COURSE PROPOSAL

COURSE PROPOSAL

Course Name: Wellness Coaching
Course Prefix: HLTH
Course Number: 4700
Submitted by (Name & E-Mail): Patricia Cost, patriciacost@weber.edu

Current Date: 9/08/2011
College: Education
Department: HP&HP
From Term: Fall 2012

Substantive

new	Current Course Subject N/A Current Course Number

New/Revised Course Information:

Course Title: Wellness Coaching

Abbreviated Course Title:

Course Type:

LEC

Credit Hours: 3 or if variable hours: to

Contact Hours: Lecture 3 Lab Other

Repeat Information: Limit 0 Max Hrs 0

Grading Mode: standard

This course is/will be:

a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

Hlth 2400, Hlth 3200

Course description (exactly as it will appear in the catalog, including prerequisites):

HLTH 4700. Wellness Coaching (3) F,Sp
Wellness coaching provides a highly effective and focused approach towards improving people’s individual health habits and involves coaching people towards achieving their personal, health, and wellness goals. Students with an interest in wellness coaching will gain a broad overview of the field including an introduction to the application of wellness coaching tools, theory, concepts and techniques. Prerequisites: HLTH 2400, HLTH 3200

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

Behavioral scientists have shown that one-on-one coaching is among the most effective approaches to helping people make and sustain improvements in their lives. The relationship between a Wellness Coach and client provides a profound level of support, guidance, and encouragement to making changes, without being judgmental. A Wellness Coach enables individual change by focusing on a client's stated needs, values, vision, and goals and helping to bring out his/her personal best.

Today, new Wellness Coaching specialties have emerged that address a variety of areas including leadership, work/life balance, relationships, stress management, health, fitness, and wellness.

While psychologists and therapists help clients understand how the past is influencing the present, Wellness Coaches focus on the present and help the client move towards the future. Wellness Coaches do not make diagnoses and may recommend that clients seek a psychologist or therapist for treatment, if appropriate.

Wellness Coaching, in short . . .
• Facilitates insight and clarity through inquiry and personal discovery
• Elicits client-generated and/or collaborative solutions and strategies
• Works with the whole person
• Increases accountability and responsibility
• Stirs people to accomplish more

Wellness Coaches provide instruction and mentoring to their clients, and help them set goals, define an action plan, and navigate the path until they reach their goals. Wellness Coaches facilitate learning and help clients put the learning into action.

This course was taught on an experimental basis in the fall semester of 2010, along with a subsequent practicum component in which students worked with individuals, practicing the skills they learned in the course. Popularity for the course is increasing because of the positive experiences of the students. A post-course evaluation showed that students learned the skills and had confidence in working with individuals in a Wellness Coaching setting.

One group of clients with whom students of the Wellness Coaching experimental course worked in the spring semester of 2011 was “Weber in Motion.” Weber in Motion is a group of people consisting primarily of women who have higher than healthy BMI’s and who are voluntarily participating in this program to help them with their weight and other health aspects. An evaluation of the Weber in Motion participants who received individual Wellness Coaching was after all the Wellness Coaching sessions had finished for the semester. Some of the descriptive data suggested that the Wellness Coaches had successful experiences with their clients. Some of the areas where the students/Wellness Coaches ranked highly included these: The Wellness Coaches were “knowledgeable about health and wellness,” “well prepared to coach,” “facilitated goal setting in a positive and useful way,” and they were “empathic and understanding” of the clients’ needs, concerns and challenges.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

No. This is the only course in our program that gives students the tools they need to work with individuals on a one-on-one basis.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

This course is unlike any other course taught in any department on campus. At first glance, it may seem like a counseling or therapy course. The only similarity, however, would be the one-on-one dynamic. Otherwise, the focus of this class is on moving forward with a wellness perspective of nutrition, exercise, weight control, and stress management, with one-on-one coaching.

4. Is this course required for certification/accreditation of a program?

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

Health 4700 - Wellness Coaching - 3 Credit Hours
Fall 2011

Instructor: Hanalee Hawkins MS
Office: Student Center Office #150Q
E-mail: hanaleehawkins@weber.edu
Phone: 626-7561
Class Time & Location – Monday 2:30-5:10 Swenson Gym 62

Instructor: Michael Olpin, PhD
Office: Swenson Gym Office #125G
E-mail: molpin@weber.edu
Phone: 626-6485

Required Materials
Coaching Psychology Manual, by Moore & Tschannen-Moran, (2009). (Point (Lippincott Williams & Wilkins))
Website: http://www.lww.com/product/Coaching-Psychology-Manual/?978-0-7817-7262-4

Course Description
Wellness coaching provides a highly effective and focused approach towards improving people’s individual health habits and involves coaching people towards achieving their personal, health and wellness goals. Students with an interest in wellness coaching will gain a broad overview of the field including an introduction to the application of wellness coaching tools, techniques and concepts.

Objectives/Learning Outcomes/Capability Development
Students will recognize how wellness coaching can enhance wellbeing in an effective and long lasting way. Organizations that incorporate wellness coaching programs into their culture have reported sustainable improvements in key areas including: improved wellbeing of individuals, improved organizational health, reduced absenteeism, increased productivity, improved occupational safety, higher staff retention, increased savings in healthcare and high return on investment. Prerequisites: Health 2400 & Health 3200.

Topic areas include understanding the concepts of wellness coaching, theoretical frameworks for coaching, and the range of contemporary health coaching and wellness coaching approaches. On the practical side, the course includes the application of concepts and practice of a range of skills and tools used in wellness coaching.

