Chapter8:  Client Assessment

OBJECTIVES
After reading this chapter, you will be able to:
o	Identify the value of assessments to the coaching partnership
o	Identify assessments to use with clients
o	Review a sample well-being assessment
o	Identify medical or mental health red flags
o	Prepare for and support a first coaching session
The Value of Assessments
Client assessments are valuable tools in the coach’s toolbox and offer a variety of benefits to the coaching partnership.
In the corporate environment, an executive or business coach might measure behaviors and ways of being using assessments of emotional intelligence (EI) or personality type. Coaches of various niches may use a variety of assessments focused on life balance or wellness. A common example is the “wheel of life,” which is focused on self-care and balance. Assessments of character strengths or talents provide an excellent springboard for new directions in coaching sessions. Many coaches and clinical groups value the positivity ratio. The higher the ratio, the more resources available for change, and increasing the ratio is a valuable goal.
Assessments stimulate reflection and self-awareness. Assessments can be helpful at the beginning of a coaching relationship because they not only inform coaches, they also help clients gain self-awareness, insights, and a sense of their priorities for a coaching program. Assessments are also efficient because precious coaching time isn’t used to gather a lot of data; that can feel like an interrogation.
Other benefits of having clients complete an assessment include:
1.	Trust and rapport: When building trust with a new client, an online or paper assessment provides him or her with a safe space in which to first tell his or her “story.”
2.	Honoring personality preferences: Clients with a preference for introversion will tend to be more comfortable communicating personal information in writing, at least initially, than those with a more extroverted preference.
3.	The written word: There is power in providing clients with an opportunity to see a qualitative and quantitative summary of their state of well-being. For the same reasons that writing down goals is important, seeing the information collectively can be both affirming and a powerful motivator for action.
4.	Developing discrepancy: An assessment can help a client more clearly see the difference between where they are and where they are not in terms of behaviors and outcomes.
The process of deliberately answering questions about subjects such as one’s priorities, needs, values, readiness, and challenges promotes self-discovery and expands awareness. By stimulating such mindful noticing, assessments begin the coaching process even before the first coaching session. People become more aware of who they are, where they are starting, what well-being encompasses, and where they want to go. The International Coach Federation (2014) identifies “creating awareness” as a core coaching competency precisely because awareness precedes action in the service of goals. Progress depends on clients expanding their awareness of what is possible. This cannot be done for them without provoking resistance. They must do it for themselves, and assessments are an excellent way to get the conversation started. Through listening, inquiry, and reflections, coaches can then expand client awareness even further in the process of assisting clients in climbing Mount Lasting Change. At its best, ever-expanding awareness generates an upward spiral of continuous learning, growth, and development.
When coaches are integrated into healthcare, corporate wellness, or health promotion programs, tracking health behavioral and biometric data through assessments is vital for program outcomes measurement. Health risk assessments (HRAs), such as the one provided at vectorwellness.com, are now widely validated and used as tools by health plans and employers to measure health and lifestyle status as well as change readiness. These also may identify “red flags” with respect to mental health status or medical care gaps.
Assessments are invaluable to coaches in the health and wellness fields because they can provide:
o	An overall picture of the client’s present state of being including physical health, lifestyle habits, strengths, life satisfaction, and readiness to make changes
o	A snapshot to better understand and appreciate the client’s life context; the coaching questions and approach for a client who has significant health issues such as obesity, hypertension, back injury, or cancer is different than the approach for a highly motivated, fit client
o	Awareness of situations, such as a major loss or recent diagnosis
o	Early indication of the client’s strengths and healthy habits as well as health risks and areas of challenge
o	Identification of red flags related to physical health issues (e.g., medical care gaps, injury, or contraindications to exercise) or mental health issues (depression or other mental health concerns) for which a referral may be important or even critical
A Caution in the Use of Assessments
Although assessments are valuable when used appropriately with the best of coaching skills, there are still a few potential dangers which we explore below.
