Units
Wellness Coaching
Unit code: HMB351
Credit points: 12
Information about fees and unit costs
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Wellness is a rapidly developing industry. Organisations and individuals applying wellness coaching programs have reported sustained benefits to individual health and organisational outcomes. The application of wellness coaching explores theoretical frameworks, and practice methods that facilitate the achievement of individual health goals. In practice, a crucial part of wellness coaching is the ability to develop effective relationships and partnerships with individuals and groups.
Aims
This unit extends your knowledge of Wellness concepts and enhances your ability to critically appraise and evaluate wellness literature. The unit also aims to provide you with the skills, tools and concepts to undertake wellness coaching in a designated wellness coaching context.
Objectives
On successful completion of this unit, you should be able to:
- Describe and discuss the nature and purpose of wellness coaching
- Describe, discuss and utilise key concepts of wellness coaching
- Facilitate a wellness coaching program
- Undertake professional reflective practice as a means to enhance coaching practice
- Find and evaluate current research on wellness coaching
- Achieve a satisfactory level of academic written and oral communication skills.
Content
- Theoretical frameworks for coaching
- The coaching mindset
- Core coaching interpersonal skills
- Building relationships with others from a wellness coaching perspective
- Client self-responsibility
- Psychology from a wellness coaching focus
- Health behaviour change
- Practical tools to assess and promote readiness for behavioural change
- Ethics and conduct
Approaches to Teaching and Learning
A workshop style approach will be used to encourage students to analyse, evaluate and actively engage in the learning process. Experiential processes will be used to illustrate and explore wellness coaching.
Assessment name:
Presentation
Description:
Each student is required to independently produce a presentation that reflects on coaching skills in the case study assessment (1000 words equivalent).
Relates to objectives:
1, 2, 4, 5, 6.
Weight:
40%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Mid-semester
Assessment name:
Case Study
Description:
Each student will report on a particular coaching experience (2000 words).
Relates to objectives:
1-6.
Weight:
60%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End of teaching pd
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Arloski, M. (2009). Wellness coaching for lasting lifestyle change. Duluth, MN: Whole person associates.
Biswas-Diener, R., & Dean, B. (2007). Positive Psychology Coaching: Putting the Science of Happiness to Work for Your Clients. Hoboken, NJ: John Wiley.
Butterworth, S., Linden, A., McClay, W., & Leo, M. C. (2006). Effect of motivational interviewing-based health coaching on employees' physical and mental health status. Journal of Occupational Health Psychology, 11(4), 358-365.
Chapman, L. S., Lesch, N., & Baun, M. P. (2007). The role of health and wellness coaching in worksite health promotion. American Journal of Health Promotion, 21(6), suppl 1-10.
Galantino, M. L. (2010). Exploring Wellness Coaching and traditional support for breast cancer survivors: A pilot study. Rehabilitation Oncology, 28(1), 19-25.
Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology, 1(3), 142-149.
Huffman, M. (2007). Health coaching: A new and exciting technique to enhance patient self-management and improve outcomes. Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional, 25(4), 271-274.
Kowalski, K. E., & C, C. (2007). The Coaching Process. Nursing Administration Quarterly, 31(2), 171-179.
Lawson, K. (2009). Could health coaching build a bridge to a new system of health care? Alternative therapies, 15(5), 16.
Merrill, R., Aldana. S., & Bowden, D. (2010). Employee weight management through health coaching. Eat Weight Disorders, 15, 1-2, e52-9
Moore, M., & Tschannen-Moran, B. (2010). Coaching Psychology Manual. Baltimore: Wolters Kluwer.
Olsen, J., 25 1,1 (2010). Health coaching to improve healthy lifestyle behaviours: an integrative Review. American Journal of Health Promotion, 25(1), 1-12.
Palmer, S. (2003). Health coaching to facilitate the promotion of healthy behaviour and achievement of health-related goals. International Journal of Health Promotion & Education, 41(3), 91-93.
Vale M. (2010). Coaching patients on achieving cardiovascular health (COACH): a multicenter randomised trial in patients with coronary heart disease. Archives Internal Medicine, 163 22 , 2775-83
Risk assessment statement
There are no out of the ordinary risks associated with this unit.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 27-Sep-2012
