action-oriented, hope-centred career...
TRANSCRIPT
N O R M A N A M U N D S O N
ACT ION-OR IENTED , HOPE -CENTRED
CAREER INTERVENT IONS
W I T H H O P E , N O M A T T E R W H A T
P R O B L E M S W E F A C E
T O D A Y , T H E R E A R E N E W P O S S I B I L I T I E S
F O R A B E T T E R T O M O R R O W .
P R E D I C T I V E V A L I D I T Y O F A C T I O N - O R I E N T E D H O P E
(in sports, illness recovery, academics, and attitude)
Higher action-oriented hope
Better performance !" !"
3 T H E O R I E S I N T O 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
3 C O M P O N E N T S O F H O P E F U L T H I N K I N G
G O A L S 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
3 C O M P O N E N T S O F H O P E F U L T H I N K I N G
G O A L S W H A T D O I W A N T T O A C H I E V E ?
P A T H W A Y S T H I N K I N G ( A D A P T I V E P L A N N I N G )
H O W W I L L I G E T T H E R E ?
3 C O M P O N E N T S O F H O P E F U L T H I N K I N G
G O A L S W H A T D O I W A N T T O A C H I E V E ?
A G E N C Y T H I N K I N G C A N I D O I T ?
W I L L I D O I T ?
P A T H W A Y S T H I N K I N G ( A D A P T I V E P L A N N I N G )
HOW WILL I GET THERE?
C O N S E Q U E N C E S O F L O W H O P E
• Pathways without positive agency thinking
– lack of persistence toward goal
• Agency thinking without pathways
– frustration and stagnation
• Without adaptability
– lack of resilience and flexibility
T H E R O L E O F A C T I O N - O R I E N T E D H O P E
• To translate self-efficacy into action
• Maintains persistence
• Essential for adaptability
A C T I O N - O R I E N T E D , H O P E - C E N T R E D C A R E E R D E V E L O P M E N T M O D E L Hope Centred Adapting
uses new information about the self and/or the environment to adjust one’s goals and/or plans when necessary.
Hope Centred Self-reflection
examines thoughts, beliefs, behaviors, and circumstances.
Hope Centred Self-clarity
has a clear understanding about one’s important self-characteristics (e.g., interests, values, skills, motivation, goals).
Hope Centred Visioning
brainstorms future career possibilities and identifies desired future outcomes.
Hope Centred Goal Setting and Planning crystallizes what one wants to achieve and identifies the specific steps to achieve one’s goals.
Hope Centred Implementing
takes action to achieve one’s goals.
A C T I O N - O R I E N T E D , H O P E - C E N T R E D C A R E E R D E V E L O P M E N T M O D E L
H O P E - C E N T R E D C A R E E R I N V E N T O R Y
( H C C I )
H O P E - C E N T R E D C A R E E R I N V E N T O R Y ( H C C I )
Purpose To assess the degree of clients’
hope-centred career competencies.
Target Population 8th graders or above
NILES, YOON, & AMUNDSON, 2010
S A M P L E I T E M S
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.
J A S O N
38 YEARS OLD Introverted
COLLEGE DEGREE (BUSINESS) plays guitar
DOWNSIZED
GAY
ENJOYS HELPING OTHERS
LACKS CONFIDENCE IS THE “BREADWINNER
Worked 12 YEARS in HR but finds it BORING!
Likes to spend time alone
ANXIOUS ABOUT ANY CHANGE African American
PARTNERED WITH CHILDREN (2, AGES 14 AND 17)
J A S O N ’ S H C C I R E S U L T
Hope
Self-Reflection
Self-Clarity
Visioning Goal Setting & Planning
Implementing
Adapting
Your Score
Group 25%
Group 75%
E M I L Y
E M I L Y ’ S H C C I R E S U L T S
I N T E R V E N T I O N S
M E T A P H O R S
What is a Metaphor?
a figure of speech in which two unrelated ideas are used
together in such a way that the meaning of one lends definition
to the other
a visual image that uses IMAGINATION to capture new
connections and possibilities
M E T A P H O R S
• Pull Things together
• Pull Things together
• Increase self efficacy by working with familiar situations
• Natural flow between reality and metaphors
• Communication tool
• Multiple metaphors expand creativity
reality and metaphors
• Communication toolrs expand creativity
T U R N I N G O N T H E M E T A P H O R S W I T C H
• Recognize the metaphors around you
• Add a metaphoric lens
• Expand your metaphoric range
R E S E A R C H O N M E T A P H O R S
Thibodeau PH, Boroditsky L (2011),
Metaphors We Think With: The Role of Metaphor
in Reasoning.
http://dx.plos.org/10.1371/journal.pone.0016782
• (Dept. of Psychology, Stanford Univ., U.S.A.)
R E S E A R C H F I N D I N G S
• Metaphors influence thinking about complex issues
• Metaphor thinking impacts information gathering and problem solving
• The influence of metaphors is covert
• Metaphors at the beginning have the most power (butterfly effect)
M E T A P H O R I C I L L U S T R A T I O N S
Imagine your problem solved!
- What were the steps? Walk the problem!
The backswing
Flow
OPTIMAL “FLOW”
Participating in activities that:
• Captures our attention
• Engages us in appropriate challenge
• Allows us to fully express who we are
• Reflects our values
OFF COURSE
• Too much or too little challenge
• Insufficient or damaged resources
• Negative self-talk
• Fear
• Apathy
E X P A N D I N G “ C A R E E R F L O W ”
• Strong current
• White water
• Waterfalls
• Still water
• Stagnant water
C A R E E R F L O W E X A M I N E D
• Identify an experience:
• Self or other initiated:
• Who was with you:
• Values expressed:
• Skills used:
• Interests expressed:
• Feelings generated:
C I R C L E O F S T R E N G T H S
CAREER WHEEL
O T H E R I N T E R V E N T I O N S
• From Complaints to Values
• Forty Metaphors (on Cards as well)
# Evidence - Listen to the reasons for the belief and then seek any contradictory evidence# Development# Perspectives of others# Impact of beliefs# Offer of service; is there a desire to change
SECOND ORDER QUESTIONING
R E S E A R C H
C U R R E N T R E S E A R C H
• International studies validating HCCI
• Treatment intervention studies (Toolkit)
• Developing online and face-to-face processes
• Populations: Unemployed clients, immigrants, disabilities, secondary school students
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
L A N G U A G E V E R S I O N S A N D T H E I R U S E S