Less Room for Collaboration and More Room for the Expert Hat
If a coach is not well-trained in using an appreciative approach to reviewing and debriefing results, assessments tend to shine the light on what is “wrong” in client behaviors and outcomes. It can be tempting to fall into old habits of looking for what needs to be fixed and donning the “expert hat” to do so right away. Noticing biometric numbers that need to go up or down, for example, could shift a health coach into “fix it” mode, listing all of the dangers and “shoulds” for a client. Although being aware of health concerns and other concerns is vitally important, a masterful coach uses an assessment as a conduit for deeper conversations rather than as a mandate for prescribing change.
Evaluation Rather than Empathy
When an assessment reveals a client’s health or life choices are of concern, it can be tempting to experience pity or sympathy for the client. Frustration can emerge as the coach wonders how the client could have chosen a particular behavior, such as smoking, overeating, or overworking. Instead of evaluation, assessments can provide an opportunity to show acceptance and express empathy. The review and conversation surrounding an assessment can establish the foundation of trust between coach and client, laying the groundwork for the growth-promoting relationship.
Assessments Are Completed by Humans
Lastly, assessments are completed by people who get distracted, do them at the last minute, and/or mark responses to please or impress their coaches. Hence, assessments aren’t always accurate and don’t tell the whole story. The coaching session is the place for the assessment to come to life through reflection, inquiry, and listening. The bottom line is that concern for compassion should always come before concern for compliance in any coaching relationship and not just because it feels better; compassion leads to more behavioral change (Jack, Boyatzis, Khawaja, Passarelli, & Leckie, 2013). Although compliance-based conversations activate the sympathetic nervous system (which is activated when a person senses danger), coaching-based conversations activate the parasympathetic nervous system which enables problem solving, envisioning, and taking a view of a broader perspective.
Assessments and Autonomy
Most importantly, when used with a coaching approach, assessments are a tool to uncover the motivational drivers for the clients, indicating what is most important to them and the priorities they have for their lives. Assessments can be an excellent strategy for ensuring that the client feels in control of the process, competent to make progress, and in a relationship with a compassionate coach partner on the journey.
Assessments for Coaching
There are many assessments that coaches use, initially or during the coaching relationship to support the client in creating greater self-awareness as well as a vision and goals. The following list includes assessments, or assessment methodologies, that coaches in a variety of domains find helpful in their work with clients.
1.	Six Dimensions of Wellness: Dr. Bill Hettler (1976), co-founder of the U.S. National Wellness Institute, developed the six dimensions of wellness model (Figure 8.1), defining wellness as an active process through which people become aware of and make choices toward a more successful existence: contribution, connection, values, self-care, self-determination, and contribution.
 
2.	The Wheel of Life: Using the Wheel of Life (Figure 8.2), a concept made popular in Coactive Coaching (Kimsey-House, Kimsey-House, Sandahl, & Whitworth, 2011), clients rate their levels of satisfaction in each area using a scale of 0–10 with 10 being total satisfaction. The center of the wheel represents 0 and the outer edge is 10.
 
3.	Values-in-Action (VIA) Signature Strengths Questionnaire: The VIA Signature Strengths Questionnaire is a free 240-question assessment (Peterson & Seligman, 2004) that measures and reports 24 character strengths in rank order. The site also hosts numerous other free assessments relating to optimism and mental health. We explored the 24 character strengths in the discussion on “Coaching Presence.”
4.	The Quality of Life Inventory: This is a brief but comprehensive assessment that provides a profile of strengths and problems in 16 areas of life, such as love, work, health, and play. It is available through Pearson Assessments (Frisch, 1994).
5.	DISC: Dominance, influence, steadiness, and compliance are examined in this four-quadrant behavioral model that examines the behavior of individuals in their environment or within a specific situation. DISC looks at behavioral styles and preferences (Clarke, 1976).
6.	Myers Briggs Type Indicator: One of the most widely used and highly respected measures of personality preferences; it identifies individual preferences in terms of four pairs of preferences: extroversion–introversion, sensing–intuition, thinking–feeling, and judging–perceiving (Myers & Briggs, 1975). In her book, 8 Colors of Fitness, author Suzanne Brue (2008) asserts by understanding type preferences, clients can understand their fitness personality. With this understanding, they can choose the specific forms, interactions, and environments that are most appropriate for them.
