MetaCoach Foundation

Each member of the Meta-Coach Foundation, through their Foundational Membership or Credentialed Membership has agreed to practice and promote the MCF Code of Ethics and Conflict Resolution Process.

Adapted from the International Coach Federation (ICF).

Overall Vision:

As coaches, we believe in the dignity and integrity of every human being and we are committed to eliciting the inherent resourcefulness of every client. Through an interactive process, we aim for the development of strategies and solutions that the client designs and moves toward. As coaches we are respectful and protective of each client's vulnerability and constructively hold the client to a high standard of responsibility and accountability. As coaches we work to be objective and competent in our practices.

Coaching Relationship and Contract:

Every coaching relationship begins with the articulation of the terms of the coaching- client relationship in a clear, written communication or agreement. This will include the nature of the services, limitations, boundaries, the coach's perspectives, a statement of the client's rights, terms of the contract, times, frequency, methods of communication, and fee schedule.

MCF Member Complaint Resolution

These pages outline critical standards for professionals in the field of coaching. These Coaching standards include:

• a shared definition of what Coaching IS and is NOT

• recognition of Coaching specific Models

• identification and competence in Coaching specific skills​

1) Framing and Reframing

2) Tasking

3) Cheerleading and validating

4) Holding Accountable/ Monitoring

5) Pattern Detection6) Stepping Back

7) Profiling moments

8) Modeling

9) Benchmarking

10) Lightening up and humorizing

11) Storytelling and metaphor-ing

12) Recognizing coachability

13) Tracking a client's experience

1) Framing - Reframing

Inviting a client to see or perceive something in terms of some classification. Setting a boundary for a perception.

5 Creating New Empowering Levels of AwarenessAsking about empowering beliefs, values, decisions, etc. (see Meta-Questions) and using induction skills (see Inducing States) to set new categories.

4 Exploring Higher Levels of AwarenessAsking about layers of categories, asking challenging questions about such. Giving space and time to explore the higher embedded layers of awareness. Reminding client that all perceptions are just maps.

3 Questioning ClassificationAsking or calling attention to the classification of the details and asking about awareness in client, providing menu list of other filters, quality control questions about filters and categories.

2 Imposing Either or ThinkingSpeaking as if there is only one other classification and imposing that upon the client by rhetorical questions. Using either/or expressions. Tone of judgment, right/wrong, talking more than client to impose the other way of seeing things.

1 Acknowledgment of Structure - As the Details of the Story

Talking about the classification, pattern, or structure of the details as if that map is the territory, as if no other classification is possible. Using universal quantifiers (all, nothing, always, etc.) and absolute terms. Speaking and feeling from perspective of being inside the box of the client's story, problems, and challenges.

0 No Distinction Between Content & Structure

Talking about and asking questions in the very words and details of the story without giving evidence of the classifications or categories of the details. No distinguishing between content and structure

2) Tasking

Asking a client to do an action or behavior as part of developing new skills, developing awareness, or unleashing new potentials.

5 Co-Created Action Plan

Co-creating with the client the activities that will maximally transfer learnings to everyday life and that make the experience memorable and powerful. Client expresses excitement and motivation to completing tasks.

4 Action Plan With Buy-In

Giving reasons for an activity, presenting it with state induction skills (see Inducing States), exploring or inquiring about activities that would make the coaching more real and present in actual life, asking for a buy-in.

3 Action Plan Without Buy-In

Presenting a task to do, suggesting it but without providing any motivation or understanding for it. Tasking an activity that has little or nothing to do with the focus of the session, getting no or little buy-in from client although they do leave with an Action Plan.

2 Giving a Task - No Action Plan

Presenting a task to do at a point in the session, but failing to come back to it later, forgetting to mention it as something for the client to do.

1 Hinting at Tasks - No Action Plan

Hinting at a task that would be good, but never asking the client to do it.

0 No Action Plan

No mention of any activity to do that would provide a drill or practice of a new learning or skill.

3) Celebrating / Cheer-Leading

Expressing excitement, respect, and honor to a client for something that fits with the client's hopes and dreams, visions and values. Allowing and encouraging client to feel and express joy and excitement in small and big successes.

5 Full Celebration

Fully present to the client, sharing emotion, eyes watering or tearing, hand on shoulder, thumbs up, applause, expressing a high sense of value and regard for the success or experience and doing so with emotion, "Good on you!" "Right on!"

