Below are the latest criteria used to assessor whether a clean facilitator has demonstrated level-1 and will receive a certificate of competency.
See also: Guidance for competency criteria Level-1 Clean Facilitator
In time I will post some further documents:
- A remote/extended credit level-1 assessment process
An explanation of the relationship between credits and the criteria.
Also available: Competency criteria for Assessors of level-1 facilitators.
Introduction
Background
First a little of history. The initial Criteria (v1.0) were put together by James Lawley, Wendy Sullivan, Phil Swallow and Penny Tompkins for the first Clean Change Company certification on 18 & 19 January 2007. The criteria have been amended and extended a few times since then, although always within the original structure.
Users
The following organisations make use of these criteria as the basis of their certification / assessment / appreciation process (but check with them to be sure):
cleanchange.co.uk (UK)
cleanlanguage.com (UK)
cleanlearning.co.uk (UK)
innovativepathways.net (France)
lkb-coaching.com (France)
cleanlanguage.nl (Netherlands)
gewoonaandeslag.nl (Netherlands)
cleanlanguagetraining.com (USA)
miningyourmetaphors.com (USA)
These organisations have devised different ways of conducting the process while using the same criteria as guidelines for a foundation level of competency.
If there are any other organisations who are making use the criteria, please let me know and I’ll add you to the list.
These criteria are not fixed. They have been revised and are open to further revision and improvement.
Criteria for certification as a Level-1 Clean Facilitator
Version 1-8
Download this document as an MS Word file
See also: Guidance for competency criteria Level-1 Clean Facilitator
Note: ‘Client’ is used as a general term for the person being facilitated.
A clean facilitator can consistently and appropriately demonstrate the following:
1. Clean Language
Facilitate verbally and nonverbally with Clean Language:
- Use the basic clean questions.
- Ask specialised clean questions compatible with the logic of the client’s information.
- Utilise a range of client information: sensory, conceptual, metaphoric and nonverbal.
- Ask questions with a curious yet neutral tonality and match vocal qualities when using the client’s key words.
- Vary vocal qualities to suit the situation and how the client is responding.
- Gestureandgazetothelocationofsymbolsintheclient’smetaphorlandscape.
- Vary the syntax by making use of 1-, 2- and 3-part syntax, and when/as.
- Recap and invite the client’s attention to return or relate to information from earlier in the session.
- Start and finish cleanly (including starting from a drawing).
2. Metaphor
Identify and utilise client’s verbal and nonverbal metaphors:
- Utilise the client’s explicit and implicit metaphors.
- Facilitate the client to translate their sensory, conceptual and nonverbal expressions into metaphor
- Work in ways that are congruent with the nature of the client’s metaphors.
3. Modelling
Facilitate clients to self-model:
- Ask questions based on the client’s model updated with each new piece of information.
- Direct attention in a way that takes into account the purpose of the session and the client’s current desired outcome.
- Develop a resource metaphor landscape by identifying locating and establishing a configuration of symbols and the relationships between them.
- Encourage and maintain the psychoactivity of a client’s metaphor landscape.
- Identify simple sequences.
4. Change-work
Facilitate clients in their own change process to:
- Identify a desired outcome.
- Develop a desired outcome landscape.
- Explore the effects of their desired outcome.
- Identify, develop and make use of resources.
- Identify and mature changes as they occur.
- As required, identify conditions necessary for change.
- Acknowledge problems without dwelling on them.
5. Clean Space
Facilitate clients using the Clean Space process:
- Start cleanly.
- Locate new spaces.
- Facilitate knowing from each new space.
- Return to existing spaces.
- Facilitate knowing across/between multiple spaces (relating spaces).
- fAdapt the process to suit how the client is responding.
- Finish cleanly.
Document history
| Version 1.8 | 17 Dec 2017 | Revisions by James Lawley after consultation with the online assessor group. |
| Version 1.7 | 9 Mar 2015 | Additions to Clean Space criteria |
| Version 1.6 | 30 July 2011 | Changes compiled by James Lawley (Version 1-6-1, 26 Mar 2012 – minor edits). |
| Original version 1.0 | January 2007 | Compiled by James Lawley, Wendy Sullivan, Phil Swallow & Penny Tompkins. |
