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PROMOTING HOPE AMONG STUDENTS

LISA M. EDWARDS, PH.D.

COUNSELOR EDUCATION & COUNSELING PSYCHOLOGY

MARQUETTE UNIVERSITY

LISA.EDWARDS@MARQUETTE.EDU

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A DEDICATION…

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AGENDA

• CONTEXTUALIZE HOPE

• UNDERSTAND HOPE

• MEASURE HOPE

• APPLY HOPE

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I’ve been making a list of the things they don’t teach you at school. They don’t teach you how to love somebody. They don’t teach you how to be famous. They don’t teach you how to be rich or how to be poor. They don’t teach you how to walk away from someone you don’t love any longer. They don’t teach you how to know what’s going on in someone else’s mind. They don’t teach you what to say to someone who’s dying. They don’t teach you anything worth knowing.

*Neil Gaiman

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WHAT IS HOPE?

• WHAT DOES HOPE MEAN TO YOU?

• HOW WOULD YOUR COLLEAGUES DEFINE HOPE?

• HOW WOULD YOUR STUDENTS DEFINE HOPE?

• HOW WOULD YOUR STUDENTS’ FAMILIES DEFINE HOPE?

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HOPE ACCORDING TO THE NEW TESTAMENT

THE KINGDOM OF GOD IS LIKE A MAN WHO CASTS SEED UPON THE SOIL; AND HE GOES TO BED AT NIGHT AND GETS UP BY DAY, AND THE SEED SPROUTS AND GROWS—HOW, HE HIMSELF DOES NOT KNOW.

THE SOIL PRODUCES CROPS BY ITSELF; FIRST THE BLADE, THEN THE HEAD, THEN THE MATURE GRAIN IN THE HEAD.

BUT WHEN THE CROP PERMITS, HE IMMEDIATELY PUTS IN THE SICKLE, BECAUSE THE HARVEST HAS COME.”

AND HE SAID, “HOW SHALL WE PICTURE THE KINGDOM OF GOD, OR BY WHAT PARABLE SHALL WE PRESENT IT?

IT IS LIKE A MUSTARD SEED, WHICH, WHEN SOWN UPON THE SOIL, THOUGH IT IS SMALLER THAN ALL THE SEEDS THAT ARE UPON THE SOIL, YET WHEN IT IS SOWN, IT GROWS UP AND BECOMES LARGER THAN ALL THE GARDEN PLANTS AND FORMS LARGE BRANCHES; SO THAT THE BIRDS OF THE AIR CAN NEST UNDER ITS SHADE.”

--THE GOSPEL ACCORDING TO MARK, CHAPTER 4

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HOPE ACCORDING TO THEOLOGIANS

HOPE IS AN ALTERNATIVE FUTURE THROUGH AN ACTIVE TRANSFORMATION OF THE PRESENT.

--JURGEN MOLTMANN

HOPE IS THE REACH OF THE HUMAN PERSON FOR A FUTURE THAT IS POSSIBLE, DESIRED, BUT BEYOND THE PERSON’S ABILITY TO ACHIEVE IT….IT IS AT THE HEART OF A PERSONAL LIFE…IT IS AN ACTIVE REACH BY WHICH WE MOVE INTO OUR FUTURE WITH COURAGE AND PERSEVERANCE.

--OTTO HENTZ, S.J.

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OPENING PANDORA’S BOX…

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HOPE ACCORDING TO PSYCHOLOGISTS

• C.R. “RICK” SNYDER, PH.D.

• RESEARCHER AT THE UNIVERSITY OF KANSAS

• DEVELOPED MOST POPULAR AND WIDELY RESEARCHED

THEORY OF HOPE

• WROTE NUMEROUS ARTICLES AND BOOKS ABOUT

HOPE IN VARIOUS CONTEXTS

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HOPE ACCORDING TO PSYCHOLOGISTS

• SHANE J. LOPEZ, PH.D.

