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Coaching for Social Resources &
Health Equity

NBHWC - Approved CE - Seal_3.png

Approved for 10.5 hours

of Continuing Education

What is the course about?

With the emerging awareness of inequities within healthcare, there has been a shift to address Social Determinants of Health (SDOH).  The World Health Organization defines SDOH as "the non-medical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life."


Given the identification of SDOH, we assert that coaching is a social resource for health, with the potential to improve social capital in disadvantaged populations. Through this authentic generative relationship, coaching can be a stabilizing force and the core driver of behavior change. 


Learn more about Wellcoaches' new classes, Coaching for Social Resources & Health Equity, and Coaching for Mental Well-Being. Faculty from both classes will share general information about the classes and answer questions.

August 26, 12-2pm ET (break 2-2:15)

August 26,  2:15-4:15pm ET

August 27, 12-2pm ET (break 2-2:15)

August 27,  2:15-4:15pm ET

August 28, 12-2pm ET (break 2-2:15)

August 28,  2:15-4:15pm ET

November 11, 12-2pm ET (break 2-2:15)

November 11,  2:15-4:15pm ET

November 12, 12-2pm ET (break 2-2:15)

November 12,  2:15-4:15pm ET

November 13, 12-2pm ET (break 2-2:15)

November 13,  2:15-4:15pm ET


​Our course is hosted in our live, virtual classroom with lecture, discussion, and ample practice. 

The details:

  • Cost: $695

  • Full, live attendance required

  • Written Knowledge Assessment

  • 10.5 CEs for Wellcoaches, NBHWC, ACSM 


Due the nature of the discussions and the knowledge required, this course is only open to Wellcoaches, NBC-HWC, or ICF Certified Coaches.


  • Alice Zhang (MBA, CHWC)

  • Cynthia Luna (NBC-HWC, CHWC)

  • Erika Jackson (MCC, NBC-HWC, CHWC)

  • Iris Fernández Valdés (NBC-HWC, CHWC)

  • Kelly Davis Martin (DBH, PCC, NBC-HWC, CHWC)

  • Sheryl Richard (PhD, CPHWC, PCC, NBC-HWC, PMP, CHWC)

  • Simon Matthews (Psychologist, FASLM, MHlthSc, DipIBLM, MAPS, PCC, NBC-HWC, CHWC)

SROHE Testimonial

Build your coaching competencies

1.1 Explain the Social Ecology Model ​

Coaching Competencies: 

  • 1.1.1 Examine the ecological system in which a client exists 

  • 1.1.2 Explore the ways in which the ecological system impacts a client’s perspectives, beliefs and behaviors 

1.2 Define Social Determinants of Health and Consider Social Resources 

Coaching Competencies: 

  • 1.2.1 Identify the Social Determinants of Health that impact a client’s perspective, beliefs and behaviors 

  • 1.2.2 Identify the social resources to which a client may have access 

1.3 Examine the framework for well-being based on scientific models 

Coaching Competencies: 

  • 1.3.1 Acknowledge various models of well-being 

  • 1.3.2 Support clients in identifying or crafting their own model of well-being 

  • 1.3.3 Maintain awareness of one’s own biases for well-being models 

  • 1.3.4 Prepare to be a social resource for health through honoring autonomy, visioning, building efficacy, and being authentic 


1.4 Build Awareness of the Sources of Stability

Coaching Competencies: 

  • 1.4.1 Identify the elements of security and growth that lead to self-actualization 

  • 1.4.2 Examine the personality meta-traits: stability & plasticity 

  • 1.4.3 Name the sources of stability (esteem, compassion, safety, security) 

  • 1.4.4 Name the sources of growth (autonomy, competence, relatedness) 

2.1 Perform diversity-informed coaching 

Coaching Competencies:

  • 2.1.1 Display cultural competence and cultural humility 

  • 2.1.2 Accept and respect differences, and facilitate mutuality 

  • 2.1.3 Recognize that your beliefs and values may not be the same as your client’s 

  • 2.1.4 Recognize health disparities and their impact on client trust, perspectives and beliefs 

  • 2.1.5 Demonstrate curiosity to avoid assumptions and seeing the client through your own lens

  • 2.1.6 Focus on specifics about people instead of generalizations about them 

​2.1 Perform diversity-informed coaching (continued)

  • 2.1.7 Be intentional about the language you use 

  • 2.1.8 Check in on your own biases before, during and after coaching 

  • 2.1.9 Provide empathy in coaching when a client is experiencing limited resources, inequity, bias, and discrimination 

  • 2.1.10 Utilize the skills and ways of being necessary for building authentic generative relationships  

  • 2.1.11 Apply core coaching competencies for facilitating client resourcefulness and self-advocacy 

  • 2.1.12 Demonstrate efficacy in discussing topics related to diversity, equity, inclusion and belonging as they are relevant to the client 

2.2 Assess and identify external social resources to support stability
Coaching Competencies:

  • 2.2.1 Identify strategies to support a client’s stability  

  • 2.2.2 Identify strategies for coaching the client about social resources that impact health and well-being 

2.3 Use the coaching relationship to support psychological needs

Coaching Competencies:

  • 2.3.1 Create authentic generative relationships 

  • 2.3.2 Avoid ecological fallacy 

  • 2.3.3 Accept the client as unique and whole 

  • 2.3.4 Demonstrate unconditional positive regard 

  • 2.3.5 Embody humility 

  • 2.3.6 Demonstrate curiosity 


3.1 Utilize appropriate boundaries around mental well-being  

Coaching Competencies:

  • 3.1.1 Refer clients when topics are beyond the scope of coaching 

  • 3.1.2 Identify the warning signs of the most common mental health conditions 

  • 3.1.3 Practice self-care in working with clients who are managing their well-being 

  • 3.1.4 Utilize mental health and well-being screeners as appropriate 


3.2 Apply the social resources and the lens of health equity to psychological models and coaching processes

Coaching Competencies:

  • 3.2.1 Demonstrate flexibility and agility in coaching flow to adjust for client circumstances relative to social ecology and social resources  

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