Chapter11: Conducting Coaching Sessions

OBJECTIVES
After reading this chapter, you will be able to:
o	Identify the process for conducting coaching sessions following an evidence-based coaching model
o	Follow a checklist for evidence-based coaching programs and sessions (Appendix A)
Introduction
Among the International Coach Federation’s core coaching competencies is “managing progress and accountability,” enabling clients to move from Point A (where they are today) to Point B (where they want to go). There are many approaches to the design and process of coaching programs and sessions that facilitate movement to Point B. Although there is never only one “right” way to do coaching, clients and coaches enjoy structure as a means to understand and gain mastery in the process of facilitating change. As coaches gain experience and grow their toolboxes, they can modify the process of coaching sessions in ways that maintain engagement for themselves and their clients.
Since 2002, Wellcoaches has developed, practiced, and continually refined a protocol for coaching programs and sessions, which is now evidence-based, proving highly effective in a growing number of outcomes studies. This protocol provides a valuable handrail for new coaches so that they are more effective from the outset. This coaching protocol has been applied in a variety of settings with diverse populations. A few examples include the following:
1.	Polak, Dill, Abrahamson, Pojednic, and Phillips (2014)—improving consumption of healthy food in a patient with diabetes through wellness coaching
2.	McGloin, Timmons, Coates, and Boore (2014)—wellness coaching for type 2 diabetes
3.	Sforzo, Kaye, Ayers, Talbert, and Hill (2014)—wellness coaching for smoking cessation
4.	Roy, Lisowski, and Roberts (2014)—wellness coaching with physician-referred patients with chronic health conditions
5.	Sforzo (2013)—wellness coaching for Ithaca College employees
6.	Sherman, Crocker, Dill, and Judge (2013)—at Massachusetts General Hospital (MGH), health coaching in the primary care setting for employees
7.	Schwartz (2013)—wellness coaching as an alternative to bariatric surgery
8.	Berna (2013)—wellness coaching in a tribal community healthcare center with patients with diabetes
9.	Galantino et al. (2009)—wellness coaching for cancer survivors who had significant improvements in depression scores, exercise behaviors, and quality-of-life scores
Having introduced the coaching session protocol for designing the relationship, a vision, and three-month behavioral goals in Chapter 9, the focus of this chapter is on the protocol for ongoing coaching sessions that follow the startup coaching sessions. Appendix A has a coaching program checklist for four phases—prospect phase, startup, ongoing sessions, and program close or wrap-up.
Prepare for a Coaching Session
The most important moment of a coaching session is arguably the minute right before it starts (Table 11.1). That’s when coaches relax and clear their minds, set their intentions, and get into a coaching mindset. If growth and self-determination come from relationships, the coach must be attentive to the nurturing of that relationship at every opportunity, remembering the following:
o	Confidence is contagious. When coaches communicate their genuine confidence that clients can be successful, client confidence will also improve.
o	What is appreciated appreciates. The more the coach focuses on what clients want rather than on what they don’t want, the more energy and ideas clients will have for moving forward.
o	To listen for the client’s needs. The more the coach sets aside his or her own agenda in favor of listening for the client’s agenda, the more clients will discover about themselves and create new perspectives, possibilities, and learning.
o	To tell the truth. The more a coach helps clients reveal themselves to themselves through empathy, authenticity, and honesty, the more and progress clients will make more quickly. A coach can use courage and kindness to notice and reflect discrepancies between goals and current behaviors and to note downward thought patterns or downward spiral thinking.
o	To trust intuition. The more deeply the coach listens to his or her own intuition during coaching conversations, the more deeply clients will connect with their own intuition. That helps lead to the intuitive dance or the generative moments of coaching.
Table 11.1 Prepare for a Session
Prepare	Review client assessment results and client communication.
Get present	Practice mindfulness, set intention, and connect to purpose.
Get curious	Consider initial strengths-based inquiries.
