| Course | INHE 2002 Introduction to Health and Wellness Coaching |
|---|---|
| Week | Week 6 |
| Paper type | Discussion post |
| Length | About 550 words, 4 pages |
| Format | Discussion post, APA 7 citations |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 2002 Week 6
Week 6 Discussion: When the Client Asks for the Answer
"Just Tell Me What to Do": An Initial Post on Declining the Question Without Dodging It, and the Line Between Passing Along Information and Choosing Someone's Course
In my practice session this week, my partner, playing a client who wants to sleep better, said: "You know more about this than I do. Just tell me what to do." Half the posts I have read so far would answer her. I declined, and I want to defend how.
What I said was close to this: "I can tell you what the research says helps most people sleep, if that's useful. What I can't do is choose which of those things fits your life, because you know your evenings and I don't. Would it help if I shared a few and you told me which ones seem possible?"
That reply has two parts on purpose. The first offers information, with permission. The second declines to choose. I think the line between those is the whole distinction. Passing along information means giving a fact or a range of options that comes from somewhere outside both of us, such as a public health guideline. Choosing a course means deciding which option this person should follow. The coaching scope published by the national board says coaches may share information from recognized sources but support clients in making their own decisions (National Board for Health and Wellness Coaching [NBHWC], 2023).
Why not just answer? Two reasons. First, people tend to resist advice they did not choose, even advice they asked for. Motivational interviewing describes the urge to fix the problem as the righting reflex and notes that it often produces arguments against change rather than change (Miller & Rollnick, 2013). Second, the client asking "tell me what to do" may be tired or discouraged, not ready to hand over decisions. Answering would treat the request at face value when the more useful move is to explore what is behind it.
The reply also avoided two things I see in many posts. It did not refuse with a rule ("As a coach I can't give advice"), which sounds rehearsed and leaves the client with nothing. And it did not answer while pretending not to ("Some people find that avoiding screens after nine works really well..."), which is advice in disguise.
My question: is there any client request where answering directly is the right coaching move, not just an exception?
Reply to Owen
Owen, you argued that refusing to answer can damage trust, especially early on. I agree that a flat refusal would. But the reply I described does answer, with information, and only declines the choosing. Do you think a client would experience that as a refusal? I am genuinely unsure, and it might depend on how tired she is when she asks.
Reply to Grace
Grace, your example of a client asking whether to stop a medication is a good case where the coach must decline both parts, because even the information belongs to the prescriber. Reviews of coaching describe it as client-centered and focused on the client's own goals (Wolever et al., 2013), which does not include clinical decisions. I think your case and mine sit on either side of the line: general health information can be shared, and anything specific to a person's treatment cannot.
References
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
National Board for Health and Wellness Coaching. (2023). Health and wellness coach scope of practice. https://nbhwc.org/scope-of-practice/
Wolever, R. Q., Simmons, L. A., Sforzo, G. A., Dill, D., Kaye, M., Bechard, E. M., Southard, M. E., Kennedy, M., Vosloo, J., & Yang, N. (2013). A systematic review of the literature on health and wellness coaching: Defining a key behavioral intervention in healthcare. Global Advances in Health and Medicine, 2(4), 38-57. https://doi.org/10.7453/gahmj.2013.042
INHE 2002 Week 6 instructions, in plain terms
This discussion usually presents a common coaching dilemma: a client asks the coach to tell them what to do. Prompts ask students to describe how they would respond and to justify the response using course concepts, often the scope of practice and client-centered principles. Replies to classmates are expected to test or extend their approaches. Instructors look for responses that hold the coaching role without leaving the client empty-handed. Posts that simply answer the client, or that refuse by reciting a rule, tend to earn less than posts that show the actual words used and explain the distinction behind them. Some prompts ask students to consider when, if ever, giving an answer is appropriate. Instructors often read the replies as closely as the main post in this thread.
How the INHE 2002 Week 6 example is put together
The post opens with the practice client's request and states that the writer declined. It quotes the reply in full, then explains its two parts: information offered with permission and a refusal to choose. A paragraph defines the line between passing along information and choosing a course, citing the national board's scope. Two reasons for declining follow, one drawn from motivational interviewing and one about what may lie behind the request. A paragraph names two failures to avoid. A question to classmates asks whether answering is ever the right move. Two replies take up trust and a medication case on the other side of the line. The post stays near five hundred words, and each reply is about one hundred twenty.
INHE 2002 Week 6 rubric: what earns full marks
Instructors generally reward a response shown in actual words, which lets them judge tone as well as content. The two-part reply, offering information and declining the choice, earns the main share because it holds the role without abandoning the client. A clear distinction, grounded in the published scope, is credited. Explaining why answering would backfire, using the righting reflex, shows theory applied rather than recited. Naming common failures demonstrates awareness of how the boundary is usually mishandled. Replies are graded on engagement, and placing a classmate's medication case on the other side of the same line shows the distinction can sort new examples.
INHE 2002 Week 6 help: mistakes that cost marks
Write out the exact words you would say, not a summary of your approach. Separate information you could share from the decision the client must make. Offer information only with permission. Avoid reciting a rule as your whole answer, and avoid slipping advice in as examples. Explain why answering might not help, using a course concept. In replies, test classmates' approaches with a harder case. If you are unsure how to decline warmly, a sample post using your own wording can be written for you. End each reply with a question you genuinely do not know the answer to.
Get a INHE 2002 Week 6 example written to your instructions
Send the week's thread prompt and the rubric, and the desk writes an INHE 2002 initial post with its replies, back in 24-48 hours and free for a first sample. Where your section's prompt supplies a specific client request, that request goes into the sample, so the quoted coach language answers the case your classroom actually set.
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INHE 2002 Week 6 questions, answered
Where can I find a free INHE 2002 Week 6 sample paper?
This page has the post, which declines to choose for a sleep-seeking client, and its two replies.
Should a coach refuse to share any information?
No. Information from recognized sources can be offered with permission; the choice stays with the client.
What is wrong with saying coaches cannot give advice?
It sounds rehearsed and leaves the client with nothing.
What is advice in disguise?
Suggesting options as what "some people find helpful" while really choosing for the client.
Is a medication question different?
Yes. Even the information belongs to the prescriber, so the coach declines both parts.