For Health & Wellbeing Coaches:
To use the StACC model effectively coaches need:
- Training in the PCI-accredited core skills for Health Coaching, including listening skills, exploring ambivalence, importance and confidence scaling, goal setting, and an understanding of patient activation.
- To understand the principles of the StACC model, and how to apply the skills at each step.
These can all be taught within a 2-day course.
Following this initial skills training, a minimum of 12 hours supervision (ideally a mix of individual and group) alongside an active caseload is needed in order to embed the skills. This supervision is included in KYOH”s standard ‘4-day’ PCI-accredited training for Health & Wellbeing Coaches alongside the Core Curriculum Skills training.
To become confident and expert in Health & Wellbeing Coaching to support self-management and patient activation using the StACC model, coaches will also benefit from their ongoing supervision, required by all Health & Wellbeing Coaches, to be with a supervisor who has sufficient knowledge and experience of the model.
Health & Wellbeing Coaches are required by the PCI ‘Roadmap’ to have knowledge of different models and frameworks. As a result, coaches can stick to one model or move between different models or frameworks, according to their PCN’s requirements and the desired outcomes.
For Care Coordinators, Social Prescribing Link Workers and other health and social care professionals:
The PCI Core Curriculum skills and the Coaching Conversation Flow structure can also be used by practitioners to have ‘better conversations’ to support self-management and patient activation.
- Training in the PCI-accredited core skills for Health Coaching, including listening skills, exploring ambivalence, importance and confidence scaling, goal setting, and an understanding of patient activation.
- To understand the principles of the Coaching Conversation structure, and how to apply the skills at each step.
These can all be taught within a 2-day course.
Used for ‘better conversations’ rather than as an intervention, the structure is used to identify the type of conversation a practitioner is having with a patient at any one time (e.g. Eliciting the Story, Establishing Importance, Goal-setting, etc) and therefore which skills they are drawing on at that point.
Whichever way the model is being used – as an intervention or for ‘better conversations’ - the Coach, or the person having the coaching conversation, is expected to take a supportive and non-directive role, regarding the patient as a resourceful expert in the management of their health and wellbeing.