Session Opening
First, let’s address time management. In an ongoing coaching session, weekly, biweekly, or monthly, for example, the following percentages indicate how coaches may want to spend their time with clients. The percentages indicate the number of minutes that coaches may want to spend with clients in each section during a 30-minute session.
o	Session opening—7% (two to three minutes)
o	Weekly goal review—20% (five to seven minutes)
o	Three-month goal review (monthly or so)—7% (two to three minutes)
o	Generative moment—40% (10–12 minutes)
o	Goal setting—20% (five to seven minutes)
o	Session close—6% (two to three minutes)
This could be compared to a warmup, a workout, and a cool-down. For longer sessions of 40–60 minutes, more time becomes available for generative collaboration, a deeper dive into the journey of change, for example, shifting change-hindering mindsets to possibility-creating mindsets. Thinking through time management before each session and making adjustments as situations come up will assist coaches and clients alike with being more successful and satisfied with the coaching experience.
Trust and rapport are not earned once and for all during the first coaching session. They are earned all over again, each time coaches and clients meet. Understanding this phenomenon, it is important to be prepared to start the session by asking about the client’s feelings and energy now in that moment and to listen mindfully to the response.
Next, explore the highlights rather than the problem areas since the last session. When clients show up with great discouragement or low energy, the focus on highlights may reconnect them with their own resourcefulness and potential. When that does not happen directly, the coach should express empathy for the client’s feelings and needs. By understanding and supporting clients in these ways, coaches assist clients in rebooting and regaining their balance so they can consider anew the possibilities for change (Table 11.2).
Table 11.2 Session Opening
Action	Description
Asks how the client is right now “in this moment”	Uses reflections to show understanding of the client’s state
Asks the client to share the best thing that happened from previous week(s)	Reflects something positive about the client (e.g., highlights, strengths, or emotions)
Asks client to select the first weekly goal to be discussed	
COACHING CASE
Session Opening
Coach Carl: “Hello Wendy. How are you today?“
Wendy Well: “I’m fine Carl, thanks.“
Coach Carl: “That’s good to hear. I’d love to get a little more specific about what “fine” means. You remember we used an energy scale before. I’m curious about how you’re feeling on a scale of 1–10, with 10 being you could climb a mountain, and 1 being you’d just like to climb under the covers. Where are you today?“
Wendy Well: “Late last week, I probably would have said 1 (one) because I had a business trip, and I was traveling a lot, but today I’m kind of getting back on track again, so I’d say I’m probably a 6 or a 7.“
Coach Carl: “So you were feeling stretched by travel last week, but you’re moving up the scale. And tell me what a 6 or a 7 feels like. How would you describe that?“
Wendy Well: “A 7 is when the alarm goes off or before the alarm goes off, you get up and get ready and feel good about getting things done. I’ll throw a load of clothes in the laundry or take the dog for a walk, get things done and going even before I go to work. It just seems like I have the energy to do everything that I need and want to do.“
Coach Carl: “You feel more productive and energetic. Traveling sometimes is tiresome, especially when there are time changes.“
Wendy Well: “That’s right, yes. Productive, that’s a good word. I’m being more productive at work too. I know if I have more energy, I’m more productive at work.“
Coach Carl: “As you think about the last week, settling back into a routine and enjoying that, you’re meeting all of the goals that you’ve set out to meet each day. What is there to celebrate? What’s been the best thing that’s happened to you in the last several days?“
Wendy Well: “I think getting back into the exercise. I also notice that I just find myself walking more. I’ll take my dog for a little bit longer of a walk, or I’ll walk up to the corner and back. And I’ve just noticed this week that happens kind of on its own without really even trying to do it. So that’s been great.“
Coach Carl: “Wendy, that’s exciting. I know when our sessions started, you were finding it hard to get motivated on some of those extra steps, and I suspected it was really in you all along. It’s terrific to hear that the stretch in your exercise is just starting to happen naturally without thinking about it.“
Goal/Experiment Review
Once a connection has been reestablished, it’s time for clients to select the first goal to be discussed. Don’t assume that this will turn out to be the most important goal for the client. Rather, it is an opening for collaboration, an opportunity to get into the dynamic of coaching. Most clients will set two to five behavioral goals to work on between coaching sessions. Each of these goals should be reviewed to discover client accomplishments, challenges, and lessons. Building on the principles of positive psychology and appreciative inquiry (AI), it is most effective to begin with a positive “best experience” question for each goal.
