My Coach Profile: degrees, training and experience

Academic and student coach since 2004, for students from second grade to the end of high school and for students from preparatory classes to doctorate.
Diplômé en Coaching, Psychologie, Psychologie du travail et Ergonomie de l'Université Paris VIII.

 
For security reasons, I had to alter the "scans" (digital photocopy) of my diplomas, I thank you for your understanding. I encourage you to consult my diplomas for necessary verifications in the choice of a coach. Please click on the two images below.

Degrees and Training

DESU de Ressources Humaines - Coaching at Paris VIII University  - (Promotion 2004)

DESU-Ressources-Humaines-Coaching-Philippe-Vivier

Psychology Master (Specialization: Ergonomic Psychology, Occupational Psychology and Clinical Psychology) at Paris VIII University

 Maitrise-Psychologie-Philippe-Vivier

 

4 years of fundamental psychoanalysis courses (University of Paris VIII) (no diploma issued)

 

Coaching practice since 2004

Coaching for students, engineers and doctoral students since 2004 on career orientation, professional project construction, preparation for job search and job interviews and preparation for exams, papers and orals.

Coaching of executives and employees, on issues of career reorientation, construction of professional project, oral and commercial presentation and preparation for job search and job interviews since 2004.

Consultant - trainer at the universities of Paris III and Paris XI (Sorbonne / Orsay)
(job search, skills development, communication)

Professional coaching for companies, ITG Consultant.

 

Experience in Ergonomics and Occupational Psychology (before 2004)

Ergonomic expertise and analysis of the work organization of SMEs

Systemic analysis of communication within remote teams.

Web ergonomics - Usability. (UX Design)

 

Experience in Human Resources - Recruitment - Psychology - Psychoanalysis (before 2002)

- Human resources
Junior consultant in a recruitment firm.

- Human sciences
Missions of observation and post-analysis of interviews between patients and psychologists, psychiatrists and psychoanalysts. (Psychiatric hospital of Les Mureaux)

 

Work on me

Personal analysis carried out with a psychoanalyst for 7 years.

My Conception of Academic Coaching Practice

Coaching is a personal development method that requires specific training. Even if today this profession is not regulated and your neighbor can call himself a coach from one day to the next.

This is why I founded the French Association of School and Student Coaching which aims to promote, federate and regroup the most qualified professional coaches who have a real previous professional experience with young people and a real legitimacy to accompany them in order to avoid possible abuses and to guarantee the highest level of excellence in the services offered.

Many people who call themselves "coaches", without any training in psychology or coaching, will not be able to offer you quality support and relevant questioning. They will be unable to identify certain possible blockages in order to bring you the necessary help to allow you to move forward and reach your objectives.

They will tend to guide you, advising you or thinking for you, which poses a problem of influence of the first order, whereas it is a question of helping you become aware of your capacities and skills, helping you to act so that you can develop your potential and solve your problems independently.

They may feel helpless in the face of the reality of the helping relationship, the difficulty of conducting an interview and the types of questioning and their effects. They end up reassuring themselves by building up a toolbox, via NLP for example, and sometimes not even realizing that all these tools are not for you, but for them. They put these tools forward in their sales communication, which really amazes the client.

These tools and exercises guide your thinking instead of allowing you to think outside the box, many influence you without even knowing it when others advise you, because it is easier.

I don't see coaching as a tool. The coach must be able to adapt to his client by proposing custom-made exercises, invented on the fly to ensure that they fulfill a function in the reflection that develops and in the specificity of the situation. Of course, with time, I reuse small exercises already constructed before that I adapt on the spot, but always with the concern of sticking to the interest of the moment to make my client progress.

It is a job that requires a lot of human qualities that it is not enough to simulate with an artificially calm and soothing tone to put in confidence his client, because, in this position of subject supposed to know and influence, it is easy to fool him, especially a student and especially when he does not know what should be a quality coaching.

To be a coach and to offer coaching ABSOLUTELY requires to have followed a serious coaching training, because all the trainings are unfortunately not equal! I invite the future coaches who will read these lines not to sink in the facility by choosing a fast and easy training and by underestimating the importance of a work on oneself and a complementary training in psychology. To know how to choose a professional School and Student Coach please refer to my specific article.

Coaching can have many applications, I consider that they should ideally depend on the training and experience of the coach. But this question of the coach's profile which should correspond to the types of coaching proposed is a question which is far too complex to be explored in depth in this article.