7.	Positivity Ratio: Based on the work of Dr. Barbara Fredrickson (2009), the score provides a snapshot of how one’s emotions of the past day combine to create your positivity ratio, the ratio of positive emotions to negative emotions.
8.	Self-Compassion Scale: From Kristin Neff’s (2011) definition of compassion—self-kindness, a sense of common humanity, and mindfulness—this assessment provides insight into one’s level of self-compassion.
9.	Mindful Attention Awareness Scale (MAAS): The MAAS, validated by Brown and Ryan (2003), examines openness and receptive awareness to what is taking place in the moment.
10.	Five Facet Mindfulness Scale: Another exploration of mindfulness based on observing, describing, acting with awareness, nonjudging of inner experience, and non-reactivity to inner experience (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006).
11.	Quickie Well-Being Assessment: A short-form questionnaire developed by Wellcoaches focused on foundational areas of well-being (Moore, 2011) (Figure 8.3).
12.	Decisional Balance: As introduced in a previous chapter, motivational interviewing is a methodology that supports the eliciting of autonomous motivation, encouraging a client to find his or her own reasons to change. It involves pro-change talk and avoids triggering of change-resistance talk, which can cause the client to resist being told what to do. Through the use of motivational interviewing techniques, such as the Decisional Balance Tool, coaches and clients review reasons for and against change as a tool for assessing readiness to change (Botelho, 2008). Coaches also ask clients to assess readiness, willingness, and ability to change using rulers on a scale of 0–10.
13.	Transtheoretical Model of Change: The five stages of change model provide coaches with an understanding of how and when new health-promoting behaviors can be adopted and sustained and why clients may struggle, fail, or quit (Prochaska, Norcross, & DiClemente, 1994). Assessing the client’s stage of change for a particular behavior is critical for identifying appropriate change strategies.
A Well-Being Assessment
Wellcoaches developed a comprehensive well-being assessment built on concepts developed by Dee Edington, PhD (2008), a leading health promotion researcher while at the University of Michigan. Edington is also a developer of an industry standard health risk appraisal. The assessment is online and serves to enhance the client’s self-awareness and provide foundational information for the coach.
As a holistic assessment, it looks at the many different components of well-being, including:
1.	Energy: levels of energy throughout a typical day, including energy boosters and energy drains
2.	Life satisfaction: sense of purpose, joy, gratitude, work satisfaction, and personal relationship satisfaction
3.	Mental and emotional fitness: coping skills, resilience, sleep patterns, stress levels, emotional status, social activity/support, and personal loss
4.	Weight management: body mass index, height, weight, and waist measurement
5.	Physical activity/exercise: frequency and types of physical activity
6.	Nutrition: intake frequency of healthy snacks, whole grains, fruits and vegetables, water, soft drinks, alcoholic beverages, and trans fats
7.	Health: blood pressure, cholesterol, heart rate, relationship with a physician, gender-related health issues, frequency of illness, medications, tobacco use, and personal/family health history
Clients find it especially valuable to look at wellness from this broader perspective, acknowledging that energy, life satisfaction, and mental/emotional fitness are key contributors to health in addition to the “traditional” factors such as weight and nutrition.
Uncovering Motivation
This well-being assessment can provide initial information about a client’s:
1.	Priorities: An assessment can be designed to calculate or allow clients to indicate their areas of highest priority. For example, on a scale of 0–10 (10 being the highest), the client may indicate that focusing the coaching program on improving life satisfaction is a 10 (highest priority), whereas improving nutritional habits is a 5 (of average priority).
2.	Confidence: Similarly, the assessment may include a method for clients to indicate the strength of their belief in their ability to make a behavioral change. This information enables the coach to more appropriately design opportunities for the development of self-efficacy by working with the appropriate personal, environmental, and behavioral factors.
3.	Readiness for change: It is beneficial for an assessment to create an awareness of the client’s stage of change within the various areas.
When it comes to moving a client forward, each of the five stages of change (precontemplation, contemplation, preparation, action, and maintenance) requires a different approach for exploration. Knowing where a client stands in terms of their readiness is critical for setting goals that are appropriate to the client’s stage of change and for building self-efficacy.