When reviewing goals, it’s best to start by asking about the things that went well and the lessons that were learned. Clients should first be directed to consider what they accomplished rather than start with what they did not accomplish. For example, “Unfortunately, I put butter on my whole wheat toast for breakfast four times this week” can be reframed as: “I was successful in my goal of substituting peanut butter for butter on whole grain toast for breakfast five times 20% of the time this week.” By reframing goal accomplishment in positive terms and by asking positive questions, coaches help clients find the confidence and energy to move forward. Positive emotions create an upward spiral, leading to the creativity and openness needed for tackling the challenges of goals that weren’t achieved so easily or goals yet to be dreamed (Fredrickson, 2009).
Examples of inquiries for the review process include the following:
o	What was your best experience with your goals in the past week?
o	What percentage of achievement did you reach for this goal? What contributed to this level of success?
o	What kept it from being lower?
o	What could have made it higher?
o	What do you like about this goal?
o	What did you learn from this experience?
o	What challenges did you face along the way?
o	Do you think this goal is too ambitious, too cautious, or just right?
o	When you think about this goal, what feelings does it stimulate, and what needs does it meet?
Inquiries such as these honor the client’s autonomy and competence while enabling him or her to grow in partnership with a trusted collaborator, the coach.
Accountability in Coaching
Accountability means monitoring and giving an account of what was done, what happened, what worked, what didn’t work, and what one wants to do differently in the future. When such accountability comes from the coach-client collaboration, discussing what has been accomplished in objective rather than judgmental terms, clients often become empowered to reach their goals more consistently and effectively.
When it comes to health and well-being, people are generally accountable only to themselves—and that often isn’t enough, especially in the early stages of change. With such isolation and anonymity, it’s easy for motivation, diligence, and follow-through to slip. Building in accountability helps ensure that clients remain on track.
Checking on a client’s experience with goals is not the same as pestering or nagging. It is rather a welcome conversation that includes reviewing a client’s best experiences with his or her goal design and the learning that arises from it. When appropriate, the coach can assist clients with reframing “failure talk” as “learning opportunities.”
In a complete absence of judgment, exploring progress as an accountability activity is an empowering conversation that provides structure, measurement, and support without being an unpleasant experience for a client (Table 11.3). The key is to keep it light without failing to raise important topics. To be effective, it’s important for coaches not to get attached to an outcome, remembering that a coach is not a client’s boss or parent.
Table 11.3 Experiment/Goal Review
Action	Description
Explores full experience with weekly goal, starting with the positive	
Uses reflections to show listening and understanding of the goal experience	
Expands inquiry about the client’s best experience with his or her weekly goal	
Responds to client challenges with judgment-free reflections and inquiries	
Asks what the client learned from his or her experience	
Affirms the client’s strengths, choices, and/or situation	
Inquires about the client’s percentage of success	
Taking a design perspective (Brown, 2008) once the goals (or experiments) have been tested, evaluation of their effectiveness is the next stage. It is important to explore both how clients feel about their progress as well as the factual aspects of progress.
Three-Month Goal Check-In
It is not necessary for a client to revisit his or her vision and three-month goals every week. It is important, however, to do so at least monthly in order for the weekly experiments and goals to stay connected to a client’s larger vision and purpose. It is empowering to connect the dots between smaller incremental steps and larger motivating life goals.