I take the opportunity to quote an extract from Wikipedia, the text may have changed since then: (you can access the page on coaching in wikipedia via my internal links page)

"By abuse of language, the word coaching is also used in situations of consulting or training. This is not coaching as such.

It is essential to know what type of coach you are dealing with. The first two sometimes seem more "reassuring" at the beginning for the coachee (transfer of knowledge or know-how from the consultant or trainer). However, the benefits are often greater when the coaching is totally centered on the coachee and his resources because the changes will really come from him.

The coaching I offer is totally centered on the person, "pure" coaching in a way, I do not advise you and I ask you questions to help you find your own solutions to reach your goal.

The accompaniments that I offer and that I call "accompaniment" are not "pure" coachings unless you ask for it and I remain in a posture of coach but I am also in a posture of adviser or trainer. A quick example: for the preparation of an oral, thanks to my experience, I can advise you on an exercise, to suggest you to test a method or a tool, which I think will help you.

These coaching sessions aim to give you the basics and the tools to move forward, while looking with you for what will suit you best and what will allow you to be more at ease and efficient, aiming of course at your autonomy. Therefore, depending on the problem, I will "suggest" certain "know-how" or methods, and perhaps sometimes advise you to implement certain techniques, if concrete elements allow me to think that this will allow you to be more efficient and to reach an objective or sub-objective.

My role is more like that of a trainer or advisor than a coach, even if we remain within the framework of coaching, since it is, in my opinion, essential for your autonomy to remain in a dynamic of helping you to find your solutions.

Orientation is at the center of my concerns.

Initially, a successful study at school or university requires a well-considered choice of direction, good personal organization and clear motivation. An orientation coaching will allow you to make choices that are not only guided by a particular aptitude in this or that subject. It is this choice of orientation and the awareness of the importance, quality and nature of the work to be done to reach one's objectives that will motivate the student to surpass himself with desire and pleasure, and to have fun in a job that he has chosen.

For years I have noticed the lack of preparation of students for their public speakings.

Preparing for an oral cannot be invented! Here again, the coaching for the preparation of an oral is a tailor-made coaching and it is according to the inventory that we will make together, aiming at evaluating your aptitudes to make a presentation on various criteria, that we will be able to evaluate the points on which to work in priority. Many methods already exist and it is also necessary to think beforehand about the support and to put yourself in a situation. Several steps are necessary to continue to progress and reach a certain level of mastery of this exercise. As you can see, in what I call coaching, it is not a matter of looking for and applying your own solutions, but rather of starting from existing and well-known solutions, as in my example, and personalizing them by aiming for comfort and pleasure. To illustrate my point, some people feel better with a support in the form of key words and others with ready-made sentences, which does not necessarily imply that this allows them to be more at ease and to make better presentations, nor that their support is optimally prepared. Others will have already prepared the material that suits them and it is in the area of public speaking and concentration that they may need to work.
The biggest shortcoming of the French educational system, both in the public and private sectors:
During their studies, students are not trained to prepare for their school admission or job interviews.

At the end of their studies, they must also know how to prepare for the final objective and land the job that motivated them to get there.
Even if many courses of study now include internships in companies, it is striking to note how many young graduates, having chosen an orientation and succeeded in their studies, are disarmed when it comes to approaching the world of work and presenting themselves with a good perception of the image they give, of their skills and their know-how.
Here again, the coach will be able to intervene and accompany the student by allowing him/her to better know him/herself and to become aware of his/her skills, in order to better promote and present him/herself.
Because today, when recruiting, it is no longer the quality of the training that is really preponderant, but the personality of the candidate. You have to be able to talk about yourself, sincerely and intelligently.

I accompany you on all these issues, striving to adapt, case by case, to the personalities and the stakes, I take into account, by my multidisciplinary training, the situation of each pupil and student in its globality.


You will find on the page "coachings" the complete details of the various coachings proposed.

My Professional Coach Training in Detail

To get to the point:

   -  A 400-hour training course over one academic year
   -  Supervised by academics, psychologists, trainers, coaches and lecturers
    - University diploma awarded after defense of a research paper
    - Rich training / diversity of speakers and approaches
    - Very selective admission criteria

I have chosen to propose the details of the training that I followed in order to show its seriousness, I followed this training in 2004, the teaching staff has of course evolved, but its program, its content and its duration have not fundamentally changed.

