Show simple item record

dc.contributor.authorComm, Steven
dc.description.abstractHope 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.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.subjectC. R. Snyderen_US
dc.subjectAlfred Adleren_US
dc.subjectHope theoryen_US
dc.subjectHopelessness theoryen_US
dc.subjectHope-informed educational practiceen_US
dc.titleRefection on hope: A hopeful foundation for educationen_US
dc.typeThesisen_US Counselingen_US University of Seattleen_US of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVancouver, BCen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 United States