1. Spencer Niles, Pennsylvania State University
The Hope-Centered Model of Career Development A New Approach to Effective Career Counseling
Spencer Niles, Pennsylvania State University

2. Agenda Three theories combined to form one model
Hope-Centered Model of Career Development (HCMCD)
Hope-Centered Career Inventory (HCCI)
A case
A conclusion 2

3. Hope-Centered Career Development Research Team

4. Three Goals
What are 3 goals you hope to accomplish in the next 3 years?
Identify 3 action steps you will need to take to achieve each goal (3 steps per goal).
Rate yourself on a scale of 1-5 for each goal relative to whether you think you can and will take the actions you identified as necessary for achieving your goals.
1= Not gonna happen
5= It’s in the bag

5. Hope and Optimism
Optimism involves having a belief that things will turn out well.
Hope is more directly connected to goal-directed actions one takes

6. Three Theories Converge into the Hope-Centered Career Model
Snyder’s Hope Theory
Goals
Pathways
Agency
Metacompetencies in Hall’s Protean Career Theory
Self-identity (Self-clarity)
Adaptability
Bandura’s Human Agency Theory
Self-reflectiveness (Self-reflection)
Forethought (Visioning)
Intentionality (Goal Setting)
Self-reactiveness (Implementing)
Bandura (2001) proposed four core features of human agency as follows:
- Self-reflectiveness: thinking about one’s interests,
- Forethought: looking ahead and imagining the consequences of one’s plans
- Intentionality: having an intention, goal, or vision in mind
- Self-reactiveness: executing and monitoring one’s goals or plans

7. The Role of Hope Helps translate self-efficacy to action
Maintains persistence
Essential in the adaptability process
Research evidence consistently has shown that hope is associated with a number of career and academic variables across cultures. Specifically, high hope has been correlated with high levels of job performance, organizational commitment, job satisfaction, vocational identity, career decision self-efficacy, and academic achievement among other variables. Lack of hope has been correlated with high levels of absenteeism and school dropout rates. Limited evidence indicated that hope can be fostered by interventions.

8. Pathways (planning to meet goal)
“Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways" (Snyder, 2002, p. 249)
I can/will do this! (Agency: goal-directed energy )
Goal
Pathways (planning to meet goal)

9. Pathways and Agency Thinking
Pathways and Agency are inseparable
Pathways without positive agency thinking -> lack of persistence toward goal
Agency thinking without pathways -> frustration and stagnation

10. Hope is a hierarchically organized belief system
Global hope = I am generally the sort of person who can achieve my goals
Domain-specific hope = I am generally able to achieve my goals in athletics but I am less confident that I can achieve my goals in school
Goal-specific hope = I am generally able to achieve my goals in the life roles that I play but I am not sure that I can achieve my goal of earning an “A” in my chemistry examination

11. Predictive Validity of Hope
Higher hope  better performance (in sports, in illness recovery, in academics, and in attitude)
Snyder (2000) found the following:
The more important a goal and the greater the perceived likelihood of success in attaining that goal, the greater will be the positive affect experienced by the person. The opposite is also true.

12. Hope-Centered Career Development Model
Hope Centered Adapting
Involves using new information about the self and/or the environment to adjust one’s goals and/or plans when necessary.
Hope Centered Goal Setting and Planning
Involves the process of crystallizing what one wants to achieve and identifying specific steps one can take to achieve one’s goals.
Hope Centered Visioning
Involves brainstorming future possibilities for your career and identifying your desired future outcomes.
Hope Centered Self-reflection
Involves examining your thoughts, beliefs, behaviors, and circumstances.
Hope Centered Implementing
Involves taking action to achieve one’s goals.
Here’s the hope-centered career development model. Hope, self-reflection, self-clarity, visioning, goal setting & planning, implementing & adapting, and self-reflection.. As you can see, hope in at the center of this model. Without hope, these processes might not be completed successfully. Hope is essential element.
Hope Centered Self-clarity
Involves having a clear understanding about one’s important self-characteristics (e.g., interests, values, skills, motivation, goals).

13. Hope-Centered Career Development Model
Here’s the hope-centered career development model. Hope, self-reflection, self-clarity, visioning, goal setting & planning, implementing & adapting, and self-reflection.. As you can see, hope in at the center of this model. Without hope, these processes might not be completed successfully. Hope is essential element.