COACHING CASE
Experiment/Goal Review
Coach Carl: “Which of your goals from last week would you like to discuss first?“
Wendy Well: “Let’s talk about my walking goal first.“
Coach Carl: “Tell me what happened with the walking goal, including those things you feel satisfied about or grateful for that are related to that goal.“
Wendy Well: “I think I’m just so proud of myself for exercising as soon as I get home for work even though it is hard. It is so easy to go back to my computer and try to respond to a few more e-mails. But I say, “ ‘No, I’m going to do it because I know Carl is going to be asking me about it.’ ” That’s a big change for me.“
Coach Carl: “That’s interesting. And of course it’s really not just about checking in with me. I’m curious what it was, aside from knowing you had to tell someone about it. What was it that got you on the treadmill?“
Wendy Well: “I think knowing how good I feel when I get off the treadmill. And it really only takes 15–20 minutes. In the past, when I would start an exercise program, it was at least 30 minutes, and so I would stop doing it; it was just too long and boring. So just knowing that it’s only a short amount of time, and then recalling how good it felt last week was energizing.“
Coach Carl: “I just want to make sure I’m clear with what happened with that goal. I know your intention was to walk for 15 minutes on Monday and Friday at 6:30 a.m. What actually did happen for you?“
Wendy Well: “I did it on Monday for 15 minutes at 6:30 p.m. I don’t know why I said I could do it on Friday because co-workers and I often meet for an early breakfast meeting on Friday. So as I was looking at my goals, I decided to do it on Thursday night instead.“
Coach Carl: “That’s good forethought, planning, and commitment to your goal!“
Wendy Well: “Yes, and part of it was that I traveled back from a work trip on Thursday, so I actually looked forward to the treadmill after being cooped up on a plane.“
Coach Carl: “What did you most enjoy about getting the exercise in?“
Wendy Well: “I hate to say it, but part of it was being done with it. I mean it does feel good, but I can’t say I’m one of those exercise lovers. Still, it feels good to be on track.“
COACHING CASE Continued
Coach Carl: “I hear you saying that it wasn’t without challenges.“
Wendy Well: “Yes, it takes some strong self-encouragement talk sometimes.“
Coach Carl: “Something you are getting better at. So what’s your takeaway from this experience as we’re thinking about goals for next week?“
Wendy Well: “I guess the takeaway is to just do it and to be prepared to be flexible with it too. Instead of saying, “ ‘Oh Friday isn’t going to work’ ” and throwing out the whole goal, I reset and made it work.“
Coach Carl: “I just want to affirm the way that you’re being both forgiving and flexible. That mindset is really going to support you in staying positive as you move forward. So in terms of your percentages of success here, from 0% to 100%, how successful were you?“
Wendy Well: “I would say 100%.“
Coach Carl: “Congratulations. And, which goal would you like to talk about next?“
Wendy Well: “Well, the nutrition goal. That one didn’t go quite as well. I did have a good lunch on Monday but not on Wednesday or Friday.“
Coach Carl: “OK, we will definitely explore what happened on Wednesday and Friday, so hold those thoughts for a moment. Let’s focus on Monday first. Tell me about what happened on Monday.“
Wendy Well: “I had been to the grocery store on Sunday, and we stocked up on things for lunches and other things in general. So I had fruit, and I had some of those small bags of carrots and some things that were easy to pack. On Sunday night, I do just generally make sure the house is clean and the clothes are done, so I’m ready to start the week being very productive. I had laid out a few things that didn’t need to be refrigerated, and they were there and ready to go and Monday morning when I got up, so it was very easy to put together and take with me.“
Coach Carl: “It was part of your routine, and you also had some convenience built into that routine, because you had some of the things on hand that you needed.“
Wendy Well: “Right.“
Coach Carl: “And how did you feel on Monday when you accomplished that goal as you were eating that healthy lunch?“
Wendy Well: “It was good. My coworkers either buy lunch out, or we have a cafeteria at work which doesn’t have great variety. Frankly, the cafeteria food doesn’t taste good. Anyway, I had an apple and an orange packed, so I ate the orange with my lunch and then I kept my apple and ate it later in the afternoon. That was very nice too. It kept me from going to the vending machine and getting a candy bar when I was hungry.“