This professional training of more than 400 hours, (variable according to the duration of the training course), allows the obtaining of a University diploma after the defense of a research thesis.

The DESU "Human Resources - Coaching" that I followed has been renamed "Coaching Practices" and here is its description:
(text extracted from the description on the website of the University of Paris 8)

Coaching practices - DESU
Type of diploma: DESU (Diploma of Higher Education)

Summary

1. Presentation of the course
2. Objectives
3. Admission criteria
4. General Information
5. Content of the course
6. Teaching methods
7. Validation of the courses
8. Diploma issued
9. Pedagogical team

 

1. Presentation of the training


The DESU "Coaching Practices" offers training to people working or wishing to work in the fields of management, human resources, counselling or personal development. It provides a solid theoretical, methodological and practical reference in the field of coaching in the various fields of practice of this activity: in companies or on a personal basis, individually or in teams, etc. With a pedagogy centered on the practical application and mastery of techniques, the DESU "Coaching Practices" validates the appropriation of in-depth knowledge and know-how, guaranteeing a high level of professionalization.

The teaching team of the DESU is made up of teacher-researchers in psychology and human sciences as well as confirmed and recognized coaches who have been specialized for many years in the helping relationship, personal development, management and human resources management within organizations.

2. Objectives


* To understand the processes involved in the coaching process, to develop a practice that respects ethics and is based on solid theoretical knowledge;
* To acquire tools, techniques and effective methodologies for coaching practice in the fields of human resources management and personal development.

At the end of the training, the trainees will be able to elaborate and then conduct an efficient coaching system, adapted to the request and the needs of the beneficiary(ies) and, if necessary, of the third party prescriber.

3. Admission criteria


The admission to this training is done :

* either on the basis of a degree (bachelor's degree from a French university or equivalent diploma) and proof of at least 3 years of professional experience in the field of human resources, support, training or helping relationships, as well as work on oneself;
* or on validation of professional and personal experience: the VAPP (decree of 85) can be granted to people who do not meet the above-mentioned conditions, after presentation of their motivations, interests, experiences, and study of the coherence of their professional project (fill in the VAPP file if necessary);

In both cases, after examination and selection of the application file, then an interview with members of the teaching staff.

4. General information


* Duration: 419 h. (59 days) including 250 h. of teaching (35 days) + 147 h. (21 days) of practical training + 22 hours of exams and defense (3 days)

* Training location: Paris - Saint-Lazare district

* Year of creation: 2003

Training action registered in the partnership of the Fongecif Ile-de-France in the respect of quality criteria

 

5. Content of the training


Module 1

Theoretical contributions to the coaching process [91 h]

* General definition of the coaching process. Birth and history of coaching. The different types of coaching, the sectors of coaching. Differences between coaching and other methods of support (counseling, psychotherapy, skills assessment, etc.),
* The pragmatics of communication and the language acts; articulation with the question of the interview and listening,
* The theories of motivation,
* Transference and counter-transference,
* Theories of personality and coaching,
* Stress, stress management, coping,
* Decision-making processes,
* Authority, power and leadership,
* Group dynamics, teamwork, conflict,
* Interculturality and identifying the point of view of people from other cultures,
* Communication strategies,
* Systems thinking,
* Change from the perspective of organizational sociology,
* Learning, development and internalization processes, metacognition,
* Structuring and planning of the activity,
* Coaching and the meaning of the individual's activity.


Module 2

Principles and general methodology of coaching [31.5 h]

Professional positioning and ethics of the coach

* Identity and posture of the coach. Porter's attitudes, respective roles of the coach and the coachee. Finding and maintaining the right distance,
* Rules of ethics and deontology related to the practice of coaching,
* Supervision and coaching,
* Contraindications to coaching.

The phases of coaching

* Analysis of the request for coaching: individual, personal, team, company prescriber,
* Systemic analysis of the coachee's environment,
* From the request to the objective and its evaluation: practical examples of structures and phases of coaching devices.

Basic coaching techniques

* Questioning techniques: chaining, reformulation, maieutics,
* Listening techniques,
* Confrontation techniques: feedback, reframing, provocation, silence,
* Techniques of storytelling and metaphors,
* Techniques of task prescription,
* Techniques of mental flexibility.