Explore Assessment Results
A protocol for the appreciative review and exploration of client assessments is described below. Although this protocol was developed for the review of wellness, well-being, health, and HRAs, the principles are relevant to other assessments too.
1.	Read with an open mind: Prior to the first coaching session, take time to carefully review the client’s completed assessment. In reviewing, the goal is not to evaluate but to consider the responses with curiosity, keeping in mind that an assessment provides only a partial story. Open-minded curiosity will enable the coach to ask better questions during the assessment review, use intuition and sense what is unsaid, challenge the coach’s assumptions about the client, develop a strengths-based framework through which to appreciate the client, and be more open to new information and energy shifts during the first coaching session.
2.	Seek out success: It is tempting to begin an assessment review with a search for all of the “problems” or areas to “fix.” Drawing on the lessons from the disciplines of appreciative inquiry and positive psychology, we know that “what we focus on grows” and that “our first questions are fateful.” Therefore, if the coach begins the initial review of the client’s information with a focus on what’s “wrong,” an assessment is more likely to support that tendency within coaching relationships. Starting with the assumption that all clients can tap into capacities and leverage strengths for positive change will enable the coach to better support clients in the building of self-efficacy.
3.	Notice the client’s arousal: The next task in reviewing a client’s assessment is to look for the areas in which the client is feeling an emotional charge, either positive or negative. Look for places in which the client indicates there is concentrated energy, such as in his or her priorities for change and the importance he or she assigns to each of the well-being areas. The role of the coach is to look for the client’s autonomous motivation—the areas in which the client is expressing an interest in growth and change—not the areas in which the coach believes the client should be interested.
4.	Consider the stages of change: If the assessment includes indicators of the client’s stage(s) of change, consider how this might impact the coaching program and the client’s needs. Remember to prioritize the cognitive and emotional goals in the early stages of change and the planning and action goals in the later stages of change.
5.	Question gaps: Due to design or user errors or incomplete answers, assessments will sometimes leave the coach with questions about inconsistencies in responses. For example, a client may name improving nutrition as the “highest priority” while indicating a low score in terms of readiness to change. In these cases, the coach will want to take note and be prepared to inquire about the discrepancy in information during the coaching session.
6.	Note concerns: Where appropriate, an assessment review should include an examination of any mental health or medical concerns indicated by the client. Be aware of any red flags such as health risks, injuries, or other health concerns that might require a physician’s release before engaging in regular exercise. If a client wants exercise to be a part of the coaching program, a physician release form can be provided to the client to give to his or her physician. This is a document the coach can create, asking the client’s doctor for any recommendations or restrictions in working with a coach.
Guidelines pertaining to the need for medical clearance and exercise participation are available from organizations such as the American College of Sports Medicine (ACSM, 2013) in their ACSM’s Guidelines for Exercise Testing and Prescription. Guidelines for nutrition can be found through the Academy of Nutrition and Dietetics, Centers for Disease Control and Prevention (CDC) Healthy Living site, and nutritionfacts.org. Coaches without recognized education and experience in these areas should always refer to an expert or expert sources.
COACHING CASE
Wendy Well: “I have diabetes and I was considering not taking my medicine because I think it makes me feel worse. If our coaching helps me make better food choices, I think I’ll probably stop taking the medicine.”
Coach Carl: “It can be frustrating when you’re taking medications that make you feel worse than better in some ways. And you have hope that changing your diet will help you feel better so that one day you may not need medication. However, I am not a physician or a dietitian, so those decisions are beyond the scope of our work together, and I cannot advise you on that topic. As you are working with a medical doctor for this, I recommend that you continue to seek the recommendations of your doctor and that you have your physician complete a release for us to work together safely.”
