is your ideal food journal? Write it below.

4. How do you imagine you will feel physically and emotionally when you eat this way?


G I V I N G U P S U G A R & F L O U R

1. Do you want to become a person who doesn’t eat flour and sugar regularly?

Why or why not?

2. What are the reasons avoiding sugar and flour makes sense if you want to

stop overeating?


3. What are the reasons this makes sense to lose fat?

4. Write down all the reasons why it might be physically hard to give up sugar and flour.


5. Write down all the reasons why it might be hard emotionally to give up sugar and flour.

6. Have you been taught or conditioned that eating sugar and flour is normal? How?


7. Can you find some ways that it is “abnormal” to eat sugar and flour?

8. How will you have to think about this differently if you want to lose weight and

stop overeating?


9. What are habits you have and foods you currently eat that will need to change to

give up sugar and flour?

10. Which are the easiest to give up?

11. Which are the hardest? Why?


U R G E W O R K S H E E T

We mostly respond to our desire to eat with our conditioned urges. We feel an urge,

and it feels “urgent.” We respond to this urge by overeating. This overeating gives us

an immediate reward and perpetuates the “thought error” cycle.

1. What exactly does an urge feel like when it first appears?

2. What does it feel like when you try to resist it?


3. What does it feel like when you react and “obey” it?

4. What does it feel like when you don’t react or resist, but you allow it to simply exist?

Describe in detail.


5. If an urge is caused by a thought error, what is your most common thought error that

causes overeating?

6. What would the process of allowing an urge be like for you? How would your

thoughts change? How would your feelings change? How would your actions change?

How would your results change?


7. What skill do you need to develop to just feel an urge instead of eating? Describe it.

8. How would this skill serve you in other areas of your life?


O V E R E A T I N G F E E L I N G S

1. What emotions do you try to avoid having on a daily basis? List them here.

2. When and how often do you normally experience these emotions?

3. How does deciding to overeat affect these emotions?


4. How does overeating affect these emotions?

5. How do you feel after you have overeaten? How does it affect the emotion(s) you

ate to avoid?

6. What would your day be like if you felt these emotions instead of overeating?


W E L L B E I N G V S . F A L S E P L E A S U R E S

1. Make a list of the things you do to experience false, intensified, temporary pleasure

(overeat, do drugs, engage in drama, smoke).

2. Make a list of the things you do to experience natural, temporary pleasure (take a

walk, read, bathe, get a massage).


3. Make a list of things you currently do to perpetuate long term well being (earned

pleasure—self coaching, learning, accomplishments, relationships).

4. What do you notice when you look at these lists?

5. Are there any changes you would like to make?


6. If you took away your preferred buffer as a source of entertainment, escape, joy,

pleasure, activity, or pastime, how would your life look different?

7. How much time would it free up? What might you do with that time?


8. How do you think this would affect your daily emotional state? Why?

9. If you were no longer hungry or desired food, how might that change your identity?

Free write and explore.


C O M M I T M E N T

Your commitment to losing weight has to be epic.

1. What is the reason you want to lose weight?

2. Do you believe this reason is compelling enough to keep you from ever overeating?

3. Are you willing to give up food as you know it to have freedom from overeating and

being overweight?


4. Are you willing to live without the escape and buffering that food provides?

5. Are you willing to feel worse before you feel better?

6. Are you willing to continue even when results aren’t fast?


7. Are you willing to embrace not being “normal” in order to not be overweight? Why or

why not?

8. How do you imagine you can fulfill this commitment to yourself?


O B S T A C L E S & S T R A T E G I E S

What are your obstacles to losing weight? In the left column, list your obstacles.

In the right column, write down everything you will need to do to overcome each

of these obstacles (strategies). Consider how doing this will make you stronger

and more confident.

O B S T A C L E S S T R A T E G I E S


N A T U R A L W E I G H T C O M M I T M E N T

1. Why do you want to be at your natural weight?

2. Why do you want to stop overeating?

3. What benefits do you want to enjoy?


4. Where will the desire to overeat be reallocated?

5. Where will the time you’ve spent overeating be reallocated?

6. Why do you desire to stop overeating?


F U T U R E F O C U S

1. What do you want to weigh?

2. What size do you want to wear?

3. How do you want to think and feel about food?

4. How do you want to think and feel about your body?


5. What do you have to change to become this person?

6. Are you committed to making these changes?


T H O U G H T E R R O R S

Thought errors are thoughts that create unwanted desire and cause unwanted actions.

Here are some examples:

• Eating sweets is part of life.

• It’s normal to eat to celebrate.

• I’ll be left out if I don’t eat with them.

• Food is delicious and meant

to be enjoyed often.

• I need to have three full meals a day.

• Breakfast is the most important meal.

• Cooking and eating with

my family is love.

• All foods in moderation.