4 Encouraging Celebration

From pacing to leading in celebrating by giving space and time to be with the emotions of the value and success, articulating the success in semantically packed words ("This begins to move you to your desired future, doesn't it?")

3 Matching State

Asks meta-questions about the meaning of the success or comment, uses validating language to get expression of value to the success. High eye contact, presence, emotion in voice and body. Matching Client's state.

2 Verbal Acknowledgment

Verbally acknowledging emotion or enthusiasm. Good bit of eye contact and presence. Asks some primary questions about the success.

1 Low Emotional Response

Disinterested listening as evidenced by little eye contact, matching, voice flat, low emotional response, no enthusiasm.0 UnresponsiveNo emotion or enthusiasm at the announcement of any success the a client mentions. Unresponsive: comments are ignored or discounted. No matching of client's state, no time or room to celebrate. No eye contact. Weak sense of being present to the client.

4) Holding Accountable

Asking what a client is actually doing that makes real and actual the stated vision for being, doing, and having. Exploring when, where, and how a person has fulfilled promises. Focusing on and holding the client to his or her own word and promises.

5 Provoking Action

Focusing on the frames above and behind the incongruency between acting fully on words. Probing and Provoking (see Provoking) through questions, challenges, meta-questions what the client says he or she wants to do or achieve. Directly bringing up either kindly or firmly, "Will you do this now?"

4 Probing Lack of ActionDirectly commenting on difference between word and actions. Asking probing questions. Hearing and commenting on cognitive distortions involved in excuses or thinking patterns. Asking questions to invite client to own his or her responses. Moderate to high level of confrontation. "You said you wanted X, but you haven't indicated taking any actions to make that happen, what's going on?"

3 Commenting on Lack of Action

Noticing and straightforwardly commenting on behaviors. Listening to excuses and vacillating about accepting them. Moderate level of confrontation. "Did you do X?" "Let's talk about that a bit, what was going on for you?"

2 Hinting At But Letting Off The Hook

No noticing and commenting on the behaviors of following through or failing to follow through on a task or promise. Bringing it up by hinting. Letting person off the hook by accepting excuses or making excuses for the person. Little direct communication about acting on goals and skills.

1 Negativity About Lack of Action

Inviting a sense of responsibility in a negative way by blaming, accusing, attacking or by merely noticing the lack of follow-through non-verbally, but not mentioning it.

0 No Follow-up

No mention of what a person has said, no relating it to what the person is doing or is not doing. No follow-up on promises, tasks.

5) Pattern Detection

Observing a refrain of activities that suggests a structured approach in a client's responses and specifying that structure in terms of an outline, template, or metaphor.

5 Testing and Validating Structure

Asking complex meta-questions that unite numerous patterns, Matrix questions that invites systemic thinking, that describes the flow of information and energy through the mind-body system. Presenting the structure back to the client and testing its validity with the client.

4 Eliciting Unique Structure

Asking meta-questions around refrains that seem unique (or idiosyncratic) to the client, presenting such to the client with little testing of it.

3 Eliciting Formalized Structures/Models

Asking meta-questions that seek to flush out formalized structures and models, Meta-Model questions, Meta-Program questions, Meta-State Question, SCORE, etc.

2 Simple Meta-Questions

Asking some simple meta-questions around repeated themes or refrains. Using some simple models as templates or patterns to understand experience.1 Primary Questions About Content

Asking only primary level questions about content and details, no exploration of any pattern.

0 Caught in Content"Caught up in content" as indicated by asking only content questions about details, telling stories about similar incidents, or advice giving.

6) Tracking a client

Paying attention to the structural form and processes of a client's response and recording that journey on paper using words, decision tree, diagrams, a mind-map, or keeping it in one's mind and being able to replicate it.

5 Elegant use of the tracking methods evidenced by client wanting the diagrams, mind-maps, etc. to use to enhance the session, the client co-creating with the coach the tracking or asking about it.

4 Very effective use of diagrams and tracking methods, inviting client to see, respond to them, asking how the process relates to outcomes of coaching.

3 Keeping good notes using various forms, referring to the notes to invite client to stay focused and on topic.

2 Jotting a few notes down, or referring to a mind-map or diagram of some sort. More awareness as reflected in statements about such.

1 Some awareness of the need and importance of tracking, asking "Where are we?" "How does that relate to...?" "I should have tracked that."