Although coaches do not diagnose mental health risks, they need to know what to look for in order to make appropriate recommendations or referrals to a psychologist, therapist, or physician for consultation. The following indicators are examples and not all-inclusive:
o	Depression: Clients who are not eating or sleeping in normal patterns, such as not sleeping or sleeping all of the time, appetite loss, or binge eating, may be showing signs of clinical depression and may need to be referred to their physicians.
o	Eating disorders: Clients who have lost a great deal of weight without surgery and/or medication and continue to do so when advised it will be harmful to their health (anorexia), exercise beyond their normal physical capacity, or continue to gain and/or lose 20–30 pounds without stabilizing, may be showing signs of an eating disorder and may need to be referred to their physicians.
o	Substance abuse: Clients who display unusual behaviors, such as acting out or violent outbursts, that are uncharacteristic of their usual behaviors may be showing signs of substance abuse, including steroid use, and may need to be referred to their physicians.
o	Anxiety disorders: Clients who suffer from panic attacks, claustrophobic behavior, or shortness of breath may be showing signs of anxiety disorder and may need to be referred to their physicians.
If a client shares a serious or life-threatening mental or physical health issue during an assessment or coaching session, advise him or her that the situation is outside of the scope of coaching and encourage and assist him or her to seek professional help as soon as possible.
Honor Intuition and the Client
If a coach has a sense that a client should seek further medical attention or needs resources outside the coach’s expertise, a coach must respectfully express that concern. If the client then chooses not to engage with additional resources, it is recommended that the coaching relationship be terminated until the client has received the appropriate assistance. Therefore, it is valuable to build relationships with highly respected health experts that could serve as sources for referrals. This may also lead to cross-referrals and business building. If a coach does not have connections to appropriate referrals, clients can also be encouraged to see their primary care physicians for referrals.
If a coach seeks advice about a client from another health professional, it is critical that the tenets of the Health Insurance Portability and Accountability Act (HIPAA) are followed, taking full precautions not to share the client’s name or any revealing personal information (US Department of Health and Human Services).
Coaching with a Well-Being Assessment
The first coaching sessions with a client are an opportunity for establishing trust and rapport, confirming a coach’s sense of the client’s circumstances based on any assessments that may have been completed ahead of time and determining the readiness/energy level of the client for change. It should never be assumed that assessments completed ahead of time reveal the whole story or reflect how the client will be feeling when the coaching session takes place. Also, mistakes or misinterpretation of questions can sometimes occur when filling out forms.
It is wise to confirm in a coaching session important items that might be significant in working toward a client’s vision or checking in on items that don’t seem to add up based on other comments. That’s why it’s so important for coaches to practice mindfulness and to be in the moment with clients rather than fixated on the results of an assessment. Assessments are helpful as guides; they become unhelpful when they introduce an agenda that triggers a client to become resistant.
Establish Trust and Rapport
It is crucial to establish trust and rapport with clients at the outset of every coaching session; that is especially true at the outset of the first coaching session. Coach and client may be unknown to each other apart from information exchanged ahead of time, so it is essential for coaches to put clients at ease and to bring them into their confidence through:
o	Holding clients in positive regard
o	Expressing empathy
o	Slowing down
o	Listening with full attention
o	Allowing clients to formulate and find their own answers
o	Honestly sharing observations
o	Under-promising and over-delivering
o	Being humble in sharing information and advice
o	Honoring confidentiality
Uncover Motivation
The coach begins by thanking the client for completing the assessment(s), and getting a sense of their experience and learning from assessments. Ask the client to share any feelings, issues, or questions they may have in the wake of the assessment(s). Pay attention to the emotional charge as well to the underlying needs so that you can offer an empathetic reflection in reply. It is important that the client feels heard and respected on an emotional level before moving on.
Questions such as:
o	“What’s most important for you right now?”
o	“What are you most excited to talk about?”
o	“What are you yearning for in your life?”
o	“What areas of life make you feel most alive?”
These are the operative inquiries. Regardless of how they may have rated and prioritized things at the time of the assessment(s), coaches work with clients in the moment. Things may have shifted between then and now for any number of reasons (including the taking of the assessment[s] themselves). It’s the job of the coach to remain open to the presenting energy and issues of the client rather than showing up with an agenda for the coaching session (however grounded that may be in the assessments). The aim is to flow and co-construct things with the client rather than to wear the expert hat of teacher or advisor.