Module 3

Individual coaching practice (personal and corporate) [80,5 h]
(alternating techniques, case studies and role playing)
Practice of the coaching interview

* Establishing an efficient relational mode in a coaching situation: setting up a relationship, attitude, phasing, setting up a communication contract,
* The individual interview: the different types of interview, their respective advantages and disadvantages, the fundamentals of the effective conduct of an interview,
* Methodology for conducting a coaching interview. Study of examples of individual sessions.

Process of accompanying change in coaching

* Adjustment of the modes of reasoning and functioning to the different contexts,
* Assertiveness training: adjustment of personal assertiveness according to the context, communication strategies,
* Development of the decision-making process and efficiency.

Help in the implementation of strategies by the coachee

* Assistance in the elaboration and implementation of the professional project: (re)definition of the career project and role, identification of strengths and limits, identification of professional implications; construction of a coherent action plan allowing to reach the set goal,
* Articulation between life project and professional project,
* Support in taking on new responsibilities and setting up an appropriate system,
* Analysis of inter and intra-personal conflicts and problem solving,
* Implementation of a stress management process.


Module 4

Practice of team coaching [42 h]
(alternating techniques, case studies and role playing)

* Analysis of interaction processes in a team coaching situation (Analysis of roles and positions, identification of obstacles and levers. Systemic analysis of group functioning),
* Conflict management and critical situations within work groups,
Management of conflicts and critical situations within work groups, * Management of inter-culturality within the team,
* Establishment of leadership, positioning of the manager in front of his team.
Module 5

Supervision of the dissertation and the internship/practice [27 h]
Supervision is provided by a "methodological tutor" and a "professional referent", both members of the DESU teaching team.

Supervision of the dissertation: collective course on methodology, seminars in small groups and individual interviews.
Supervision of the professional internship / practice: seminars in small groups.

6. Teaching methods


* Theoretical and methodological teaching,
* Case studies, critical analysis and construction of practice guidelines,
* Practical application work, role-playing, simulations,
* Supervised practical training / practice,
* Supervised professional thesis,

7. Validation of the courses


* Attendance to the lessons, supervisions and practical internship,
* Knowledge control by written and/or oral tests,
* Writing of a professional theoretical-practical dissertation and defense before a jury.

8. Diploma awarded


The diploma awarded is a University Graduate Diploma (DESU)

9. Teaching team


As an example, here are the details of the professionals who supervise this training in 2011:

Steering Committee :

* Odile BERNHARDT, business and personal coach,
* Marie-Carmen CASTILLO, lecturer in clinical psychology, University of Paris 8,
* Samuel DEMARCHI, lecturer in social psychology, University of Paris 8,
* Annamaria Lammel, lecturer in intercultural psychology,
* Michel MORAL, doctor of psychology, psychologist, corporate and individual coach,
* Michaël PICHAT, lecturer in developmental psychology, University of Paris 8,
* Nabil TAK-TAK, consultant, trainer, business and personal coach.

Academics :

* Marie-Carmen CASTILLO,
* Samuel DEMARCHI,
* Nathalie DURIEZ, clinical psychologist, lecturer in clinical psychology at the IED, Paris 8 University,
* Frank JAMET, lecturer in developmental psychology, University of Cergy-Pontoise,
* Annamaria Lammel,
* Michel MORAL,
* Line NUMA-BOCAGE, lecturer UPJV/IUFM, Académie d'Amiens
* Michaël PICHAT,
* Frédéric ROUSSEAU, psychotherapist, psychoanalyst, lecturer in developmental and educational psychology, Paris 8 University,
* Emmanuel SANDER, lecturer in developmental and educational psychology, University of Paris 8,
* Anastasia TOLLIOU, psychologist

 

The Deontology Framing my Practice as an Academic Coach

As President and founding member of the AFCSE I obviously adhere to the deontology on which I have actively worked!

Ethical Code of Conduct for professionals, members of the AFCSE

 

The school coaches of the association refer to the principles of respect for the fundamental rights of people, their dignity, their freedom, and base their practice on their own resources. They bring them, in all humility, a neutral, respectful, whole and benevolent support, help them to set their own objectives by making sure that they are motivating, fulfilling, and that they do not put the coachee in an uncomfortable situation or in "danger", on an emotional or personal level. The coach accompanies the students in the choice and implementation of the fastest and most effective means that will allow them to reach the goals they have set.

