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Copy of The Action Oriented Hope-Centered Model of Career Developmen
Transcript of Copy of The Action Oriented Hope-Centered Model of Career Developmen
College of William and Mary and
The Pennsylvania State University
March 29, 2014
The Theoretical Background
The Action Oriented Hope-Centered Model of Career Development (HCMCD)
Hope-Centered Career Inventory (HCCI)
Case study / Discussion
Hope-Centered Career Intervention Toolkit (HCCIT): Two Activities
I CAN/WILL DO THIS!
(AGENCY: GOAL-DIRECTED ENERGY )
Pathways (planning to meet goal)
The Action Oriented Hope-Centered Career Development Model
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)
Hope-Centered Career Development Research Team
Three Theories Converge into the Hope-Centered Career Model
Snyder’s Hope Theory
Goals, Pathways, Agency
Hall’s Protean Career Theory
Bandura’s Human Agency Theory
Intentionality (Goal Setting)
Hope-Centered Career Inventory (HCCI)
To assess clients’ hope-centered career competencies
8th graders or above
28 items and the following subscales:
(1) hope (2) Self-reflection (3) Self-clarity (4) Visioning
(5) Goal setting & planning (6) implementing (7) Adapting
Reliability and Validity
Internal consistency: Good (overall: .914, sub scales: .606 ~ .812)
Construct validity (CFA): Good (RMSEA: .065, CFI: 096, NNFI: .95)
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
The Action Oriented Hope-Centered Model of Career Development and Intervention Toolkit:
A New Approach to Effective Career Counseling
Case of Nadia
Nadia’s HCCI Result
HOPE AND OPTIMISM
involves having a belief
that things will turn out well.
is more directly connected to
goal-directed actions one takes.
An Asian American first-generation college student
A junior in the department of mathematics
She lost her mother in a car accident two years ago, and her father works at a laundry and dry-cleaning service.
Has one younger brother, a senior in high school
GPA 3.5; she likes mathematics, but she is not sure what career path she could take and whether she would be able to get a job that pays well enough to support her family.
She is very concerned about the financial situation of her family (including her student loan, and her brother’s, if he chooses to go to a college, which she encourages him to do); she has two part-time jobs.
She often finds the situation overwhelming, and is unsure whether things would ever get better.
Story of Overcoming Challenges
Activity 1: Accomplishment Interview
Identify something you’ve done about which you feel very proud.
Describe what you did to make this happen.
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.
List all of the transferable skills and attitudes you hear the client describe.
Dr. Spencer G. Niles firstname.lastname@example.org
Dr. Hyoyeon In email@example.com
ZiYoung Kang firstname.lastname@example.org
Nai-Fen Su email@example.com
Think about a difficult situation that you were able to overcome in the past.
What made it challenging?
What was the goal related to that challenge?
How were you able to move from where you were toward achieving your goal?
How confident or motivated were you about overcoming that challenge to achieving the goal?
Think about the goals that you desire to achieve.
What are the challenges to achieving your goals?
How can you apply some of what you learned from the past experiences to your current challenges?