• MENTORED BY RICK SNYDER

• NOW THE LEADING EXPERT ON HOPE

• PUBLISHED MAKING HOPE HAPPEN

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WHAT IS HOPE?

THE PERCEIVED CAPACITY TO PRODUCE:

• ROUTES TO DESIRED GOALS (PATHWAYS/WAYPOWER)

AND

• MOTIVATION TO USE THOSE ROUTES (AGENCY/WILLPOWER)

HOPE MODEL

GOAL

STOP

Snyder et al., 1991

OBSTACLE

PATHWAYS

AGENCY

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HOPE IS ABOUT THE FUTURE

• HIGH HOPE PEOPLE BELIEVE THE FUTURE WILL BE BETTER THAN THE PRESENT, AND THEY HAVE THE POWER TO CHANGE IT

• HIGH HOPE PEOPLE BELIEVE THEY ARE CAPABLE OF SOLVING PROBLEMS

• HIGH HOPE PEOPLE FOCUS ON SUCCESS RATHER THAN FAILURE WHEN PURSUING GOALS

• HIGH HOPE PEOPLE HAVE GREATER PERCEIVED PURPOSE IN LIFE

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WHY IS HOPE IMPORTANT?

• HOPE IS RELATED TO BETTER ADJUSTMENT IN COPING AND MEDICAL REGIMEN ADHERENCE FOR SEVERE ARTHRITIS, MAJOR BURN INJURIES, SPINAL CORD INJURIES, FIBROMYALGIA, AND BLINDNESS, BREAST CANCER, PAIN

• HOPE IS RELATED TO LIFE SATISFACTION, SOCIAL SUPPORT, SOCIAL COMPETENCE, SELF-ESTEEM, LESS DEPRESSION

• HOPE IS RELATED TO SUPERIOR ATHLETIC AND ACADEMIC PERFORMANCE AMONG STUDENT ATHLETES AFTER CONTROLLING FOR NATURAL ATHLETIC ABILITIES

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WHY IS HOPE IMPORTANT?

• HOPE IS RELATED TO ACADEMIC ACHIEVEMENT (BEYOND INITIAL GRADES, INTELLIGENCE, SELF-ESTEEM, AND ENTRANCE EXAMS FOR COLLEGE)

• HOPEFUL KIDS ARE MORE LIKELY TO GO TO SCHOOL

• HOPEFUL KIDS ARE MORE LIKELY TO GRADUATE FROM SCHOOL/COLLEGE

• HOPEFUL TEACHERS PROVIDE ENCOURAGEMENT FOR STUDENTS TO PURSUE THEIR GOALS

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A NOTE ABOUT CULTURE

• CULTURE IS LIKE THE AIR WE BREATHE

• CULTURE COUNTS

• OUR LIVED EXPERIENCES

• OUR OPPORTUNITIES

• HEALTH, MENTAL HEALTH, EDUCATION DISPARITIES

• CULTURE AFFECTS OUR GOALS, OBSTACLES, AGENCY AND PATHWAYS

CULTURAL APPLICATIONS OF THE HOPE MODEL

GOAL

STOP

Snyder et al., 1991

OBSTACLE

PATHWAYS

AGENCY

• I have to take care of my siblings after school

• I don’t have anyone to help me with my homework

• I can’t go to college because I’m not a US citizen

• People expect me to drop out or get pregnant

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CULTURAL APPLICATIONS OF THE HOPE MODEL

GOAL

STOP

Snyder et al., 1991

OBSTACLE

PATHWAYS

AGENCY

• Going to college• Having a family…

later• Becoming a star

______

CULTURAL APPLICATIONS OF THE HOPE MODEL

GOAL

STOP

Snyder et al., 1991

OBSTACLE

PATHWAYS

AGENCY

• I want to be the first person in my family to go to college

• I want to prove to others that my people can succeed

• I want to be the best

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CULTURAL APPLICATIONS OF THE HOPE MODEL