• Life would be terrible

without delicious food.

• Food for the soul.

• There is nothing like

a home-cooked meal.

• Celebrating with a

meal is what matters.

• Parties without food

or drink aren’t fun.

• You must dine.

• Food is one of the most

important pleasures of life.

• Not loving food is

fringy and abnormal.

• It’s fine to eat it sometimes.

• Just this once.

• It won’t matter.

• It’s normal to overeat

and be overweight.

• Cheating is fun.

• Food should never

be boring.

• Diets are hell.

• Cutting back is painful.

• Restriction is not normal.

• I should be able to eat

everything I want.


T H O U G H T E R R O R S

1. Make a list of your thoughts that create unwanted desire and cause unwanted action.

Fill the page.


2. Make a list of thoughts you want to believe and think on purpose. Fill the page.


T E D I O U S P O W E R F U L

P A R T 1

This worksheet can be used as often as you like. It’s very tedious and time-consuming,

but the results are amazing. Sit down with this one before you eat and document in detail.

Pick a joy or fuel food you really like.

1. Name of food:

2. Quantity you want to eat:

3. Where are you on the hunger scale?

4. Describe the food in detail—look, smell, texture, color, etc.:

5. Your feelings before eating the food:


6. Describe each bite and stop to write in between bites. Stop eating the food when

you stop enjoying it.

Describe bite in detail:






7. Do all the bites taste the same?

Check one: Yes No

8. Does it start to taste less pleasurable or more pleasurable as you add bites?

Check one: Less More

9. What is your feeling after eating this food?

10. How much did you eat before you were satisfied?


11. When did you stop eating?

12. Where are you on the hunger scale after eating this food? How does this food feel

in your body?


T E D I O U S P O W E R F U L

P A R T 2

After you have completed the first part of the worksheet, answer the following questions.

1. Did you overeat more when you were lower on the hunger scale?

2. Were you able to get more satisfied when you paid more attention to each bite?


3. How did your feelings affect the quantity of food you ate?

4. Were your before and after feelings the same or different?

5. Did you ever stop at the first bite because you realized it wasn’t something you

wanted to eat?


V I S U A L I Z E Y O U R S E L F A T Y O U R I D E A L W E I G H T

1. How do you eat?

2. How do you think and feel about food?


3. How do you dress?

4. How do you think and feel about your body?

5. How do you handle social pressure?


6. How do you handle yourself emotionally?

7. What role does food play in your life?

8. How are your self esteem and your relationship with yourself?


O V E R D R I N K I N G


• Overdesire

• Urges

• Unanswered urge

• Allowed urge

• Resisting vs. allowing

• Drink plan

R E S O U R C E S :

Stop Overdrinking in Scholars | Study Vault—Stop Overdrinking

Stop Overdrinking Booklet in Scholars | Study Vault—Stop Overdrinking

Stop Overdrinking in CCP Curriculum Book on the Certified Site | Resources—Books

V I D E O S :

How to Drink Less in Scholars | Study Vault—Stop Overdrinking

3 Secrets to Stop Overdrinking in Scholars | Study Vault—Stop Overdrinking

Class 9—Stop Overdrinking on the Certified Site | Training Programs—Resources


Drink Plan

Drinking Thinking

Write It Down & Move On

11

http://scs.thelifecoachschool.com/assets/stop-overdrinking

https://s3.amazonaws.com/applcs/wp-content/uploads/2020/06/30142658/Stop-Overdrinking-Book.pdf


https://scs.thelifecoachschool.com/study-vault/stop-overdrinking/how-to-drink-less-webinar/

https://scs.thelifecoachschool.com/study-vault/stop-overdrinking/3-secrets-to-stop-overdrinking-webinar/



D R I N K P L A N

1. Date of planned drinking:

2. What I will drink:

3. How many I will drink:

4. Why I have decided to drink:


5. How I will feel before drinking:

6. How I will feel while drinking:

7. How I will feel after drinking:


D R I N K I N G T H I N K I N G

Make a list below of the thoughts you have that cause the urge to drink.

Example: “After this day, I need a drink!”

1. Thoughts that create urges:


2. Thoughts that create urges: Make a list below of the thoughts you have that prevent

the urge to drink. Example: “I can handle my emotional life.”


