Course curriculum

    1. 01 Welcome & Module Overview

    2. 02 M4 Handouts

    3. 03 M4 Lecture Recording

    4. 04 M2 Required Readings

    5. 05 M4 References

    6. 06 M2 Required Activities

    7. 07 M2 Quiz

    8. 08 M2 Module Evaluation

About this course

  • $40.00
  • 8 lessons
  • 1 hour of video content

Modality

Distance Based Program

This program has components that have been pre-recorded for participants. To receive full credit, participants will need to view the entire recording and possibly complete any required readings. If you have any trouble accessing the recording, please contact:

[email protected]

Program Summary:

Module four of the International Association for Wellness Counseling (IAWC) Certified Wellness Counselor’s (CWC) course focuses on the physical activity and nutrition domain(s) of wellness. The program consists of a lecture that very briefly recaps the health benefits of improving diet and exercise, and instead focuses more time and attention on practical ways in which wellness-based providers can support clients looking to make lasting changes in these areas.

This module consists of a 1 hour video lecture/recording with no additional required readings.

Learning Objectives:

  • Review basic strategies for supporting clients looking to improve their physical activity and nutrition.

Audience & Skill Level

Introductory

This session is designed to introduce mental health clinicians (Counselors, Social Workers, Marriage & Family Therapists and related professions) to the topic. Those with little to no experience or previous training in this area will benefit.

Course Outline & Agenda

  • (Very briefly) review the positive impacts of healthier physical activity and nutrition. 
  • Review frequent barriers and breakdowns that stop clients from improving in these areas.
  • Discuss practical strategies to support lasting change with regards to physical activity and nutrition. 

To receive course credit, participants must complete the following:

  • View the entire recording.

  • Read any mandatory readings attached to the module.

  • Complete the post-test with a passing grade of at least 80%

  • Complete the course evaluation

Instructor(s)

Charles J. Potter

PHD, LPCC-S

Charles J. (CJ) Potter is one of the clinical directors at Mindfully and a practicing Licensed Professional Clinical Counselor, Supervisor (LPCC-S). Part of CJ’s responsibilities at Mindfully includes staying abreast of best practices (including legal and ethical considerations) that impact clinical practice. In this session, CJ shares those insights as they relate specifically to clinical supervision of mental health providers (Counselors, Social-Workers, and Marriage & Family Therapists).

Program Approvals

Ohio CSWMFT Approval 

This training is approved for counselor, social work, and marriage and family therapy continuing education. In addition, it is approved by the Ohio Chemical Dependency Board for chemical dependency continuing education. Check CE Broker for detailed breakdown of CE types (provider number 50-24074). 



NBCC ACEP Approval

Mindfully Academy has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7322. Programs that do not qualify for NBCC credit are clearly identified. Mindfully Academy is solely responsible for all aspects of the programs.

For more information

Individuals with comments/questions/concerns can contact Mindfully Academy via the information provided below:

[email protected] 

513-939-0300

Charles Potter (Program Coordinator) [email protected] 


  • Grievance policy: If you are dissatisfied with your experience, please feel free to share this with us via email: [email protected] or via telephone: 513-939-0300, or via your program evaluation.  All complaints will receive a response within seven business days outlining actions taken and proposed responses which may include issuing a refund, credits for future trainings, updating course content or taking appropriate action with presenters, among others. 
  • Request for Accommodations: Should any accommodations enhance your program experience, please contact us via email: [email protected] or via telephone: 513-939-0300, to explore what options you may have. 

References

Boutelle, K. N., Afari, N., Obayashi, S., Eichen, D. M., Strong, D. R., Pasquale, E. K., & Peterson, C. B. (2025). Regulation of cuse vs. cognitive behavioral therapy for binge eating and weight loss among veterans: A feasibility and randomized clinical trial. JAMA Network Open, 8(8), 1-14. doi:10.1001/jamanetworkopen.2025.25064

Dishman, R. K., Motl, R. W., Saunders, R., Felton, G., Ward, D. S., Dowda, M., & Pate, R. R. (2004). Self-efficacy partially mediates the effect of a school-based physical-activity intervention among adolescent girls. Preventive Medicine, 38, 628-636, doi: 10.1016/j.ypmed.2003.12.007

Gacek, M., Kosiba, G., & Wójtowicz, A. (2025) Sense of generalised self-efficacy and body mass index, diet health quality and pro-health behaviors of nursing students and active professional nurses. Nofer Institute of Occupational Medicine, 74(4), 251-261. doi: https://doi.org/10.13075/mp.5893.01382

Guo, Z. & Fryer, L. K. (2025).  What really elicits learners’ situational interest in learning activities: A scoping review of six most commonly researched types of situational interest sources in educational settings.  Current Psychology, 44, 587-601.  doi: https://doi.org/10.1007/s12144-024-07176-x

Gyurcsik, N. C., Bray, S. R., Brittain, D. R. (2004). Coping with barriers to vigorous physical activity during transiiton to university. Family and Community Health, 27(2), 130-142.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. doi: https://doi.org/10.1207/s15326985ep41024

Joseph, R. P., Royse, K. E., Benitez, T. J., & Pekmezi, D. W. (2014). Physical activity and quality of life among university students: Exploring self-efficacy, self-esteem, and affect as potential mediators. Quality of LIfe Research, 23, 661-669. doi: 10.1007/s11136-013-0492-8

Nkechi, O., Chauvenet, C., Grich, K., &Turner-McGrievy, G. (2022). “Food doesn’t have power over me anymore!” Self-efficacy as a driver for dietary adherence among African American adults participating in plant-based and meat-reduced dietary interventions: A qualitative study. Journal of the Academy of Nutrition and Dietetics, 122(4), 811-824. doi:https://doi.org/10.1016/j.jand.2021.10.023

Sidman, C. L., D'Abundo, M. L., Hritz, N. (2009). Exercise self-efficacy and perceived wellness among college students in a basic studies course. International Electronic Journal of Health Education, 12, 162-174.

White, R. L., Vella, S., Biddle, S., Sutcliffe, J., Guagliano, J. M., Uddin, R., Burgin, A., Apostolopoulos, M., Nguyen, T., Young, C., Taylor, N., Lilley, S., & Teychenne, M. (2024). Physical activity and mental health: A systematic review and best-evidence synthesis of mediation and moderation studies. International Journal of Behavioral Nutrition and Physical Activity, 21(134). doi:https://doi.org/10.1186/s12966-024-01676-6