On successful completion of the course, students should be able to:
• Describe the purpose and applications of wellness coaching
• Describe various theoretical frameworks and ethical guidelines for coaching practice
• Describe different approaches to conducting a health or wellness coaching session using different models
• Describe and explain the coaching skills required to conduct an effective wellness coaching session
• Describe and explain key concepts that are used in coaching to create new awareness or beliefs that promote a mindset of wellness
• Describe and explain the model for change and practical tools to assess and promote readiness for behavioral change
• Conduct, experience and critique wellness coaching sessions using coaching tools
• Locate, and evaluate current research on health and wellness coaching.

Aim: Coaching is an emerging profession that began about 25 years ago, first in executive leadership, followed by life coaching. Coaching for health and wellness started about ten years ago. Coaching has its roots in applied behavioral science and adult development, and more recently has embraced positive psychology.

Through thoughtful assessment and inquiry, collaborative problem-solving and goal-setting, and safe, open, and honest dialogue, coaches help their clients become clearer on where they are, where they want to go, and how to get there.

Clients feel accountable to themselves and their coaches. They make and honor their commitments to reaching their goals, accomplishing more than they believed possible when they began.

Rationale
Behavioral scientists have shown that one-on-one coaching is among the most effective approaches to helping people make and sustain improvements in their lives. The relationship between a coach and client offers a profound level of support, guidance, and encouragement to making changes, without being judgmental. A coach enables change by focusing on a client's stated needs, values, vision, and goals and helping to bring out his/her personal best.

Today, new coaching specialties have emerged that address a variety of areas including leadership, work/life balance, relationships, stress management, health, fitness, and wellness.

Unlike psychologists and therapists who help clients understand how the past is influencing the present, coaches focus on the present and help the client move towards the future. Coaches do not make diagnoses and may recommend that clients seek a psychologist or therapist for treatment, if appropriate.

Coaching, in short . . .

· Facilitates insight and clarity through inquiry and personal discovery

· Elicits client-generated and/or collaborative solutions and strategies

· Works with the whole person

· Increases accountability and responsibility

· Stirs people to accomplish more

Coaches provide instruction and mentoring to their clients, and help them set goals, define an action plan, and navigate the path until they reach their goals. Coaches facilitate learning and help clients put the learning into action.

Class Assignments

Chapter Readings
Chapters will be read, prior to treating them in class. Online assignments will accompany the reading. Anything submitted should use appropriate styling. Be sure to spell check all your work and check it for grammar as well. Poor spelling and grammar will receive less than the maximum amount of points (and it is very distracting).

Practice Client
You will have the opportunity to coach 2 people using the skills and tools you are learning during the semester. You will be guided as to who these clients will be in the first weeks of the semester.

Final Quiz
You will complete a written exam at the end of the semester that will allow you to demonstrate your knowledge of the skills and competencies involved in Wellness Coaching.

Grading
Your grade will be calculated by the accumulation of points from the following items:

Chapter Readings	180 points	Grades are based on a percentage of the total possible points earned in the class. The following total number of points is associated with the final grades.	93% and above A	73% C
Final Exam	40 points		90% A-	70% C-
Practice client	25 points		87% B+	67% D+
			83% B	63% D
Total Points	245 points		80% B-	60% D-
			77% C+	less than 60% E

Semester Schedule

Week	Book Chapter	Topics	Assignments
1	Chapter 1	Introduction to Coaching	Lesson 1
2	Chapter 2	Coaching Relationship Skills	Lesson 2
3	Chapter 3	Coaching Behavior Change	Lesson 3
4	Chapter 4	Appreciative Inquiry in Coaching	Lesson 4
5	Chapter 5	Non-violent Communication and Motivational Interviewing	Lesson 5
6	Chapter 6	Self-Efficacy and Self-Esteem	Lesson 6
7	Chapter 7	Client Assessment	Lesson 7
8	Chapter 8	Vision, Planning and Goals	Lesson 8
9	Chapter 9	Generative Moments in Coaching	Lesson 9
10	Chapter 10	Conducting Coaching Sessions	Lesson 10
11	Chapter 11	Coaching Presence	Lesson 11
12	Chapter 12	Self-Care and Professional Development	Lesson 12
13	Chapter 13	Coaching Practice
14		Coaching Practice
15		Coaching Practice/Final Exam

Class Ground Rules

Classroom Chatter
It is rude to talk in class when someone else, either the instructor or another student, is speaking. Please be courteous by avoiding idle chatter during class. If you must carry on a conversation, please leave the room to do so.

Starting and Dismissing Class
Please come to class on time. If you know you will regularly be late for this class, please take it a different semester when you are able to arrive on time. We will dismiss class when the class activities are finished for the day. If you absolutely must leave during class, please leave in a way that does not disrupt the flow of the class.

Food in the Classroom
If you must bring food into the classroom, make sure you bring enough food to share with everyone (including the instructor).

Cell Phones and Other Electronic Devices

Please turn off, and leave in your bags, any cell phone, laptop, or other electronic device while in the classroom.

Academic Misconduct
Cheating of any kind will not be tolerated. Evidence of not doing your own work will result in an automatic zero for that assignment on the first infraction. Evidence of not doing your own work a second time will result in an automatic failing grade for the class. This rule applies for all tests, in-class assignments and outside of class assignments unless the instructor stipulates that the work may be done with partners or groups. Obviously, studying for tests and such may be done with others.

Students with Disabilities

"Any student requiring accommodations or serviced due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Student Services Center. SSD can also arrange to provide course materials (including the syllabus) in alternative formats if necessary."