Use Appreciative Inquiry to Discover Client Successes, Strengths, Frameworks, and Hopes
The best way to discuss an assessment is to use the information gleaned from it to make powerful, client-specific, strength-based inquiries in a way that will assist clients in knowing themselves and moving forward in the direction of their desired futures. By asking clients open-ended questions about their successes, strengths, frameworks, and hopes, the coach will not only learn more about their priorities and the issues they want to focus on at this time, but it will also elevate the client’s readiness and energy for change. Clients are used to taking assessments that have the intention of revealing flaws that need to be fixed; it is refreshing when assessments are used to reveal strengths that need to be reinforced. Conversations about assessments are a time for learning rather than telling what clients should know or do.
Other inquiries include:
o	“What questions do you have after completing the assessment?”
o	“What insights do you have by completing the assessment?”
o	“I’m curious about the way you responded to . . . Tell me more.”
o	“About what do you feel most proud?”
o	“What surprised you?”
o	“What concerns you?”
Masterful coaching is about paying attention to and building on the energy clients show up with for coaching. When their energy is low (whether physically, mentally, emotionally, or spiritually), appreciative empathy can bring new energy. When their energy is high, appreciative inquiry can assist them with getting or staying inspired. Either way, discovering client successes, strengths, frameworks, and hopes that are grounded in reality as revealed by the assessment(s) and by what they have to say now, in the moment, will enable clients to develop a vision and to design appropriate actions.
Discover Preferred Client Learning Modes and Styles
People learn best in different ways. More than 80 learning style models have been developed and another book would be needed to do them justice. The Myers Briggs and DISC assessments, to mention only two of the more popular ones, reveal learning styles and are among the models to consider. Although there is considerable criticism of the validity of learning style models and assessments by psychologists and psychometricians, there is no dispute that individual preferences in learning styles play a role in change and learning. Take weight loss, for example. Some prefer to learn from books, some want a close personal mentor such as a personal trainer, some enjoy online self-help programs or online social networks, some value a local live group discussion or class format, some seek out competitions, whereas others do best when they go away for an intensive learning week with experts.
One of the International Coach Federation’s (2014) core coaching competencies relates to learning style: “[The coach] demonstrates respect for client’s perceptions, learning style, and personal being.” Apart from such respect, it’s important for clients to connect with coaches in ways that promote their learning and growth. Noticing the language and approaches they use, the coach can then better come alongside clients in the process of enabling them to more rapidly and successfully acquire new knowledge and skills.
Discuss Components of the Assessment
Next, the coach will inform the client that they have reviewed their assessments ahead of time, getting a sense of where they are at right now and on what they want to work. Explain, however, that assessments never tell the whole story and that it would be helpful if they would be willing to share what surfaced for them during the assessment and where they want to go with what emerged. Ask specific questions to clarify missing information and to bolster the self-confidence of the client. Seek out successes to notice the client’s emotional charge, identify the client’s readiness to change, and note concerns that may relate to physical or mental health risks.
When clients talk about “failures” or things that have not worked for them in the past, a coach can support them in reframing those experiences as learning opportunities and life lessons. Clients grow through “trial and correction,” not “trial and error.” By taking this non-judgmental, growth-oriented framework, coaches create a safe place in which clients can open up and say anything. Whenever possible, the coach can champion a client’s capacity to change and assist him or her in finding compelling reasons to try again.
Curiosity on the part of a coach empowers clients to find their own answers, to be more resourceful, and to discover new possibilities for moving forward. Curiosity is not interrogation; it is rather an open, inviting, judgment-free, leisurely, and even playful exploration of opportunities for learning and growth. As the coach demonstrates curiosity with the clients, the clients will be more curious about their own capacities and more willing to try new things.
To use curiosity well, a coach uses deep, open-ended inquiries that require thought to answer and connect clients to their heartfelt dreams and desires. Such questions often reveal information that would not otherwise come to the surface. It is important to:
o	Notice the energy shifts in client responses.
o	Be curious when there is a change in affect, whether that’s increased energy for change or resistance to it.
o	Avoid responding to clients with analytical questions. For example, if a client says, “I want to lose weight” or “I need to get in shape” say, “Tell me about what makes that important to you” or “Tell me about what that would make possible for you.” Such curiosity is likely to elicit more information than “Why do you want to do that?” because analytical “why” questions can sound challenging or judgmental.