0 No record keeping, no mentioning of the mental-emotional journey of client, where he or she went during process.

The 9 Change Skills of Coaching

1) Awakening

2) Challenging

3) Provoking

4) Probing: Questioning and Meta-Questioning

5) Co-Creating: Framing, Deframing, Reframing

6) Actualizing

7) Reinforcing / Celebrating

8) Testing

9) Facilitating

Individuals who have achieved the PCMC credential have been benchmarked and demonstrated competency all 9 of these Change Coaching skills.

1) Awakening

A sense of waking up to new ideas, possibilities, and a new world of experience. To become aware or conscious of new possibilities.

5 Evoking Highest Possibility for Client

Asking out-of-the-box questions, miracle questions, interviewing an expert or person who has achieved something deemed impossible. Eliciting states ( see Eliciting States) of possibility in the client demonstrated by hearing the client say ‘wow...' and ‘I've always wanted to....' etc

4 Questioning Intentionality

Asking about possibilities ("what if...?" "Just imagine if..."). Asking repeatedly about hopes and dreams that invites meta-outcome questions, questions of highest intentionality.

3 Questioning Clients Dreams

Asking well-formed outcome questions, giving examples of possibilities, telling stories of people who succeeded in similar circumstances, asking "What do you want?" questions.

2 Imposing Own Dreams

Setting forth some ideas that begin to invite the client to dream about new possibilities, asking about the goals and hopes of the client. Speaking with animated voice. "Would you like X?"

1 Suggesting Change

Asking or suggesting that things could be different, but providing no examples, sharing no personal stories to arouse such hope.

0 Inviting Defeat

No words, questions, or suggestions that invites new possibilities. Communicating in a slow or dull way that says or suggests a defeatist position, that things are fated, the way they are, that change is not possible.

2) Challenging

To identify current reality and to highlight it in a client's awareness so that he or she recognizes the things currently at work and the consequences that will result if unchanged, and therefore the things to move away from.

5 Clients Moves Away From Client Reality

Continuing explorations into unpleasant present and futures, doing so with more confrontation that prods, pokes, and nudges the client to feel the need to move away-from current situation.

4 Increasing Level of Discomfort in Current Reality

After mentioning and asking about current reality, exploring further into how painful, unpleasant, and undesirable things will be if unchanged. Doing this in a matter-of-fact tone and attitude. Inducing a state of intolerance and high level frustration about current state and direction.

3 Inducing Need to Move Away From Current Reality

Mentioning and asking questions about current reality to induce the client to feel the need to move away from the current situation, problems, and anticipated consequences. Inviting client to stay with the emotions and awarenesses even though unpleasant. Asking SWOT questions. "What stops you?" "What gets in your way from...?"

2 Shifting Focus From Current Reality if Client Expresses Discomfort

Mentioning and asking questions about current reality, but moving away from such if the client begins to feel frustrated, upset, angry, anxious, or fearful. Quickly moving to a "thinking positive" mode, rescuing client from facing the current reality of his or her situation. Mirroring or pacing back current reality.

1 Brief Attention on Current Reality

Briefly or slightly mentioning the client's current situation, but not dwelling on it, quickly moving away from speaking about anything unpleasant, negative, or that would lead to painful consequences.

0 No Attention on Current Reality

No mention, questioning, or elicitation about current reality, only speaking about the past or future, asking or mentioned outcomes and goals.

3) Prober

To penetrate into a client's frame of mind and matrices of frames about beliefs, values, understandings, expectations, etc. To thoroughly investigate the client's mental models that have created his or her current reality.

5 Persistently and Patiently Not Letting Client off the Hook

Persistent questioning that invites and even pushes a person to look at all of the frames of mind and mental models, relentless returning to the exploration and never letting the person off the hook even if the awareness becomes painful or unpleasant. Using "opening up" frame questions.

4 Exploring What is Not Being Said

Continuous questions about client's inner mental frames using a tonality of curiosity and wonder that invites the client to really explore the inside of things. Asking about the things not said. Using silence for client to be with the thoughts and feelings. Asking about the critical variables and the resources that make it so or that would change it.

3 Many Questions that Explore Client's Internal World

Increase questioning and exploring of the client's state of mind, mental maps of the world, and frames about beliefs and values. Asking about how an experience works, the variables that operate within it, how client perceives things.

2 Minimal Questioning About Client's Internal World

Lots of questions that show interest in a client's situation, contexts, and behaviors, but few if any about the client's inner world of thinking and mapping.

1 Questioning Primary State

Basic questions about a client's current situation and beliefs, few to no questions about frames of mind, internal thinking, or mental mapping that creates current situation and responses.