I. PRINCIPLES OF INDEPENDENCE

The coach who is a member of the Association Française du Coaching Scolaire et Etudiant must be totally independent ideologically, morally and technically.
If certain therapeutic or accompaniment methods refer to existential, philosophical, metaphysical, ontological, religious, scientific or political concepts, the coach who is a member of the association must not, in his daily practice, by manipulative or coercive means, place himself as a follower or disciple of an ideological system, a religious denomination or a political party. The coach cannot practice if his membership or tutelage in relation to such a movement hinders his freedom of thought or professional practice.
The coach cannot exercise or encourage any kind of pressure or constraint on a student, even if this method or exercise would appear necessary in the resolution of his problem, if the student refuses it.
The coach can always, for personal, ethical or professional reasons, refuse to undertake or continue to accompany a student. In this case, the coach will try to direct the student to the professional or institution that he/she feels is best suited to meet the student's needs.
The coach must ensure his independence in the implementation of his tools, methods or practices of coaching and does not leave the care and responsibility to any other coach or organization, the choice of methods or practices that he implements with his client or clients.
The coach must not accept any moral or material working conditions that could undermine his professional independence, hinder the quality of the coaching process or disrupt the specific relationship with the student.

II. PROFESSIONALISM AND PRACTICE

1) Profession

There is currently no legal text governing and regulating the profession of professional or school coach, which is why the conditions of membership for coaches who are members of the French Association of School and Student Coaching are particularly strict. You can read about these conditions of membership in the association's internal regulations. By signing this code of ethics, coaches commit themselves to producing only sincere and verifiable documents in order to join the association.
2) Conditions

The coaches of the AFCSE must have a suitable installation in their place of professional practice, adequate premises to allow the respect of professional secrecy, and sufficient technical means in relation to the nature of the tools and methods proposed or implemented.

3) Professional training

The AFCSE coach has followed a professional coaching training course leading to a diploma or certificate, at a university or within a recognized coaching training organization, which has enabled him/her to specialize. His or her competencies to professionally practice the coaching profession have been validated by the organization offering this training. He undertakes to inform his clients, when they request it, on the nature of his initial and specific coaching training, and on any other element of his background. The coaching he proposes is in line with his training and experience.

4) Continuing education

The different fields of human sciences and educational sciences are in perpetual evolution, and research is regularly carried out. The AFCSE coach must keep abreast of current events in his or her profession and in related humanities professions. He takes his time to continue training in order to guarantee his clients the highest level of competence and quality of support.

5) Working on oneself

The coach member of the association starts from the principle that he must know himself in order to be able to accompany others, this is why the coaches of the AFCSE have during their course carried out a work on themselves, whether it is a psychoanalysis or any other form of therapy aiming at identifying their own mechanisms. This allows them to identify and discern their personal involvement in the understanding of others or what could resonate with themselves during a coaching session, and to be able to manage it and control its effects as much as possible, so that it does not disturb the objectives, quality, benevolence and neutrality of the coach in his practice.

6) Supervision

The coach undertakes regular work on himself and on his practices as soon as he considers it necessary, by meeting with a colleague or any other specialist of the accompaniment, in order to take stock, to take a step back and to continue to progress in his practice in order to ensure a service of quality to his customers.

7) Responsibility

The school coach who is a member of the AFCSE has an ethical and professional responsibility in accordance with his or her sector of activity, requiring an unwavering commitment, rigor and seriousness. He/she is committed to ensuring that his/her interventions and accompaniments respect the rules of this code of ethics in every respect. Within the framework of his professional skills, the coach decides and assumes responsibility for the application of the tools and methods he designs and implements. He is therefore personally responsible for his choices and for the direct consequences of his actions and possible professional opinions.
However, the coachees remain the only ones responsible for the decisions they will make during the coaching process and for what these decisions will imply on the orientation of the coaching work.

8) Practices and new communication technologies

AFCSE member coaches may use, at the request or with the agreement of their clients, any modern means of communication available to the coach and client during the course of a coaching session, preferably in conjunction with face-to-face sessions. The purpose of these means of communication is to facilitate relationships, to ensure a particular follow-up, to bring punctual support and to favour the quality and the reactivity of the coaching.
Coaches must regularly check with the client to ensure that this mode of communication does not interfere with the established relationship, the quality and the objectives of the coaching.
9) Contract and Respect of objectives

The coach commits himself to respect the contract and the objectives that he makes with the student during the first contact session. He must ensure that the tools or methods he puts in place to help the student correspond to the exact nature and the most effective and rapid resolution of his problem, in accordance with his personality and his desires. The coaching contract stipulates at least the duration of the coaching and the sessions, the amount of the fees, the objective, the frequency, the place and the nature of the coaching.