Coach Carl: “Then you really went above and beyond with this goal. So it was a treat to have a lunch that you knew you were going to enjoy?“
Wendy Well: “Yes and because it was there and it was easy—normally, if you put an apple and a candy bar on my desk, I would go for the candy bar, but I think because I had eaten a good healthy lunch and then because the fruit was there, it was just easier I guess.“
Coach Carl: “And, what happened on Wednesday and Friday when you weren’t able to take the lunch?“
Wendy Well: “On Tuesday, I had just gotten back from a business trip and was really tired and got to bed late. So when I got up on Wednesday I actually did think about it. And by Friday, I had kind of gotten out of the habit of it again and I just thought that everything I bought last weekend was getting old so I didn’t pack it.“
Coach Carl: “I hear you beating yourself up a little bit for that, and perhaps we can come back to that at some point in the conversation after we’ve finished checking in on the goals. I’m also hearing that it just wasn’t as convenient for you on Wednesday and Friday.“
Wendy Well: “Right.“
COACHING CASE Continued
Coach Carl: “Some things weren’t in place for that to happen. So what do you know now about yourself or the goal that you didn’t know last week when you set this goal?“
Wendy Well: “I guess what I know is that I need the time, I need the pre-planning, and I need to have it organized if I want to make it work. I also know that when I get tired, I don’t make good choices. I don’t put the energy into doing things ahead of time. That’s going to happen sometimes.“
Coach Carl: “And there are other times that you do put the energy into it, and you plan, and that’s met with great success. So tell me about your percentage of success here.“
Wendy Well: “I guess that would be about 33%.“
This allows the client to be flexible and adaptable, perhaps modifying his or her three-month goals and/or resetting the start or end date if the goals are too challenging, if a major disruption has emerged, or if a bigger challenge is necessary.
This is an opportunity for the coach to ask a client to zoom out and confirm that his or her vision is still connected to the three-month goals and take stock of what the client has learned along the journey thus far (Table 11.4).
Table 11.4 Three-Month Goal Review
Action	Description
Validates the relevance of the client’s vision and connection to three-month goals	
Asks about the client’s best learning or growth experience with his or her three-month goals	
Asks about the client’s level of engagement commitment with his or her goals and whether he or she wants to revise them	
Affirms the client’s strengths, abilities, or growth	
COACHING CASE
Three-Month Goal Review
Coach Carl: “In what ways do these three-month goals support you in getting to that powerful vision that you set a few months ago?“
Wendy Well: “I know these three-months goals are the direct pathway to having more energy, getting more accomplished, and feeling better in general.“
Coach Carl: “Great. And, are these the goals you want to continue working toward?“
Wendy Well: “Yes I do.“
Coach Carl: “And as you’ve worked toward these for the last several weeks, what have you learned about yourself in the process?“
Wendy Well: “I’ve learned that I can make changes. It’s not an all-or-nothing type of thing. But I’ve also learned that it’s easy to get sidetracked and postpone important things.“
Coach Carl: “It sounds like you’ve learned about the importance of having a plan in place and some priorities in place.“
Wendy Well: “Oh yes! You have helped me unpack and be mindful of the nitty-gritty details of starting new habits.“
Coach Carl: “That’s my job! I’ve seen you make such tremendous progress in the last several weeks. It’s been exciting to be a part of that process. I really admire your tenacity through this. I’m excited to see you continue to take the next steps for those three-month goals. Well done!“
Generate New Learning with the Generative Moment
After the goal progress has been reviewed, the area that clients are most stimulated by or struggling with typically becomes evident. Sometimes, it is success and excitement that carries them forward into a generative moment (see Chapter 10). Other times, it is a challenge, ambivalence, anxiety, or uncertainty. Either way, coaches will want to spend extra time with clients around these areas (Table 11.5). These are the big rocks around which clients want to move in generative moments.
