7 CE Clock Hours
Course Overview.
Participants will learn how hope, optimism, and action-oriented are similar but distinct. We will briefly review relevant literature that connects action-oriented hope to positive life outcomes. We will highlight how Hope-Action Theory provides a framework for achieving positive career outcomes. Each component of the theory will be explained with the goal of helping participants apply each component in their own lives. You will learn how to use the Hope-Action Inventory.
We will review and discuss results from the Hope-Action Inventory with the goal of helping participants apply the results to their own lives as a precursor to using the inventory with others. This session will also address how using the Hope-Action Theory fosters hope to live authentically. Participants will also be introduced to specific activities that can be applied to help clients strengthen the core competencies of the Hope-Action Theory.
Participants will apply the Hope-Action Theory with a relevant case study. We will review ideas for using the Hope-Action Inventory for developing Hope-Action Theory competencies.
Finally, we will integrate what has been learned in this course with the goal of highlighting how course content applies to fostering hope and living authentically. We will also address the importance of using the course content to help clients develop the insight, courage, and endurance necessary for making important life changes. We will address the challenges connected to making and implementing changes in life. Strategies for addressing resistance to change will be addressed. Hope-Action Theory also facilitates the creation of living life authentically. Making authentic choice, choices that honor our authentic selves, is a constant struggle for most of us. Yet, the lack of authenticity in our choices represents a major source of career dissatisfaction and is often the root of many mental health issues that people suffer. Living authentically requires insight, courage, and endurance. We will highlight the challenges and opportunities inherent in living authentically. Hope and authenticity represent essential ingredients for creating a meaningful career and life.
Learning Objectives:
Learn why hope and authenticity are essential for career planning and decision-making. Be introduced to the Hope-Action Theory and its competencies. Learn how to integrate the core Hope-Action Theory competencies into their lives and their work with clients. Be introduced to the Hope-Action Inventory and understand how to use the inventory in with their clients. Practice Hope-Action Theory application using case study material.
Spencer Niles, PhD is the lead creator of the Hope-Action Theory. He served as Dean (2013-2020) for the School of Education at the College of William & Mary. He now serves as Co-Founder of the THRIVE Research and Intervention Center and Professor of Counselor Education at W&M. Previously he served as Distinguished Professor and Department Head for Educational Psychology, Counseling, and Special Education at the Pennsylvania State University from 2000-2013. Prior to joining the faculty at Penn State, he served as Professor of Counselor Education at the University of Virginia from 1987-2000 where he was also Assistant Dean for the Curry School of Education. He served as a Visiting Professor at Johns Hopkins University from 2020-2021. He is President-elect of the Association of Counselor Education and Supervision, Past-President of Chi Sigma Iota International and was twice the President of the National Career Development Association (NCDA).
He is the recipient of the NCDA Eminent Career Award. He has received numerous awards from the American Counseling Association (ACA) including the Thomas Hohenshil Research Award, the Thomas Sweeney Visionary Leadership and Advocacy Award, the President’s Award, the David Brooks Distinguished Mentor Award, the ACA Extended Research Award, the ACES Legacy Award, and the Visionary Leader and Advocate Award. He received the Noted Scholar Award from the University of British Columbia. Niles is a Fellow of ACA and NCDA. He served as Editor for Counselor Education and Supervision and served as two-term Editor for The Career Development Quarterly as well as Editor for the Journal of Counseling & Development. He has authored or co-authored approximately 150 publications and delivered over 170 presentations at national and international conferences.
He has a PhD in Counselor Education and Supervision from The Pennsylvania State University and a Master of Education, Community Counseling from Lehigh University.