GOAL

STOP

Snyder et al., 1991

OBSTACLE

PATHWAYS

AGENCY

• Ask a mentor/teacher for help• Use a cultural strength (religion,

biculturalism)

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IMPORTANT FACTS ABOUT HOPE

• HOPE IS NOT RELATED TO INCOME

• HOPE CAN BE TAUGHT

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SO IF HOPE CAN BE TAUGHT…

• …THEN EDUCATIONAL PROFESSIONALS ARE IN A STRATEGIC POSITION TO MAKE A DIFFERENCE IN STUDENTS’ HOPE…

• …AND CATHOLIC SCHOOLS OFFER UNIQUE FAITH AND VALUES COMMUNITIES THAT CAN WORK TO DEVELOP AND MAINTAIN HOPE

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LET’S PAUSE TO SELF-ASSESS: HOW HOPEFUL ARE WE?

• ASSESSING HOPE

• IN OUR STUDENTS

• IN OURSELVES

• IN OUR STAFF

THE GOALS SCALE(SNYDER, HARRIS ET AL., 1991) 1-DEFINITELY FALSE TO 8-DEFINITELY TRUE

1. I CAN THINK OF MANY WAYS TO GET OUT OF A JAM. (P)

2. I ENERGETICALLY PURSUE MY GOALS. (A)

3. THERE ARE LOTS OF WAYS AROUND ANY PROBLEM. (P)

4. I CAN THINK OF MANY WAYS TO GET THE THINGS IN LIFE THAT ARE MOST IMPORTANT

TO ME. (P)

5. EVEN WHEN OTHERS GET DISCOURAGED, I KNOW I CAN FIND A WAY TO SOLVE THE

PROBLEM. (P)

6. MY PAST EXPERIENCES HAVE PREPARED ME WELL FOR MY FUTURE. (A)

7. I'VE BEEN PRETTY SUCCESSFUL IN LIFE. (A)

8. I MEET THE GOALS THAT I SET FOR MYSELF. (A)

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HOW HOPEFUL IS OUR SCHOOL?

• DO WE HAVE A CLEAR SENSE OF MISSION?

• DO WE HAVE CONCRETE, ATTAINABLE GOALS THAT ARE BROKEN DOWN INTO SUBGOALS?

• ARE WE FORWARD-THINKING AND GOAL-ORIENTED?

• DO WE AGREE ABOUT THE OBSTACLES WE ARE FACED WITH?

• DO WE WORK TOGETHER TO IDENTIFY PATHWAYS AROUND THESE OBSTACLES?

• DO WE SUPPORT ONE ANOTHER WITH AGENCY THOUGHTS/ENERGY TO NAVIGATE AROUND OBSTACLES?

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HOW HOPEFUL ARE THE RELATIONSHIPS WE HAVE WITH OUR STUDENTS’ FAMILIES?

• DO WE KNOW OUR STUDENTS’ FAMILIES?

• DO WE UNDERSTAND THE UNIQUE AND CULTURALLY-EMBEDDED GOALS THEY HAVE?

• DO WE ACKNOWLEDGE THE LEGITIMATE OBSTACLES THEY FACE AS THEY LIVE EACH DAY?

• DO WE TAKE THE TIME TO LEARN MORE ABOUT THAT WHICH FEELS DIFFERENT, INAPPROPRIATE, OR UNHELPFUL?

• DO WE COMMUNICATE OUR DESIRE TO EDUCATE AND PROMOTE HOPE IN THEIR CHILDREN?

• DO WE CO-CREATE GOALS WITH THEM?