Goal Setting
Goal setting (or the design of experiments) emerges naturally on the tail of a generative moment. When clients have elevated their self-efficacy or belief in their ability to accomplish a task or goal, especially in an area that is important to them, they want to set new goals for the week ahead that will keep them moving forward. It is important to be sure the goals are measurable, owned by the client, and reinforced by as many support structures as possible (Table 11.6).
Table 11.5 Generative Moment
Action	Description
Collaborates with the client to identify the topic on which to work on, where he or she has aroused emotional energy and interest	
Asks for permission to explore and work on the topic now	
Encourages the client to describe what he or she really wants now in relation to the topic	
Explores the strengths or values the client can leverage to move forward	
Explores the environments the client can leverage to move forward	
Explores decisional balance and develops discrepancy when the client demonstrates ambivalence	
Engages the client in creative brainstorming of pathways forward	
Expresses confidence in the client’s ability to move forward	
Table 11.6 Goal Setting
Action	Description
Asks the client to choose a goal that is important and that he or she is ready to pursue	
Explores the support, structure, or environments needed to ensure success and handle challenges	
Assists the client to refine goal to be a SMART behavioral goal	
Uses confidence ruler to improve the client’s confidence in reaching that goal	
Asks client to restate goals	
Affirms client’s ability to achieve his or her goals	
In addition to the goals that flow out of the generative moment collaboration, it is important to help clients set goals in all areas of interest or concern. A written summary of goals is ideally exchanged between coaches and clients after every coaching session. This serves to facilitate the accountability process and to keep the forward momentum from week to week. Initially, it may be helpful for the coach to write up the plan—vision, three-month goals, and first week’s goals—in order to demonstrate how to summarize a succinct and compelling plan.
Session Close
As with the session close for initial sessions, it is important to end on a positive note, expressing appreciation for the client’s work and capturing what the client learned. The coach can also take the opportunity to ask for feedback on how to make the coaching session even more effective in promoting the client’s forward progress (Figure 11.1) before scheduling the next session (Table 11.7).
Handling Client Challenges
Although every client and every coaching interaction is unique, there are some common challenges that can happen in the coaching process. It is valuable to be aware of some of the common situations clients might experience along the way and possible approaches that can be taken.
o	Situation: Clients may tend toward being overzealous and unrealistic.
Approach: Carefully monitor goals to help clients keep them realistic.
o	Situation: Clients are slow to become motivated and do not make noticeable progress.
Approach: Address readiness to change or motivational problems through AI and motivational interviewing (MI). Discover strengths, build self-efficacy, weigh the pros and cons of change, modify environmental conditions, try new strategies to overcome roadblocks, and reconfirm or find new motivators.
o	Situation: Clients are starting to get bored.
Approach: Add variety to generative moment discussions, offer a new assessment, and explore other domains for change and goals.
o	Situation: Clients are not making their change process a priority (may be manifested in excuses as well as missed and/or late appointments).
Approach: Share your observations, express empathy, and inquire as to what could make their visions and goals more of a priority. Share with clients the value of taking small, incremental steps (e.g., how short bursts of exercise are beneficial).
o	Situation: Clients realize that coaches are not magicians, and they become disillusioned as to how much work it will take to make changes.
Approach: Normalize their experiences (everyone goes through this). Emphasize smaller steps. Share your confidence in the process with clients, and assist clients with creating action plans that they find engaging and can be successful with in meeting weekly goals.
o	Situation: Clients are not attempting the behaviors they set for themselves as SMART goals on a weekly basis.
Approach: Look for what is working in client behaviors in order to set new goals that clients will experience as a fresh start. Probe deeply for inspiring motivators. If the situation persists, discuss the matter with a mentor coach to determine next steps.
o	Situation: Client is not at the 50% point of their three-month goals at week 6.
Approach: Reassess three-month goals with your client to make sure they are realistic. Revisit the vision to reignite its power. Discuss the situation with a mentor coach for new ideas for generating success.
o	Situation: Clients get discouraged by not seeing results in several areas.