W R I T E I T D O W N A N D M O V E O N

1. What and how much did I drink that wasn’t planned?

2. What was the circumstance that triggered it?

3. What was the thought that caused the desire or urge?

4. Did I try to resist or did I just react?


5. Did I try to allow the urge? What worked and what didn’t?

6. What did I learn?

7. What will I do next time?


B U S I N E S S


• Niche

• Motivational triad

• Economic responsibility

• Emotional maturity

• 4 Cs

R E S O U R C E S :

How To Be An Entrepreneur in Scholars | Study Vault—Entrepreneurship

Entrepreneurial Management in Scholars | Study Vault—Entrepreneurship

Entrepreneurial Bookkeeping in Scholars | Study Vault—Entrepreneurship

Double Your Business in 3 Months in Scholars | Study Vault—Entrepreneurship

Entrepreneur Resource Guides on the Certified Site | Post Certification Training

V I D E O S :

Entrepreneur Videos on the Certified Site | Post Certification Training

How to Entrepreneur in Scholars | Study Vault—Entrepreneurship


Narrowing Your Niche

Your 10 Year Plan

Your Business Model

Overcoming Failure

• Offers

• Results ahead of time

• Entrepreneur vs. technician

• Profit

• The narrative

12

http://scs.thelifecoachschool.com/assets/entrepreneur/

https://scs.thelifecoachschool.com/assets/entrepreneurial-management/

https://scs.thelifecoachschool.com/assets/entrepreneurial-bookkeeping

https://scs.thelifecoachschool.com/assets/double-your-business/



https://scs.thelifecoachschool.com/study-vault/entrepreneurship/how-to-entrepreneur/


N A R R O W I N G Y O U R N I C H E

1. Does your problem fit into one of these broad categories?

If yes, move on. If not, change your market.

2. Have you narrowed it down to a submarket within the larger market? So not just

weight loss, but weight loss for doctors. And not just weight loss for doctors, but

weight loss for doctors who are currently in medical practice.

Do you have at least two defining words to submarket your niche? If yes, move on to question 3.

3. What exactly would someone Google to find you? (How can I stop drinking so much?)

It needs to be something they would likely Google from their phone while experiencing

the problem.

W E A LT H H E A LT H R E L A T I O N S H I P S


4. What is your solution to their problem, and why is it compelling? (Example: I teach

you how to drink less by reducing your desire to drink, not by using willpower.)

If you have trouble coming up with answers to these questions, read Expert Secrets by

Russell Brunson. The goal is to follow this format, pick something, and then get to work

on marketing and selling.


Y O U R 1 0 Y E A R P L A N

Create your 10 year plan, starting with your 10-year goal and working your way down.

Remember that assets are something that you have created that are worth something,

like a book, program, or video training. The more specific you can be, the better.

10Y E A R S

5Y E A R S

1Y E A R

C U S T O M E R SM O N E Y A S S E T S


Y O U R B U S I N E S S M O D E L

Will you offer one-on-one coaching? Group coaching? Products? Membership

subscriptions? In-person events? You will get specific each quarter with what you

will offer and how much you will be paid for each offering. You will plan your business

model by dividing your annual number by four, filling in each quarter. You will then

experiment with math within each quarter and/or each month to determine how much

you need to sell or how many clients you need to have. Remember to think in terms of

when you receive the money from the customer/client.

$ P E R Y E A R

Q U A R T E R 1 $

Q U A R T E R 3 $

Q U A R T E R 2 $

Q U A R T E R 4 $

Example:

Quarter 1 $25k

10 clients $2500/each/quarter




O V E R C O M I N G F A I L U R E

1. What is your definition of failure?

2. What are common excuses that you use to avoid failing?


3. What failure(s) could occur? What are all of the potential obstacles?

Brainstorm everything.

4. What is your failure plan? (Make sure you plan for each possible failure or obstacle.)

5. What is a believable thought that you can practice to feel courage on purpose?


13M O N E Y


• Net worth

• Value

• Scarcity

R E S O U R C E S :

Beliefs and Goals in Scholars | Study Vault—Money and Abundance

Money: Having More Of It in Scholars | Study Vault—Money and Abundance

Money in CCP Curriculum Book on the Certified Site | Resources—Books

V I D E O S :

Thoughts and Money in Scholars | Study Vault—Money and Abundance

Stop Underearning: Create What You Want in Scholars | Study Vault—

Money and Abundance

Class 17—Money on the Certified Site | Training Programs—Resources


Money Beliefs Part 1

Money Beliefs Part 2

Spend 1 Million Dollars

Earning

Debt

Spending Money

Having Money

• Abundance

• Overdelivering

• Underearning

https://scs.thelifecoachschool.com/assets/money/beliefs-and-goals/

https://scs.thelifecoachschool.com/assets/money/having-more-of-it/


https://scs.thelifecoachschool.com/study-vault/money-and-abundance/thoughts-and-money-lesson/

https://scs.thelifecoachschool.com/stop-underearning/



M O N E Y B E L I E F S

P A R T 1

1. What do you believe about money?

Money is

2. Your money model:

For the C line, put money.

For the R line, put your net worth—an estimation is fine.

C

T

F

A

R


3. Make a list of everything you own and what it would be worth if you sold it.

T O T A L :


4. Make a list of all your debts.

T O T A L :


5. Subtract your debts from your assets, and that’s your net worth.

A S S E T S – D E B T = N E T W O R T H

For the T line, write down the thought that has created that net worth for you.

