Class Descriptions

3 credits

Graduate level introduction to health, food and nutrition holistic philosophies. Teachings include nutritional guidelines, food politics, nutrition literacy, food labeling, food and body systems, and an introduction to the concept of food preparation and healthy cooking.

3 credits

Builds upon the general knowledge of the food and nutrition philosophies and healthy cooking learned in Nutrition I, covering in more detail the impact they have on the body. This class explores the key components and claims of several dietary categories such as vegan and vegetarian, protein-based, high-carbohydrate and low carbohydrate, traditional, and calorie-restricted diets, as well as those that are based in Eastern medicine principles such as Ayurveda, macrobiotics and food energetics. Dissects in detail a number of popular diets so graduates can better support future clients. Considers the influence of the diet book industry on what people eat, the diets they choose for themselves, and how that interacts with the principle of bio-individuality.

3 credits

In its simplest form, wellness is defined as the quality or state of being in good physical and mental health. Some may argue wellness is simply a synonym of health however, as a holistic practitioner who will be working with both states, it’s important to make the distinction between the two. Health is defined by the absence of disease within a physical body whereas wellness involves multiple layers; an overall balance of physical, social, spiritual, emotional, intellectual, environmental, and occupational well-being. The goal of this class is to explore and examine the concept of wellness, considering the various ways it can be interpreted and how as a Health Coach you can utilize it in your practice to better support clients to reach their goals. This class will also expand on the fundamental principles of nutrition and health and examine how foods can both contribute to, and be detrimental to achieving optimal wellness. The role of foods in relation to specific body conditions such as leaky gut, inflammation, allergies, and other autoimmune conditions will also be explored. Students will also gain an understanding of functional foods and how, when paired with other conventional medical therapies, can help promote wellness

3 credits

This class assists students’ understanding of a variety of health and nutrition issues which occur in the modern society human lifecycle. Concepts will be discussed which aid students to make informed decisions concerning personal health behavior. The focus will be directed to the latest information concerning the nature of the health issue, the etiology of related problems, along with available behavioral and biological services as it relates to protecting and improving health. Primary health topics include alcohol and tobacco consumption, drug usage, personal health, chronic and infectious diseases, environmental health, and consumerism.

3 credits

Health Coaching I class provides an introduction to coaching and coaching concepts. Students will learn about the goals and objectives of coaching as a discipline, as well as specific tools used. Exploration of critical coaching skills required of Health Coaches include scope of practice and rights to practice, ethical guidelines, active and reflective listening skills and how to utilize the concept of exploratory questioning. This class will also cover best practices for effective communication, how to establish trust and intimacy and how to set up and use appropriate coaching agreements with your clients. Finally, best practices for discussing personal relationships in the context of coaching clients will be covered.

3 credits

Builds on Health Coaching I, and continues to teach critical coaching theory and skills required by Health Coaches. Explores the following critical coaching skills: building rapport while clarifying intent; establishing boundaries and lines of accountability; developing a coaching presence; supporting clients’ growth of self-awareness; goal setting; managing setbacks and progress; and tracking progress. In addition, the course explores up-to-date competencies practiced by advanced health coaches that draws from recent findings in neuroscience in relation to unwanted recurring behaviors and disparities between thoughts, feelings, and action.

3 credits

Learning is part of behavioral change. This class presents an overview of learning theory and practices as they relate to adults. The focus of this class is on various approaches to learning, ranging from teacher-directed to self-directed in primarily formal settings. The content addresses three interconnected learning domains – cognitive, affective, and physical – and how these pertain to educational practice. A foundational overview of learning in organizations is offered as a basis for students to explore in-depth, specific, relevant curiosities.

3 credits

Practice management is defined as the knowledge and skills necessary to manage multiple elements of a specific practice of a Health Coach. These elements include organization, administration, communication, marketing, and client care. The curriculum is based on input from internal and external curricular resources, the recommended core curriculum guidelines for Health Coaches.

3 credits

This class surveys important ethical issues, problems, and dilemmas that arise in the context of the delivery of health coaching. It also covers the nature of ethics in general and applied ethics in the context of health coaching and establishes a Health Coach decision making framework. Topics introduced here include: theoretical and applied ethics, moral pluralism, the differences between absolutism, relativism and pluralism and prudential reasoning as a tool of ethical analysis in health coaching.

3 credits

Examines professional communication skills to enhance performance, including writing, speaking, listening, and problem-solving skills. Additionally, the ability to work productively with others is of central importance in this class. Primary topics include presentation and listening skills, problem-solving skills, advanced writing skills, in addition to interpersonal communication, social, and interactional skills required for a professional settings.

3 credits

The purpose of this class is to accomplish research for a project demonstrating ability (PDA) in health coaching, culminating the student’s experience and validating them as a skillful Health Coach practitioner. The PDA will traditionally be a manuscript or some other sizable, professional study. However, in every case the project’s theoretical concepts, methods, and results are detailed in a long-form written manuscript, generally of between 30-50 pages. The PDA demonstrates the ability to: identify and construct a problem/thesis statement; identify and use source materials and precedents; carry out research; analyze data; develop defensible conclusions; make a persuasive argument.

3 credits

Completion of a project demonstrating ability (PDA) in Health Coaching, culminating the student’s experience and validation as a skillful Health Coach practitioner. Examples include a manuscript or some other sizable, professional study built from theoretical concepts, methods, and results detailed in a long-form written manuscript, generally of between 30-50 pages. All forms of educational change work are considered, however all projects must be accompanied by a manuscript. Acceptance and approval is determined by IHCU academic team.