Approach: First, focus on what is working and on the client’s strengths. Then, spend extra time discussing the areas in which expectations have not been met, and create a plan for improvement. Try different tools and resources. Discuss options with a mentor coach.
Coaching Program Refresh or Close
The three-month point in coaching is a good time to review and renew the coaching program. It is a time to celebrate the achievement of milestones, consider developing a new three-month plan, modify coaching session frequency, and/or renew your client’s commitment to the coaching program.
When a coaching program comes to a close, it’s time to harvest and celebrate a client’s accomplishments and learning. A coaching session can be dedicated to deeper reflection, unpacking the full experience to learn from it. What went well? What sustainable mindset and behavior changes were made? What impact are the changes having on a client’s life? What’s next? How can the coach support a client in his or her next phase?
Perhaps the client wants to consolidate what he or she has learned and end the coaching partnership for now. Perhaps the client wants to continue the coaching program with a new focus. Either way, it’s a good moment to have the client complete a coaching program evaluation survey along the lines summarized in Appendix B. It may also be helpful to track post-coaching outcomes one or more years later to confirm the coaching impact and track record (Table 11.8).
Coaches and clients often continue a connection for many years. A coach can send a birthday message or check in periodically on a client’s well-being. They may meet once in a while. A happy client is an excellent source of referrals and may even wish to restart a coaching program on a new domain at a later date.
Most of all, a coach can take time to reflect on what went well and consider what areas of coaching skills, processes, and impacts present opportunities for professional growth and development. The journey of learning and growth never ends for coaches and clients alike.
Table 11.8 Coaching Program Close
Action	Description
Explore reasons for client choosing to stop coaching program and/or ask client to complete a brief survey like the one in Appendix B.	
Harvest and celebrate his or her learning, and explore what he or she may want to consider next.	
Encourage client to keep making progress and to let you know how he or she is doing.	
Ask if you may check in with him or her from time to time.	
Express your gratitude for the privilege to work with the client.	
References
Berna, J. (2013). Wellness coaching outcomes in a case report of a Native American diabetic male. Global Advances in Health and Medicine, 2(4), 62–67.
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84–92, 141.
Fredrickson, B. L. (2009). Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome, negativity, and thrive. New York: Crown.
Galantino, M., Schmid, P., Milos, A., Leonard, S., Botis, S., Dagan, C., . . . Mao, J. (2009). Longitudinal benefits of wellness coaching interventions for cancer survivors. International Journal of Interdisciplinary Social Sciences, 4(10), 41–58.
McGloin, H., Timmons, F., Coates, V., & Boore, J. (2014). A case study approach to the examination of a telephone-based health coaching intervention in facilitating behaviour change for adults with type 2 diabetes. Journal of Clinical Nursing. Advance online publication. http://dx.doi.org/10.1111/jocn.12692.
Polak, R., Dill, D., Abrahamson, M., Pojednic, R., & Phillips, E. (2014). Improving consumption of healthy food in a patient with diabetes through wellness coaching. Global Advances in Health and Medicine, 3(6), 42–48.
Roy, B., Lisowski, C., & Roberts, P. (2014). Wellness coaching with physician-referred patients with chronic health conditions. Journal of Clinical Exercise Physiology, 3(1), 9–15.
Schwartz, J. (2013). Wellness coaching for obesity. Global Advances in Health and Medicine, 2(4), 1–3.
Sforzo, G. (2013). Wellness coaching for Ithaca College employees. Global Advances in Health and Medicine, 2(3), 58–64.
Sforzo, G., Kaye, M., Ayers, G., Talbert, M., & Hill, M. (2014). Effective 4.1 tobacco cessation via health coaching: An institutional case report. Global Advances in Health and Medicine, 3(5), 37–44.
Sherman, R., Crocker, B., Dill, D., & Judge, D. (2013). Health coaching integration into primary care for the treatment of obesity. Global Advances in Health and Medicine, 2(4), 1–3.

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