0 No Exploration or Questioning

Failure to ask questions, or to explore the client's current thinking or frames of mind, no inquiry into belief or value frames, no sense of wonder or curiosity about the client's current frames of mind or beliefs.

4) Provoking

To strongly, surprisingly elicit a response to action that triggers a sense of threshold in the person and gets an action to do something about one's awareness of the need for change. To incite, call forth, evoke, arouse, annoy, stir up.

5 Client Makes a Decision and Takes Action

Intensity of questioning increases as client is called upon to act immediately, respectfully doubting whether the person has the guts, balls, or courage to take action. Client responds with immediate decision to take action.

4 Playfully Calling for Decision and Action

Questions and statements with a tone of teasing, playing, nudging, mimicking ideas and concepts that create problems for the client, even mocking and playfully insulting that encourage the client to make a decision and take action.

3 Questions that Induce Discomfort

Questions and statements that invite discomfort, irritation, pained awareness and that call for action and that doesn't stop even when the client manifests a negative state. Mimicking physical gestures and tones with little effect on the client taking action.

2 Questioning & Backing Off

Questions and statements that when used create an awareness of discomfort, stopping before the client takes action..

1 Hinting at the Need for Action

Asking questions that hint at the need for action but do not call the client to take immediate action.0 Encouragement to Stay in Comfort Zone

No sense of being teased or provoked, lots of nurturing statements of empathy and sympathy that invites a client to feel no need to act or do something.

5) Co-Creating

Sharing ideas, questions, and making statements with a client around the subject of a new set of beliefs, values, and mental models for taking action to achieve some important outcome that's been generated by the client and that fits his or her world.

5 Development of a New & Unique Self-Organizing System

Working collaboratively with client by asking questions about attractor frames to initiate a self-organizing dynamic, giving tasks (see Tasking) that allow the client to further develop unique strategies and plans for a unique inner game. Conversationally facilitating unique questions and patters that solidify a robust new Inner Game.

4 Facilitating Patterns that Form a New Inner Game

Exploring client's ideas, probing client's matrix of frames (see Probing), providing "support" (see Supporting) to nurture the ideas and make it feel safe to develop, giving time to think through the possibilities. Collaboratively suggesting patterns that client might use to develop resources. Cheerleading the client's excitement and passion (see Cheerleading).

3 Forming New Strategies

Asking questions about inner resources to evoke memories and imaginations so client begins to create a strategy or plan for succeeding, asking SWOT questions, asking meta-questions about inner frames of beliefs and understandings about new plans.

2 Brainstorming Possibilities

Asking client about outcomes, asking questions that evoke a state of creativity, asking questions and making statements that invite the client to engage in brainstorming that generates a number of possibilities.

1 Giving Suggestions

Asking the client about his or her outcomes, asking well-formed questions about them, inviting the client to consider various suggestions as given by the coach.0 Giving Advice

No joint discussion about things, telling, giving advice, making evaluations, ordering, consulting, or training a client about what the coach thinks is best.

6) Actualizing

Inviting a client to translate the new inner game into an actual outer game. Work with client to get him or her to begin to act on the new game plan. Asking when, where, how, and working with client to eliminate excuses, fears, and other things that might hold him or her back. Using Tasking as method for actualizing.

5 Co-Created action plan and refining results.

Co-creating activities that will maximally transfer learnings to everyday life, client expresses motivation and excitement. Setting up the next step in accountability, exploring the next refinements for the plan or strategy in order to see the client's outcomes fully operational in the right contexts, refusing to let the client off the hook about his or her acting.

4 Action plan with full buy-in, celebrating results.

Giving reasons for activities, presenting with state induction skills (see Inducing states). Inquiring and celebrating successes in making real the steps and actions, fully exploring and inquiring about results and staying with the inquiring until a full account is given of what worked, to what extent, how well, what else needs to be done, what are the next steps, etc. Extensive facilitating the body how to feel the ideas of the new inner game (see Facilitation).

3 Action plan with monitoring of results.

Tasking client with list of activities that creates an action plan without providing motivation or understanding of it. Thoroughly monitoring the action plan and tasking assignments. Getting a list of actual behaviors that client used outside of the coaching session. Asking lots of questions about the practical experience with a new plan or strategy, specifically coaching the body to feel the ideas of the inner game.