10) Confidentiality

The AFCSE coach is subject to the rule of professional secrecy. He must therefore not reveal any information acquired during his professional activity concerning his client, nor his identity, to anyone. He must take all necessary precautions to ensure that all documents, notes, records of any kind are stored in such a way that secrecy is safeguarded.
Only with the written and signed agreement of the client, specifying the nature of the information, will the coach be able to divulge this information concerning him.
In serious circumstances where the coach would be competent to judge whether the client represents a danger to himself or to others, this rule of confidentiality can be lifted, and the appropriate action with the competent authorities within the framework of the law can be taken.

III. DUTIES TO THE STUDENT

1) Approach

The coach must verify the nature of the student's commitment before undertaking the coaching process, in order to ensure that the student is in a voluntary process and not forced by an institution or his parents. The coach must review the situation with the student if he/she is forced to do so, to ensure that nothing will hinder the process, and that the objectives defined are his/her own, without which the coaching could not be effective.


2) Respect for the client's interests

The coach must ensure that he has the skills to accompany the student and that the accompaniment he proposes serves the interests of the student and allows the work of his problematic. The coach must ensure that he/she is able to frame the proposed coaching with a high level of integrity and professionalism in respect of this deontological charter and the student, in order to guarantee the achievement of the objectives set in the contract. He commits to developing the client's autonomy during the coaching process. Whenever possible, he/she will refer the student to another professional whom he/she deems competent, if he/she cannot guarantee the respect of the student's interests. If, during the coaching process, the coach deems that he/she can no longer respect the contract with the student, for whatever reason, it is his/her duty to terminate the coaching process and to clearly explain to the student the reasons for this decision.


3) Professionalism

The coach, member of AFCSE, does not use his position for personal purposes, proselytizing or alienation of others, does not influence, advise or take advantage of his status and the possible dependency that could be established between him and the student. He will refrain from any abuse or acting out of any kind. He/she will not respond to the request of a third party who seeks an illicit or immoral advantage or who uses excessive or abusive authority in the use of his/her services that would be contrary to the student's interest.

IV. PROFESSIONAL POSITION

1) Position towards the profession

The coach remains reserved, open-minded and respects the conceptions and practices of his colleagues as long as they do not contravene the main principles of the code of ethics of the AFCSE and other recognized professional coaching associations; this does not exclude justified criticism.
The coach does not compete abusively with his colleagues and makes sure that any commercial communication concerning him does not alter the image of coaching that the various codes of ethics establish.

2) Position with regard to the association

No member can claim to represent the association unless this right has been formally granted in writing. Each member acts in his own name. A coach who is a member of the association, regardless of status, may state that he/she belongs to the AFCSE and adheres to the code of ethics in all his/her professional and personal communications.
 
V. RESPECT FOR THE CODE OF ETHICS

AFCSE ensures that its members respect the code of ethics. In the event that a coachee feels or notices that a coach belonging to AFCSE is not consistent with this charter, he/she is invited to inform the president in charge of the deontology commission or the president of AFCSE, who will initiate an investigation, which will be followed by appropriate measures if necessary.

Customer Testimonials

These few testimonials from former clients are excerpts from emails that were sent to me in recent years after my coaching, sometimes immediately afterwards, sometimes a few months later, and are an exact copy of the text sent. Neither the syntax nor the spelling has been modified, which is why they are in quotation format. Only the names and some elements are sometimes masked by : "****" for confidentiality reasons.

You will notice that these truly authentic testimonies are not refined and worked to draw an ideal portrait of me or of my practice, as one can see it everywhere...

Of course, they haven't been traduced.

 

Bonjour! J'ai été admise en Master 2 ******** ** ********* que je voulais, et c'est en grande partie grâce à votre aide! Je vous remercie encore une fois pour tout! A bientôt,
Kenza, Marseille.

Bonjour, Celà fait plusieurs que nous ne nous sommes pas contacter. Je vous envoie ce mail pour vous tenir au courant du résultat. J'ai rempli mon objectif, j'ai été accépté par Cambridge. Cordialement,
Thomas, 92.