14. Hope Centered Interventions
Create a sense of “mattering”
Provide informational, appraisal, and emotional support
Provide mentoring/ guidance/counseling/ tutoring
Offer educational/career information
Support challenging academic programs of study
Provide contextual supports:
Information to parents/guardians
Create work-related opportunities
Animation effect (?)

15. Accomplishment Interview
Career Client
Identify something you’ve done about which you
feel very proud.
Describe what you did to make this happen.
Career Counselor
Help the client deconstruct the experience.
Get the detail of the experience.
Ask, “What did you have to do to make that happen?”
Summarize and repeat.
Recorders
1. List all of the transferable skills you hear the client describe.

16. Implementing & Adapting Implementing & Adapting
Self- Reflection
Problem Solving / Counseling
Implementing & Adapting
Environment
Environment
Coaching
Implementing & Adapting
Goal Setting & Planning
Self-Reflection
Self-Clarity
Visioning
Self- Reflection
Self-Clarity
Career Counseling
Visioning
Goal Setting & Planning
Problem Solving
Visioning
Self-Clarity
Brainstorming
Implementing & Adapting
Hope
Is it important to me?
Do I know how to do it?
Can / will I do it?
Goal Setting & Planning
Environment
Environment

17. Hope-Centered Career Inventory (HCCI)
Purpose
To assess the degree of clients’ hope-centered career competencies.
Target Population
8th graders or above
Items
28 items and the following subscales: 1) hope ) goal setting & planning
2) self-reflection 6) implementing ) self-clarity 7) adapting
4) visioning
Response Options
4 point Likert scale
Joon
-Niles, Yoon, & Amundson, 2010

18. Goal Setting & Planning
Sample Items
Hope
I am hopeful when I think about my future.
Self-Reflection
I take time to think about my thoughts and feelings.
Self-Clarity
I can list at least five things that I am good at.
Visioning
I often imagine possible future events in my life.
Goal Setting & Planning
I set deadlines to complete my goals.
Implementing
I take the next steps to meet my goals.
Adapting
I am open to making changes to my plans.

19. Goal Setting and Planning
Reliability of HCCI
HCCI Subscales
Coefficient α
Overall
.92
Hope
.82
Self-Reflection
.72
Self-Clarity
.79
Visioning
.86
Goal Setting and Planning
.77
Implementing
.83
Adapting
.81
Joon
N=380 (173 Undergraduate Students, 207 Graduate Students)

20. A Web-based system for HCCI
Web-based HCCI: the only available format at this moment
Both practitioners and researchers can request the use of the web-based HCCI by contacting Dr. Hyung Joon Yoon
Individuals who have a pass code can take the HCCI and download an automated report in a PDF format
iVFHs0O   (will expire on March. 31, 2012)

21. Emily
16-year-old student who has started her junior year in high school.
She is the oldest of three children and is a shy but friendly person.
She is a “B” student.
Currently, her plan is to attend university after high school. Emily would
be the first person in her family to pursue a university degree.
She is tentatively interested in majoring in psychology or sociology
because they involve learning about people.
Emily’s role model is her high school counselor
Emily has volunteered as a camp counselor for elementary school studentsover the past two summers. On Sunday mornings Emily also helps out in
the daycare at her church.
She is getting nervous because she feels like she is behind compared to her friends who have more volunteer and work experience and have stronger grades than she does.
Several of her friends also seem to know exactly what occupations they want to do after they graduate from the university. When she talks with these friends, Emily feels “stupid” and loses her confidence.

22. Emily’s HCCI Result
Heptagon, Heptangular 

23. Case Study Form a discussion group of 3-4 people.
Think about how you would help Emily.
Share your ideas with your group members.
Consider Emily’s HCCI scores and apply the Hope CenteredModel of Career Development (HCMCD) to design career counseling interventions for her.
Appoint a spokesperson for your group and be prepared to share your responses.

24. Without Hope Striving for success makes no sense
Planning for the future is a waste of time
Setting goals is meaningless

25. With Hope
Engaging in 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 reasonable and adaptive

26. Contact Information
Dr. Spencer Niles
Hyoyeon In
Naifen Su
Dr. Hyung Joon Yoon

27. Thank You!