2 Giving tasks but no action plan, some monitoring.

Giving tasks and some action to do but not formal action plan, asking about what client actually did to manifest goals, plans, checking up on tasking assignment, but no follow-through on the results. Only briefly asking about how the body is manifesting the new game (e.g., breathing, posture, face, voice tone, etc.).

1 Hinting at tasks.

Hinting at tasks but never asking client to do the task, no creation of an action plan, briefly asking about previously set actions. Asking about results, then quickly returning to other subjects.

0 No follow-up on tasking.

No questions about what the client will do, no questions about how to feel the action plan, or put into neurology, no creating of an action plan or a task. No mention of the results that a client got from the plans, strategy, or goals set.

7) Reinforcing

Responding to a client in ways that fit for any given client by inducing the feeling of validation, support, affirmation. Inquiring and discovery of the specific words, gestures, actions, and behaviors that convey such to the client. Mindful use of reinforcement technology from Behaviorism, scheduled responses that induce more motivation and delight.

5 Sharing own emotions that acknowledges client's successes.

Fully present to the client, sharing emotion, eyes watering or tearing, hand on shoulder, thumbs up, applause, expressing a high sense of value and regard for the success or experience and doing so with emotion, "Good on you!" "Right on!"

4 Leading celebrations.

From pacing to leading in celebrating by giving space and time to be with the emotions of the value and success, articulating the success in semantically packed words ("This begins to move you to your desired future, doesn't it?")

3 Asking about meaning of success.

Asking meta-questions about the meaning of the success or comment, uses validating language to get expression of value to the success. High eye contact, presence, emotion in voice and body.

2 Matching emotional state of client, some questioning.

Matching client's state, verbally acknowledging emotion or enthusiasm. Good bit of eye contact and presence. Asking some primary questions about the success.

1 Disinterest.

Disinterested listening as evidenced by little eye contact, matching, voice flat, no or low emotional response, no enthusiasm.

0 No emotion.

No emotion or enthusiasm at the announcement of any success the a client mentions. Unresponsive: comments are ignored or discounted. No matching of client's state, no time or room to celebrate. No eye contact. Weak sense of being present to the client.

8) Testing

Testing a new or different behavior, response, or feeling to see if its present and if it works, putting the change to the test to of effectiveness and robustness, evaluating how effectively it fulfills the action plan. Asking,"Did it work?" Confirming (and dis-confirming) when, where, and how they do work, what makes them work, inviting ownership of the ideas, strategies, and plans.

5 Enabling client to self-monitor.

Setting up self-monitoring and social and environmental support that set up self-organizing testing, inducing states that support this openness to testing.

4 Thorough questioning to find next step.

Asking about the effectiveness of the plan, about next steps, what else to do to refine the skills, tasking for continual improvement, checking to see what the client has learned and will do as a result.

3 Lots of questions about results and what got in the way.

Action plan and tasking thoroughly explored, some questions to test for effectiveness, robustness, but not many. Asking questions about the client's resources when didn't get the desired results, inquiring about how this influences the game plan.

2 Some questions about specific tasks.

Some exploration of action plan and tasking assignments, asking only briefly about what to do next.

1 General inquiry about results.No questions about the action plan or tasking assignments, only inquiring how things are going in general sense more in sense of small talk.

0 No questions about results.No questions about how the client is doing, no exploration into changes, no holding accountable for tasks in the action plan.

9) Facilitation

To cerate a safe environment and context that makes it easy for a client to answer questions, explore ideas, and translate his or her outcomes into actual behaviors and skills in life. To make easier.

5 Client accessing powerful resources and desired outcome.

Eliciting the most powerful resources in client for outcomes, seeing desired behavior in client, giving a great sense of support and respect in the client (see Supporting). Asking about supporting beliefs, decisions, states, and asking questions that use these resources.

4 Client taking steps.Using effective transition words, phrases, and stages that allow the client to move smoothly from one step or stage to the next. Fully pacing the client's matrix of frames (e.g., beliefs, values, etc.). Receiving comments from the client that "each step just feels natural." Asking about and working to eliminate interferences.

3 Fully pacing and relevant questions.

Fully pacing the client, asking questions that are completely relevant and useful for client to move from one stage of development in achieving his or her outcomes. Giving or eliciting step-by-step awareness of how the processes will occur. Giving overviews and details appropriate to the client. Eliciting responses (see Inducing States).

2 Appropriate and pacing questions.

Mostly pacing through matching and mirroring physiology and tonality, asking questions that seem relevant to the client's outcomes.

