Refection on hope: A hopeful foundation for education
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Hope has been associated with well-being for many millennia. From the early Greeks to contemporary researchers, hope has been identified with the human capacity to have a measure of control in our lives. This capstone will review the historical and contemporary literature on hope and present recommendations on how to incorporate hope within educational practice. It will do this by exploring the historical, philosophical, and psychological understanding of hope as well as contemporary research based on C. R. Snyder’s Hope Theory, which correlates measures of hope with well-being. Finally, this capstone will offer recommendations for school-based professionals and educators by advancing hope as both a core process of educational practice as well as a mitigating factor against reduced well-being. This new educational model is presented as three reflective questions and has been named Hope-Informed Educational Practice. Hope-Informed Educational Practice is explored as a potential means for fostering hope in all students and as well as a possible intervention for students experiencing life stressors that place them at risk for anxiety, depression, and suicidal ideation.