Related to an assessment such as the Wellcoaches well-being assessment, questions such as the following are useful in generating deeper insights:
o	Personal:
o	You mentioned that you have children/grandchildren. Tell me about them.
o	What brought you to a coach?
o	What would be different in your life if you felt healthier and fit?
o	Physical activity:
o	What fitness activities did you like in the past?
o	What fitness activities can you see yourself doing?
o	I noticed from your assessment that you haven’t exercised recently. Tell me about that.
o	Nutrition:
o	What healthy eating habits do you have now?
o	What changes would you like to make in your eating?
o	How do you feel about your eating right now?
o	What eating habits would you like to improve?
o	Weight management:
o	When have you been the most successful at managing your weight? Describe your experience and the circumstances.
o	You said you weigh “X” now, and you’d like to weigh “Y.” What would that change make possible?
o	Tell me about your best past experiences with weight management.
o	What has worked in the past?
o	What have you learned from your past efforts in managing weight that would be helpful in the future?
o	Stress:
o	When is your stress at its lowest?
o	What works best for you when it comes to managing stress?
o	What do you do when you’re under stress?
o	What have you tried in the past to reduce stress that would be helpful in the future?
o	Energy:
o	How would you describe your daily energy level?
o	What fills your cup and gives you energy?
o	What empties your cup and drains your energy?
o	Health:
o	When was the last time you had a physical exam with a physician?
o	How are you feeling today?
o	Tell me about your relationship with your physician.
o	I see from your questionnaire that you have [name of condition]. What is the treatment plan you have been following?
o	What is your greatest hope related to your health?
o	Life satisfaction:
o	What are you most satisfied about in your life?
o	For what are you most grateful?
o	What brings you the most pleasure?
o	Other possible inquiries include the following:
o	What are you doing presently in this area of health, fitness, and wellness?
o	Describe your best experience with this area.
o	What have you done in the past that worked?
o	How would you rate your mastery of this area on a scale of 0–10?
o	By what values are you striving to live by?
o	How are your environment, work, and relationships impacting you?
o	Tell me more about . . .
References
American College of Sports Medicine. (2013). ACSM’s guidelines for exercise testing and prescription (9th ed.). Lippincott Williams & Wilkins.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45.
Botelho, R. (2008). Motivate healthy habits: Stepping stones to lasting change. Rochester, NY: MHH Publications.
Brown, K., & Ryan, R. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.
Brue, S. (2008). The 8 colors of fitness: Discover your color-coded fitness personality and create an exercise program you’ll never quit! Burlington, VT: Oakledge Press.
Clarke, W. (1976). DISC. Retrieved April 27, 2015, from DISC Profile.
Edington, D. (2008). Health risk assessment. Retrieved October 29, 2008, from HRA PDF.
Fredrickson, B. (2009). Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive. New York: Crown.
Frisch, M. B. (1994). Quality of life inventory manual and treatment guide. Minneapolis, MN: NCS Pearson and Pearson Assessments.
Hettler, B. (1976). Six dimensions of wellness. Retrieved April 27, 2015, from Six Dimensions.
International Coach Federation. Core competencies. Retrieved March 25, 2014, from ICF Link.
Jack, A., Boyatzis, R., Khawaja, M., Passarelli, A., & Leckie, R. (2013). Visioning in the brain: An fMRI study of inspirational coaching and mentoring. Social Neuroscience, 8, 369–384.
Kimsey-House, H., Kimsey-House, K., Sandahl, P., & Whitworth, L. (2011). Co-active coaching. Boston, MA: Nicholas Brealey America.
Moore, M. (2011). Quickie well-being assessment. Wellesley, MA: Wellcoaches.
Myers, I., & Briggs, K. (1975). Myers Briggs type inventory. Mountain View, CA: CPP.
Neff, K. (2011). Self-compassion: The proven power of being kind to yourself. New York: William Morrow.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association.
Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1994). Changing for good. New York: HarperCollins.

bu metinden hiçbir şey değiştirmeden sadece bazı başlıklarla ayırabilir misin anlam bütünlüğü bozulmıcak bir şekilde