Technology assisted health coach training

York’s Technology Assisted Health Coach Basic Certification Program goals are to:

  • Train regulated health professionals in the advanced skills, behaviours and competencies of Technology Assisted Health Coaching:
  • Provide a solid framework for applying effective Technology Assisted Health Coach techniques within a practice
  • Equip the participating health professionals with a full set of tools:
    • A structured process for a successful health coaching partnership
    • A proven methodology for the facilitation of sustained behavioural change
    • A variety of approaches that help generate outstanding results in sustained behaviour change and empowered wellness strategies
  • Provide new skills of influence and communication for the facilitation of behavioural change
  • Create opportunities for health professionals to share their learning with their peers
  • Provide coaching and support by experienced coaches as part of continuing learning

A sixteen-day program

This sixteen-day program will be delivered through York’s Health Leadership and Learning Network in the Spring of 2014 using a variety of teaching methodologies and platforms:

Six training modules

Six Training Modules have been developed to address core Training Competencies as illustrated below.

Core training competencies checklist
Core Training Competencies* checklist

Interpersonal (Module 1, 2, 3)

  1. Assessing clients self-stated health behaviour change goals (how to interview to assess current health behaviours and behavioural, physiological, and environmental needs, risks and capacities in optimizing health outcomes)
  2. Understanding how to co-develop health behaviour change goals in collaboration with clients (competencies in empathic and active-listening skills, motivational interviewing, collaborative – empiricism, and pacing to help clients increase motivation for health behaviour change and establish achievable goals)
  3. Assessing clients’ cognitive-behavioural processes to enhance motivation for health goals and long term adherence (competencies in understanding four fundamental theories* and assessment of cognitive-behavioural, emotional, interpersonal, and motivational models of health behaviour change)
  4. Ability to intervene with emotion-focused coaching, interpersonally-focused coaching and motivational interview-focused coaching (competencies in applying four fundamental theories* and assessment of cognitive-behavioural, emotional, interpersonal, and motivational models of health behaviour change)
  5. Understanding how to assess and promote adherence to daily, weekly, monthly, annual health behaviour change goals (competencies in characterizing adherence behaviours, obstacles and resources, and assisting clients in self-managed adherence support program)
  6. Ability to intervene with cognitive-behavioural programming to support clients’ progress towards health goals (competencies in cognitive-behavioural therapies)

Ability to teach and train in mindfulness-based relaxation-meditation techniques (competencies in training and integrating practices in client’s

*Identified by York University team during 2013 retreat

Environmental (Modules 4, 6)

  1. Understanding determinants of health (social, economic, bio-behavioural, sychosocial, genetic, environmental) and how they differentiate clients who present for health coaching
  2. Ethics of working with clients within their unique social environments
  3. Understanding multi-level social systems of health: government levels; ethno- cultural levels; environmental/community levels; interpersonal levels – health care team, peers, spouse, nuclear and extended family; how multi-system interactions differentiate clients who present for health coaching

Technical (Modules 5, 6)

  1. Ability to integrate health-behavioural programming with mobile technologies (competency in understanding special advantages and challenges in health coaching when mobile and internet technologies provide 24/7 contact; differentiating and selecting from available programming)
  2. Competency in behavioural and physiological mobile data collection and analyses (data management, access, storage and analyses skills)

Health Profession Specific (Module 4)

  1. Health coaching for incremental change in exercise and dietary behaviours (competencies in assessing exercise and dietary behaviours and enacting evidence-based, incremental plans; competencies in allied work with exercise trainers and dieticians)
  2. Health coaching in the workplace: competency in assisting clients in optimizing their work environment to support health behaviour change goals

On graduation from the program, learners will be able to:

  • Apply Health Coaching competencies
  • Use specific techniques for establishing rapport, trust & partnership toward mutually successful outcomes
  • Use effective communication and interviewing skills
  • Employ influence skills to help move the process forward
  • Integrate a formal structure for coaching Interactions, and draft a wellness plan with your client
  • Use tools to facilitate the process of behavioural change/choice
  • Access the tools available in the Canadian health system and critically assess the appropriate resources needed for your client
  • Use available technology to support the exchange of information between your client, yourself the health coach and potentially other members of the Health Team