Transcript Hope-Centered Career Inventory (HCCI)

The Hope-Centered Model of Career Development
A New Approach to Effective Career Counseling
Spencer Niles, Pennsylvania State University
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Agenda
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Three theories combined to form one model
Hope-Centered Model of Career Development (HCMCD)
Hope-Centered Career Inventory (HCCI)
A case
A conclusion
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
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
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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
• Maintains
action
persistence
• Essential in the
adaptability process
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I can/will do this! (Agency: goal-directed energy )
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)
Pathways
(planning to meet goal)
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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
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.
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Hope-Centered Career Development Model
Hope Centered Adapting
Involves using
Hopenew
Centered Goal Setting
information
the self
andabout
Planning
and/or the environment to
Involves the process of
adjust one’s goals and/or
Hope Centered Visioning
crystallizing what one wants to
plans when necessary.
Involves brainstorming future
achieve and identifying
possibilities for your career and specific steps one can take to
Hopeone’s
Centered
identifying your desired future
achieve
goals.Selfreflection
outcomes.
Involves examining your
thoughts, beliefs, behaviors,
and circumstances.
Hope Centered Self-clarity
Involves having a clear
understanding about one’s
important self-characteristics
(e.g., interests, values, skills,
motivation, goals).
Hope Centered
Implementing
Involves taking action
to achieve one’s goals.
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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
opportunities
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Accomplishment Interview
Career Client
1. Identify something you’ve 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.
Environment
Environment
Coaching
Implementing
Implementing
Implementing
Adapting
&&&Adapting
Adapting
SelfSelfSelfReflection
Reflection
Reflection
Hope
Is it important to me?
Goal
Goal
Do I know how to do it?
Self-Clarity
Setting &
Setting
& Can / will I do it? Self-Clarity
Self-Clarity
Planning
Planning
Problem
Solving
Visioning
Visioning
Brainstorming
Environment
Environment
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-reflection 6) implementing
3) self-clarity
7) adapting
4) visioning
Response Options
• 4 point Likert scale
-Niles, Yoon, & Amundson, 2010
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Sample Items
Hope
Self-Reflection
Self-Clarity
Visioning
Goal Setting
& Planning
Implementing
Adapting
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.
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
N=380 (173 Undergraduate Students, 207 Graduate Students)
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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 ([email protected])
• Individuals who have a pass code can take the HCCI and
download an automated report in a PDF format
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Emily
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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 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.
Emily’s HCCI Result
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Case Study
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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.
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 selfreflection 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
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Dr. Spencer Niles ([email protected])
Hyoyeon In ([email protected])
Naifen Su ([email protected])
Dr. Hyung Joon Yoon ([email protected])
Thank You!
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