1 Mostly relevant questions.

Asking questions to the client's outcome which assist in building up the mental models for success. Failure to fully pace the client's current state and thinking and so eliciting some resistance, indicated by client not answering questions, showing frustration with them.

0 Irrelevant questions or statements.

Making statements or asking questions that are irrelevant, nosy, or difficult to answer that confuse or convolute things and that does not enable a client to move to the next step of achievement of a goal, consulting, teaching, etc.​

MCF Membership is open to any individual who is a Coach, Organisation using Coaching, Coaching Institution, or private user of Coaching. Membership options are dependant on level of Coaching field involvement, education, and level of credentialing. For more information on MCF Credentialing mail to:meta@acsol.net

MCF Foundational Member

Foundational membership is open to any individual or organisation who shares the Mission and Vision of the MCF, and agree to the MCF Code of Ethics and Conflict Resolution Process. Members are required to complete an application form and to pay an annual membership fee AUD $50. MCF Foundational Members will receive MCF newsletters, and 10% discount from participating MCF providers. To apply mail to:meta@acsol.net

Associate Certified Meta-Coach (ACMC) or Internal Certified Meta-Coach (ICMC)

ACMC Membership is open to individuals who have succeeded in ACMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $50. ACMC Members receive Foundational Member benefits plus access and participation in the Meta-Coaches international e-group and free advertisement on the MCF Coach Referral Database. To apply mail to:meta@acsol.net

Professional Certified Meta-Coach (PCMC)PCMC Membership is open to individuals who have succeeded in PCMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $100. On annual renewal PCMC members are required to demonstrate 10 days of Coach Specific professional development or continuing education in the previous 12 months. To apply mail to:meta@acsol.net

Master Certified Meta-Coach (MCMC)

MCMC Membership is open to individuals who have succeeded in MCMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $150. On annual renewal PCMC members are required to demonstrate 20 days of Coach Specific professional development or continuing education in the previous 12 months. To apply mail to: meta@acsol.net

ACMC Annual License Fees, Continued Education Requirements (CER) and Renewal Procedure

The MCF Membership Fees and ACMC License are payable in January of each year and term runs until 31 December of each year.

Keeping your MCF Membership and ACMC License Fees Current:

Annual Renewal payment for your MCF Membership and ACMC License Fees are payable in January of each year. Renewal Payment options for your MCF membership and ACMC License annual renewal are as follows.

Payments Procedure:

1. Renewal payments can be made on https://www.neurosemantics.com click “Business” OR
2. Renewal payment http://www.meta-coaching.org click “Modules” and you will see the Place to click for your License Renewal through Paypal. OR
3. Regional MCF (local) will be also offering a payment facility. This information will be available from you local MCF Regional Directors. See list of Regional directors and their contact details click here

Regional MCF (local) will be also offering a payment facility. This information will be available from you local MCF Regional Directors. See list of Regional directors and their contact details click here

Meta Coaches whose MCF membership and ACMC License fees are current can post their contact details on the website. Please contact Germaine Rediger germaine@indialogue.eu should you require assistance or have queries regarding accessing or posting your contact details on the MCF website. www.metacoachfoundation.org

Maintaining and Expiry of ACMC Certificate and Licensing

Your Certificate and Licensing is good for 4 years ---during which period there are 8 days of continuing education in Neuro-Semantics which is required. (2 days NS training per year)For all Meta Coaches who were certified between 2002 – 2009 ACMC licenses will expire January 2013. From 2010 expiry will be 4 years from accreditation. Eg. 2010 expiry date 2014 plus (CER)

Continual Education Requirements (CER)

The ACMC Certificate and License is valid for 4 years, this requires keeping your MCF membership and ACMC License fee current and from expiring by paying this fee annually. (January of each year). Within the four years continual education requirement is a prerequisite as was indicated in 2009, every ACMC license obtained during the period 2003 – 2009 will expire in January 2013. From 2010 expiry date will be 4 years from year of accreditation. ACMC continued education requirements are as follows and are the prerequisite for License and certificate renewal for a further 4 years. The continued educational requirements are :

Revisiting ACMC - this renews your continued educational requirements for another 4 years or

Serve on the ACMC Assist Team and attend 80 hours of MCF Chapter meetings and Group Coach Practices and

Attending 2 days of training/workshops in Neuro Semantic specific per year so that there are a total of 8 days training in 4 years and attend 80 hours of MCF Chapter meetings and Group Coach Practices.