ACTION-ORIENTED, HOPE-CENTRED CAREER DEVELOPMENT. NORMAN AMUNDSON and SPENCER NILES

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1 ACTION-ORIENTED, HOPE-CENTRED CAREER DEVELOPMENT NORMAN AMUNDSON and SPENCER NILES

10 WITH HOPE, NO MATTER WHAT PROBLEMS WE FACE TODAY, THERE ARE NEW POSSIBILITIES FOR A BETTER TOMORROW.

11 AGENDA Hope versus Optimism Three theories / one model The model An assessment tool Research

12 ACTION-ORIENTED HOPE AND OPTIMISM Optimism The belief that things will turn out well. Action-Oriented Hope More directly connected to goal-directed actions.

13 OPTIMISM VS. ACTION-ORIENTED HOPE

14 PREDICTIVE VALIDITY OF ACTION-ORIENTED HOPE Higher actionoriented hope à à Better performance (in sports, illness recovery, academics, and attitude)

15 3 THEORIES INTO 1 SNYDER S HOPE THEORY Goals Pathways Agency BANDURA S HUMAN AGENCY THEORY Self-reflection Visioning Goal Setting Implementing HALL S PROTEAN CAREER THEORY Self-clarity (self-identity) Adaptability

16 3 COMPONENTS OF HOPEFUL THINKING GOALS Anything the individual desires to get, do, be, experience, or create Can be: Big or Small Short-term or Long-term Goals anchor purposive behaviour

17 3 COMPONENTS OF HOPEFUL THINKING PATHWAYS THINKING (ADAPTIVE PLANNING) HOW WILL I GET THERE? GOALS WHAT DO I WANT TO ACHIEVE?

18 3 COMPONENTS OF HOPEFUL THINKING AGENCY THINKING CAN I DO IT? WILL I DO IT? PATHWAYS THINKING (ADAPTIVE PLANNING) HOW WILL I GET THERE? GOALS WHAT DO I WANT TO ACHIEVE?

Agency thinking without pathways frustration and

19 CONSEQUENCES OF LOW HOPE Pathways without positive agency thinking lack of persistence toward goal Agency thinking without pathways frustration and stagnation Without adaptability lack of resilience and flexibility

20 THE ROLE OF ACTION-ORIENTED HOPE To translate self-efficacy into action Maintains persistence Essential for adaptability

21 ACTION-ORIENTED,HOPE-CENTRED CAREER DEVELOPMENT MODEL Hope Centred Adapting Hope Centred Visioning brainstorms future career possibilities and identifies desired future outcomes. uses new information about the self and/or the environment to adjust one s goals and/or Planning plans when necessary. Hope Centred Goal Setting and crystallizes what one wants to achieve and identifies the specific steps to achieve one s goals. Hope Centred Self-clarity has a clear understanding about one s important self-characteristics (e.g., interests, values, skills, motivation, goals). Hope Centred Self-reflection Hope Centred Implementing examines thoughts, beliefs, behaviors, and circumstances. takes action to achieve one s goals.

22 ACTION-ORIENTED,HOPE-CENTRED CAREER DEVELOPMENT MODEL

23 WITHOUT ACTION-ORIENTED HOPE Striving for success may make no sense Planning for the future may feel like a waste of time Setting goals can seem meaningless

24 WITH ACTION-ORIENTED HOPE Self-reflection to develop self-clarity makes sense Creating a vision of future possibilities has purpose Setting goals and making plans is meaningful Taking action is logical Adjusting plans is expected and adaptive

25 HOPE-CENTRED CAREER INVENTORY (HCCI)

26 HOPE-CENTRED CAREER INVENTORY (HCCI) Purpose To assess the degree of clients hope-centred career competencies. Target Population 8th graders or above NILES, YOON, & AMUNDSON, 2010

27 SAMPLE ITEMS Hope Self-Reflection Self-Clarity Visioning Goal-Setting & Planning Implementing Adapting I am hopeful when I consider my future. I look for the underlying patterns of my preferences. I can list at least five things that I am good at. I often imagine possible future events in my life. I set goals with a concrete timeline. I act on what to do next to meet my goals. I am flexible to improve my plan.

28 EMILY

29 EMILY S HCCI RESULTS

30 RESEARCH

RESULTS Quantitative Results (n = 1685) Students with higher levels of Hope had clearer vocational identities and higher grade point averages Qualitative Results (n = 15) Students with high levels of

31 RESULTS Quantitative Results (n = 1685) Students with higher levels of Hope had clearer vocational identities and higher grade point averages Qualitative Results (n = 15) Students with high levels of hope and high barriers Identified personal and environmental factors SPONSOR Canadian Education and Research Institute for Counselling (CERIC) ARTICLES Canadian Journal of Career Development (2014 / 2015)

32 CURRENT RESEARCH International studies validating HCCI Treatment intervention studies (Toolkit) Developing online and face-to-face processes Populations: Unemployed clients, immigrants, disabilities, secondary school students

33 LANGUAGE VERSIONS AND THEIR USES LANGUAGE VERSION PARTICIPANTS COUNTRIES USES English 2400 Canada United States Bermuda Research Higher Education Private Practice Industry Turkish 340 Turkey Secondary school research German 120 Switzerland Secondary school research Korean 450 Korea Higher education and industry research Hebrew In progress Israel Higher education research

34 HOPE-CENTRED CAREER DEVELOPMENT IN ACTION

35 THANK YOU NORMAN AMUNDSON SPENCER NILES

AC T I O N - O R I E N T E D H O P E - C E N T E R E D C A R E E R D E V E L O P M E N T

AC T I O N - O R I E N T E D H O P E - C E N T E R E D C A R E E R D E V E L O P M E N T AGENDA Importance of Hope Three theories / one model The model/sample activities An assessment tool Case study 3