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STRATEGIES FOR ENHANCING HOPE IN STUDENTS

• BEGIN USING THE LANGUAGE OF HOPE

• GOALS, OBSTACLES, PATHWAYS AND AGENCY

• BRING IN STORIES, NEWSPAPER ARTICLES, ANY KIND OF TEXT

• ENLIST THE HELP OF OTHERS, PARTICULARLY FAMILY TO USE THE LANGUAGE OF HOPE

STRATEGIES FOR ENHANCING HOPE IN STUDENTS

• HELP STUDENTS SET CLEAR AND MEANINGFUL GOALS

• ASK STUDENTS TO NARRATE THEIR GOAL STORIES

• HELP STUDENTS SET CLEAR MARKERS FOR GOALS (VS. “GET GOOD GRADES”)

• HELP STUDENTS IDENTIFY STRETCH GOALS

• PRAISE PROGRESS MADE TOWARDS GOALS

• HELP STUDENTS ANCHOR GOALS TO EDUCATION SO THEY SEE THE RELEVANCE OF SCHOOL

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STRATEGIES FOR ENHANCING HOPE IN STUDENTS

• IDENTIFY AND TALK OPENLY ABOUT OBSTACLES

• VALIDATE EXPERIENCES OF POVERTY, DISCRIMINATION/RACISM, LOWERED EXPECTATIONS

• MODEL PERSONAL EXPERIENCES OF COPING WITH OBSTACLES

• ENCOURAGE STUDENTS TO MONITOR THEIR SELF-TALK AND USE MORE POSITIVE VOICES (AGENCY)

STRATEGIES FOR ENHANCING HOPE IN STUDENTS

• UNDERSTAND YOUR STUDENTS’ BACKGROUNDS AND CULTURAL STRENGTHS

• SHOW INTEREST AND CURIOSITY

• ACKNOWLEDGE LACK OF INFORMATION

• SEEK WAYS TO INTEGRATE AND AFFIRM STUDENTS’ CULTURAL IDENTITIES

• HELP STUDENTS SEE HOW THEIR CULTURAL STRENGTHS CAN HELP THEM MAKE PROGRESS TOWARDS THEIR GOALS

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SPECIFIC HOPE LESSONS/ACTIVITIES

• TEACHING ABOUT THE HOPE MODEL (VISUALS AND FIGURES)

• APPLYING THE HOPE MODEL TO STORIES, ARTICLES OR BOOKS

• IDENTIFYING HOPEFUL (AND HOPELESS) TALK IN QUOTES

• DRAWING HOPEFUL CARTOONS

• CREATE A PERSONAL HOPE STORYEdwards (2014)

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WHAT YOU CAN DO TOMORROW

• REFLECT ON YOUR OWN LEVEL OF HOPE ABOUT THE FUTURE

• TALK TO A COLLEAGUE OR FAMILY MEMBER ABOUT HOPE

• FIND A RELEVANT STORY OR ARTICLE TO SHARE WITH STUDENTS THAT EXEMPLIFIES HOPE

• FORM A STAFF BOOK CLUB TO READ MAKING HOPE HAPPEN

• IMPLEMENT A HOPE CAMERA PROJECT IN YOUR CLASS OR SCHOOL

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WHAT WE CAN DO RIGHT NOW

• VISUALIZE SOMETHING OR SOMEONE THAT BRINGS YOU HOPE, THAT MOTIVATES YOU, THAT ENCOURAGES YOU TO LOOK FORWARD

• TURN TO SOMEONE NEAR YOU AND NAME THAT SOMETHING OR SOMEONE

THIS GIVES ME HOPE…

USEFUL REFERENCES

• THE PSYCHOLOGY OF HOPE (SNYDER, 1994)

• HOPE FOR THE JOURNEY (SNYDER, MCDERMOTT, COOK, & RAPOFF, 1997)

• HANDBOOK OF HOPE (SNYDER, 2000)

• THE BIG BOOK OF HOPE (SNYDER & MCDERMOTT, 2000)

• SNYDER, C. R. (2002). HOPE THEORY: RAINBOWS IN THE MIND. PSYCHOLOGICAL INQUIRY, 13, 249-275.

• MAKING HOPE HAPPEN (LOPEZ, 2013)

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