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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

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= It’s in the bag

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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

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)

The Role of Hope

• Helps translate self-efficacy to

action

• Maintains persistence

• Essential in the adaptability process

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“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

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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

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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.

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Higher hope better performance (in sports, in illness recovery, in academics, and in attitude)

Snyder (2000) found the following:

Hope-Centered Career Development Model

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Hope Centered AdaptingInvolves using new information about the self and/or the environment to adjust one’s goals and/or plans when necessary. Hope Centered Self-

reflectionInvolves examining your thoughts, beliefs, behaviors, and circumstances.

Hope Centered Self-clarityInvolves having a clear understanding about one’s important self-characteristics (e.g., interests, values, skills, motivation, goals).

Hope Centered VisioningInvolves brainstorming future possibilities for your career and identifying your desired future outcomes.

Hope Centered Goal Setting and PlanningInvolves the process of crystallizing what one wants to achieve and identifying specific steps one can take to achieve one’s goals.

Hope Centered ImplementingInvolves taking action to achieve one’s goals.

Hope-Centered Career Development Model

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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

opportunities14

Accomplishment Interview

Career Client1. Identify something you’ve done about which you feel very proud.2. Describe what you did to make this happen.

Career Counselor3. Help the client deconstruct the experience.4. Get the detail of the experience.5. Ask, “What did you have to do to make that happen?”6. Summarize and repeat.

Recorders1. List all of the transferable skills you hear the client describe.

Self-Reflectio

n

Self-Clarity

Visioning

Implementing & Adapting

Goal Setting & Planning

Environment Environment

EnvironmentEnvironment

Coaching

Implementing & Adapting

Goal Setting & Planning

Visioning

Goal Setting & Planning

Problem Solving

Visioning

Self-Clarity

Brainstorming

Self-Reflectio

n

Self-Clarity

Career

Counseling

Self-Reflectio

n

Problem Solving / Counseling

Implementing & Adapting

HopeIs 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 aboveItems• 28 items and the following subscales:

1) hope 5) goal setting & planning 2) self-reflection 6) implementing 3) self-clarity 7) adapting 4) visioningResponse 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

Reliability of HCCI

N=380 (173 Undergraduate Students, 207 Graduate Students)

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

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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 (drmtree@psu.edu)

• Individuals who have a pass code can take the HCCI and download an automated report in a PDF format

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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 com-

pared to her friends who have more volunteer and work experi-ence 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 confi-dence.

Emily’s HCCI Result

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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 Cen-

teredModel 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

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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

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Contact Information

• Dr. Spencer Niles (sgn3@psu.edu) • Hyoyeon In (hoi5006@psu.edu) • Naifen Su (naifensu@gmail.com)• Dr. Hyung Joon Yoon (drmtree@psu.edu)

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Thank You!