Presentation on theme: "1 The Hope-Centered Model of Career Development A New Approach to Effective Career Counseling Spencer Niles, Pennsylvania State University."— Presentation transcript:
1 The Hope-Centered Model of Career Development A New Approach to Effective Career Counseling Spencer Niles, Pennsylvania State University
Three theories combined to form one model Hope-Centered Model of Career Development (HCMCD) Hope-Centered Career Inventory (HCCI) A case A conclusion Agenda 2
Hope-Centered Career Development Research Team
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= Its in the bag
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 5
Three Theories Converge into the Hope-Centered Career Model Snyders Hope Theory Goals Pathways Agency Metacompetencies in Halls Protean Career Theory Self-identity (Self-clarity) Adaptability Banduras Human Agency Theory Self-reflectiveness (Self-reflection) Forethought (Visioning) Intentionality (Goal Setting) Self-reactiveness (Implementing)
The Role of Hope Helps translate self-efficacy to action Maintains persistence Essential in the adaptability process 7
8 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) Pathways (planning to meet goal) Goal I can/will do this! (Agency: goal-directed energy )
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 9
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 10
Predictive Validity of Hope 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. 11 Higher hope better performance (in sports, in illness recovery, in academics, and in attitude) Snyder (2000) found the following:
Hope-Centered Career Development Model 12 Hope Centered Adapting Involves using new information about the self and/or the environment to adjust ones goals and/or plans when necessary. Hope Centered Self- reflection Involves examining your thoughts, beliefs, behaviors, and circumstances. Hope Centered Self-clarity Involves having a clear understanding about ones important self-characteristics (e.g., interests, values, skills, motivation, goals). Hope Centered Visioning Involves brainstorming future possibilities for your career and identifying your desired future outcomes. 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 ones goals. Hope Centered Implementing Involves taking action to achieve ones goals.
Hope-Centered Career Development Model 13
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 14
Accomplishment Interview Career Client 1.Identify something youve done about which you feel very proud. 2.Describe what you did to make this happen. Career Counselor 1.Help the client deconstruct the experience. 2.Get the detail of the experience. 3.Ask, What did you have to do to make that happen? 4.Summarize and repeat. Recorders 1. List all of the transferable skills you hear the client describe.
Implementing & Adapting Goal Setting & Planning EnvironmentEnvironment Environment Environment Coaching Implementing & Adapting Goal Setting & Planning Visioning Goal Setting & Planning Problem Solving Visioning Self-Clarity Brainstorming Self- Reflection Self-Clarity Career Counseling Self- Reflection Problem Solving / Counseling Implementing & Adapting Hope Is it important to me? Do I know how to do it? Can / will I do it?
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 5) goal setting & planning 2) self-reflection6) implementing 3) self-clarity 7) adapting 4) visioning Response Options 4 point Likert scale 17 -Niles, Yoon, & Amundson, 2010
Sample Items I am hopeful when I think about my future.I take time to think about my thoughts and feelings.I can list at least five things that I am good at.I often imagine possible future events in my life.I set deadlines to complete my goals.I take the next steps to meet my goals.I am open to making changes to my plans. Hope Self-Reflection Self-Clarity Visioning Implementing Goal Setting & Planning Adapting
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 20
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. Emilys role model is her high school counselor Emily has volunteered as a camp counselor for elementary school students over 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 he r 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 w ant to do after they graduate from the university. When she talks with th ese friends, Emily feels stupid and loses her confidence.
Emilys HCCI Result 22
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 Emilys 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.
Without Hope Striving for success makes no sense Planning for the future is a waste of time Setting goals is meaningless 24
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 25
Contact Information Dr. Spencer Niles Hyoyeon In Naifen Su Dr. Hyung Joon Yoon