You can make a list of your money beliefs below, but pick one main belief that you

would consider your “money model.”

For the F line, ask yourself how the thought makes you feel. Write some options

to pick from here.

For the A line, write down your main action as it applies to the money you have

(maybe saving, spending, earning).

C Money

T

F

AR Net Worth:


M O N E Y B E L I E F S

P A R T 2

1. What are the money beliefs you have about the past?

2. What did you learn about money from your parents and teachers when growing up?

3. How have you always thought about money? Include positive and negative thoughts.


4. How much money did your parents have and why?

5. How much money did they earn and why?

6. How did your parents spend and why?


7. How did they save and why?

8. What are your current thoughts about your money now? Make a list. Again, include

both positive and negative thoughts.

9. How much money do you have and why?


10. How much money do you earn and why?

11. How do you spend and why?

12. How much do you save and why?


13. What are the biggest purchases you have made?

14. Have you ever wasted money?

15. What is the best use of your money?


16. In what areas do you splurge with your money?

17. What are your thoughts on debt?

18. What does money have to do with happiness?


19. What do you think about rich people?

20. What do you think about poor people?

21. How much money do you think you should have now?


22. What are your thoughts about your future as it applies to money?

23. How much do you want to make in this lifetime?

24. Do you want to retire? How much do you want to have if you do?


25. How much money do you think you’re capable of making in a year? Why?

26. Will you inherit money? What are your thoughts about that?

27. Are you going to leave money to anyone? Who and why and how much?


28. How much money do you want to save?

29. What do you want your net worth to be?


S P E N D 1 M I L L I O N D O L L A R S

1. Spend 1 Million dollars in detail below.


2. What would people think about you getting and spending this money?

3. Who would you tell and why?

4. Would you be worried about it? Why or why not?


E A R N I N G

1. How much can you earn?

2. What would that require in terms of time?

3. What would that require in terms of effort?

4. What is the value you offer in exchange for the money you receive?


5. Are you open to receiving?

6. Do you notice that the more you give, the more you’re open to receiving? Explain.

7. How can you be more open to receiving?

8. Do you believe you’re 100% responsible for how much money you make?

Why or why not?


D E B T

1. What are your thoughts about debt?

2. How much debt do you have and why?

3. What did you buy that created this debt?


4. How much does the money cost? (You’re renting the money.)

5. Is the return on the money worth the cost of it in this situation?


S P E N D I N G M O N E Y

1. What were your three best purchases?

2. How did you feel when you purchased them?

3. What were the net benefits?


4. What were your three worst purchases?

5. What were the net consequences?

6. On a monthly basis, what do you normally spend money on? Make a list. Write down

how you feel when you spend that money.


7. What do you buy for entertainment or buffering?

8. Has this affected your desired net worth?

9. Do you have more stuff than money? Explain.


H A V I N G M O N E Y

1. What is the difference between having money and wanting money? Describe in detail.


2. Do you associate being wealthy and having money with anything negative?

Why or why not?


D I V E R S I T Y, E Q U I T Y & I N C L U S I O N


• Anti-Racism

• BIPOC/BIWOC

• Cisgender

• Colorism

• Cultural Appropriation

• Cultural Competence/

Cultural Sensitivity/

Cultural Humility

• Discrimination

R E S O U R C E S :

Diversity Course #1 and #2 in Coach Certification Program on the Certified Site |

Resources—Videos

V I D E O S :

Bonus Call—Racism and the Model—June 2020 on the Certified Site | Replays

Racism and the Model with Brig and Brooke in Scholars | Study Vault—Call

Recordings—June 2020

Racism and the Model with Kara G. and Brooke in Scholars | Study Vault—Call

Recordings—June 2020

Insights from Black Scholars in Scholars | Study Vault

LGBTQIA+ Sex and Gender Diversity in Scholars | Study Vault

Thoughts About Coaching LGBTQ+ Topics with Dex in Scholars | Study Vault—

LCS Certified Coaches

• Racism

• Social Justice

• Systemic Oppression

• The Work

• Transgender

• Unconscious Bias

• White Fragility

• White Savior

• White Supremacy

• Equity

• Ethnicity

• Internalized Racism

• Marginalization

• POC

• Prejudice

• Privilege

• Queer

• Race

https://certified.thelifecoachschool.com/diversity-course-resources/


https://scs.thelifecoachschool.com/study-vault/call-recordings/june-2020-call-recordings/

https://scs.thelifecoachschool.com/study-vault/call-recordings/june-2020-call-recordings/

https://scs.thelifecoachschool.com/insights-from-black-scholars

https://scs.thelifecoachschool.com/lgbtqia-diversity


Applied Concepts

Documents

Transcript of Applied Concepts