L'entretien s'est très bien passé. Le travail que vous avez effectué ensemble lui a tout d'abord permis d'aborder plus sereinement son entretien. ( suite a ce qui s'était passé quelques jours auparavant dans une autre épreuve de sélection) Il lui a ensuite apporté, des outils complémentaires pour argumenter son discours et démontrer sa motivation pour le métier d'******* ** **********. Encore merci pour ce soutien
Un parent, Versailles.

...je suis très contente de ma démarche auprès de vous pour m'améliorer à l'oral. J'ai repris confiance, je connais mieux mes faiblesses et corrige mes imperfections sans être complexée. Merci pour votre aide si importante dans cette période de panique totale, vous m'avez aidée à surmonter cette situation difficile...
M.M, Paris.

Mr vivier bonjour. Kevin *********, ancien client J'aimerai vous remercier de votre aide précieuse qui m'a aider à me retrouver dans mes études. Je suis en école de design en architecture d'intérieur ( design d'espace ) et je suis un des meilleurs éléments de ma classe... je continue la ******** mais en solitaire mais je vis principalement pour mon travail et je commence a me faire un carnet d'adresses. Merci beaucoup.
Kevin.M, Paris.

Bonsoir Philippe, ...Tes services m'ont bien ouvert l'esprit sur le choix des metiers qui me conviendraient, et je pense serieusement a passer un brevet de pilotage apres mes etudes... Je te remercie vivement. Bonne continuation,
Thomas, Dublin.

C'est Kevin, j'ai été accepté en Master 2 à L'ICP. Grâce à www.coaching-etudiant.net j'ai eu la confiance en moi pour aller jusqu'au bout ;) Sérieusement, merci pour votre aide. Courte mais efficace. Passez un bon été.
Kevin, Paris.

Bonsoir! j'ai passé mon oral! Ca s'est très bien passé! Enfin je pense! Je verrai les résultats mais je suis plutôt contente de moi! Merci et bonne soirée!
Marie, Paris.

Bonjour, je viens de recevoir les résultats de ce concours qui sont positifs ! Me voilà admise dans cette formation. Le concours écrit s'est passé la semaine dernière et s'est plutôt bien passé là où je pensais être moins armée: la mise en situation professionnelle et l'anglais que j'ai bien soigné. L'oral s'est également bien passé ... Pour conclure, Youpi ! Bien à vous,
Lise, Paris.

Bonjour Philippe, je suis diplômée :) ...J'ai fait un super oral, je suis très contente, dès que les premiers mots, ma voix à été claire, forte, posée, malgré les mains qui tremblent avec la baguette pour montrer sur les panneaux ! J'ai fait 20 min d'oral et 25 min de questions. j'ai défendu mon projet et mes idées avec vigueur, mais surtout grâce à vous, tout était rangé dans ma tête, donc mon argumentaire était précis. Merci de votre soutien, sans lequel je ne serais pas allé au bout de cette année. Nos séances m'ont permises d'apprendre beaucoup sur mon fonctionnement, ajouté aux méthodes de travail que vous m'avez enseigné, ça me fait un bagage solide pour mon futur professionnel. *************************** Merci encore pour tout A bientôt
Anais, Malakoff.

Philippe, JE L AI EUUUUUUUUUUUUU !!!!!!!!!!!!!!!!!!!!!!!!!!!!! J'ai eu 13.5 et le suis 4 ième de ma promo !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Objectif atteint Je suis super mais vraiment super contente :) merci encore pour tout A bientôt, pour boire le champagne ;)
Laetitia, Paris.

Bonjour, L'entretien s’est bien passés chez ******** je suis convoquée pour un deuxième le 22 Avril. Entre temps j’ai eu aussi passée un entretien pour ******* et pareil convoquée pour un deuxième cette semaine. Je vous remercie pour votre aide cela m’a été très utile. Cordialement,
Saadia, Paris.

A Few Customer References

Université de Paris III Sorbonne Nouvelle ( Trade Section )

Université Paris Sud XI - Orsay ( Engineers and PhD students )

Fondation de France - Unmétiervocation (temporary mission that I did not renew for ethical and deontological reasons)

Total

BNP Paribas

AXA

Gan

Gconsult

ISOBOX

PHD Conseil
(recruitment firm)

and of course my private customers since 2004...