1. Overall Curriculum and Content
‍
‍1.1 Programs must provide a curriculum grounded in behavior change science, coaching methodology, ethics, clinical practice and context, and professional scope of practice.
1.2 The curriculum must include both didactic (knowledge) and experiential (skills practice) components.
1.3 The curriculum must minimally cover all competencies for clinical health and well-being coaching as established by the Institute for Behavior Change (IBC) and guided by the IBC Certification Governance Board. 
1.4 A minimum of 225 contact hours must be completed, distributed across knowledge development, skills practice, and reflective integration.
1.5 A minimum of 15 hours of practice must be completed by each student, including but not limited to: single or multiple skills practice, session components, and various session types. Within these 15 hours, students must practice at least 8 complete, 30-minute sessions (opening to closing). 
1.6 Formative and developmental feedback must be provided to each student for the 8 complete, 30-minute student practice sessions. Feedback may be delivered synchronously or asynchronously; if asynchronous, a student must have the opportunity to engage in synchronous discussion for clarification. 

2. Ethics, Safety, and Scope of Practice Content
‍
2.1 Programs must explicitly train students in ethics, confidentiality, professional boundaries, and scope of practice, including alignment with HIPAA standards.
2.2 Students must demonstrate knowledge of safety protocols, informed consent, and escalation procedures prior to supervised practice.
2.3 Programs must maintain clear policies for student adherence to ethical and professional conduct.

3. Assessment of Competency
‍
3.1 Programs must assess student learning and competency through multiple methods, including but not limited to direct observation, performance-based evaluations, and reflective assignments.
3.2 Programs must provide both formative (developmental) and summative (final) assessments.
3.3 Students must successfully complete a minimum of one summative, written assessment prior to program completion.

4. Delivery Modality and Structure
‍
4.1 Programs may be offered in-person, online, or hybrid; however, delivery must ensure equivalent quality, rigor, and outcomes.
4.2 Synchronous (live) interaction is required for all skills-based training components; asynchronous learning is permitted for knowledge-based content.
4.3 Faculty-to-student ratios are recommended to not exceed 1:10 in skills practice sessions in order to ensure adequate supervision, individualized feedback, and effective skill development.

Faculty and Instructional Leadership
‍
1. Lead faculty must hold a minimum of a master’s degree in health, behavioral science, or a related healthcare discipline and demonstrate recognized expertise in health and wellness coaching; a master’s degree in education, adult education, or other education-related fields may be considered in lieu of a health-related degree provided that there is recognized expertise in health and wellness coaching. 
2. Adjunct, supporting, and/or non-lead faculty must hold a minimum of a bachelor’s degree in health, behavioral science, or a related healthcare discipline and demonstrate recognized expertise in health and wellness coaching.
3. All faculty must have demonstrated competence in both the subject matter taught and adult learning pedagogy.
4. Programs must provide faculty development opportunities annually to ensure instructional quality and relevance.

1. Supervised Practicum
‍
1.1 Programs must provide structured opportunities for students to engage in supervised practice within simulated or real-world contexts once all competencies have been delivered and 225 contact hours have been completed.
1.2 A minimum of 100 hours of supervised practice is required, including at least 10 hours of live or recorded observation with feedback by a qualified supervisor.
1.3 Supervised practice must emphasize skill integration, ethical application, and readiness for clinical environments.

2. Supervision Standards
‍
2.1 Supervisors must hold a coaching credential with a minimum of 500 hours of direct coaching practice and/or a clinical license with specialized training in health and wellness coaching.
2.2 Supervisors must be trained in competency-based evaluation methods appropriate to CHWC practice.
2.3 Supervisor-to-student ratios must not exceed 1:10 to ensure quality oversight and individualized feedback.

1. Programs must demonstrate adequate governance, leadership, and resource allocation to ensure sustainability and educational quality.
2. Programs must provide clear policies for student support, including advising, grievance procedures, and feedback mechanisms.
3. Program evaluations must include:
    a. Regular evaluation of faculty and student experiences to inform improvements.
     b. Documented ongoing quality assurance processes, including annual review of outcomes,
        curriculum relevance, and stakeholder feedback.
     c. Documented evidence of improvement actions taken in response to findings.
4. Programs must review and update curriculum content at least every three (3) years to reflect current evidence, clinical guidelines, and professional practice standards.
5. Programs must participate in an audit with the Institute for Behavior Change at least once every three (3) years to review the program, program and industry updates, and inclusive and equitable practices in program delivery.

These standards will be overseen by an independent advisory body composed of clinicians, certified coaches, educators, and patient/community representatives. Programs seeking accreditation must submit evidence of compliance, subject to external review.