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Hope Navigator HOPE NAVIGATOR Train the Trainer Science and Power of Hope The Hope Navigator training is a focused 12 hour training designed to prepare selected individuals to provide leadership and support on the Science and Power of Hope. This training is designed to use small group discussion and brainstorming groups for shared learning. Therefore, engagement is a requirement. For those attending virtually, you should join the training with access to a camera and audio for full participation. HOPE NAVIGATOR Train the Trainer January 26-27, 2021 1. Hope Navigator Training Agenda 2. Day One - Pre-Reading Assignments: (These articles will be discussed during Session 1). a. Rainbows of the Mind b. 3 Pillars of Trauma Informed Care c. Hope and Resilience 3. Day One - Session 1 Hope Theory a. Hope Workshop 4. Day One - Session 2 Enhancing, Finding and Modeling Hope a. Your Personal and Professional Goals Worksheet b. Hope Worksheet c. Pathways To Goal Planning Worksheet 5. Day Two - Pre-Reading Assignments: (These articles will be discussed during Session 3). a. Camp HOPE as a interview for Children Exposed to Domestic Violence: A Program Evaluation of Hope, and Strength of Character b. “Building Hope for the Future”: A Program to Foster Strengths in Middle-School Students c. The positive impact and development of hopeful leaders 6. Day Two - Session 3 Hope at Work: Building a Hope Centered Organization a. Creating A Hope Centered Framework 7. Day Two - Session 4 Hope Centered Implementation and Change a. Hope Centered and Trauma Informed Implementation & Change HOPE NAVIGATOR TRAINING AGENDA The Hope Navigator training is a focused 12 hour training designed to prepare selected individuals to provide leadership and support on the Science and Power of Hope. This training is designed to use small group discussion and brainstorming groups for shared learning. Therefore, engagement is a requirement. For those attending virtually, you should join the training with access to a camera and audio for full participation. Before the Training: 1. Identify your unique character strengths by completing a profile at www.viacharacter.org 2. Please complete the assigned pre-readings provided in the meeting confirmation email before the first course. Day 1 Check-In: 8:30 am – 9:00 am ~ Technology Check Session 1: 9:00 am – 12:00 pm ~ Hope Theory 1. Introduction to positive psychology and Hope in the context of well-being. 2. The Power and Science of Hope, Hope Awareness presentation. 3. Hope Reading Review: a. Rainbows of the Mind, b. 3 Pillars of Trauma Informed Care, c. Hope and Resilience Break-Out Discussion Focus (Readings): 1. What is the big take away for each article? 2. Why is nurturing Hope important? 3. What does it mean to claim, “Hope is a science”? 4. Is positive psychology only focused on what is good? Is it just the power of positive thinking? 5. What is needed for your CHC to implement the 3 pillars of TIC? Session 2: 1:00 pm – 4:00 pm ~ Enhancing, Finding and Modeling Hope 1. The Importance of Setting and Clarifying Goals. a. Your Personal and Professional Goals Worksheet. 2. Identifying Pathways to Nurture Hope. a. Hope Worksheets. b. Pathways to Goals Worksheet. Break-Out Discussion Focus: 1. How does identifying and discussing goals nurture hope? 2. How is goal setting understood in the research? What is the impact of high and low hope on goal setting? 3. Why do people benefit from pathway planning and considering barriers and problems? Doesn’t that just lower hope? 4. What do you feel when you work on your goal setting worksheet? 1 ©. Chan Hellman LLC 5. How can you help others make the connection between the activities and their own hope? Can the tools help Hope rise? 6. Individual hope can be varied in any group, how can you use the training and information to find hope, enhance hope and model hope? Day 2 Check-In: 8:30 am – 9:00 am ~ Technology Check Session 3: 9:00 am – 12: 00 pm ~ Hope at Work: Building a Hope Centered Organization 1. Check-In: Big Group Discussion a. Tell us one thing that stands out to you about hope? b. Describe one thing about hope this is not clear or causes some doubt. 2. The Science and Power of Hope at Work. a. 10-minute Breakout rooms: (Where do you see hope in your work, in the community hope center? What are the potential detractors to integrating hope?). 3. Characteristics of a Hope Centered Organization. a. 6 Guiding Principles of a Hope Centered Organization. 4. Measuring Hope. a. Take and score the adult hope scale. 5. Hope Reading Review: a. Camp Hope b. Building Hope for the Future c. Hope & Leadership Discussion Focus: 1. What is the big take away for each article? 2. Where is there a risk for hope to decrease? 3. How have the authors of the readings used Hope to build programs and organizations? What was the result of their effort? Session 4: 1:00 pm – 4:00 pm ~ Hope Centered Implementation and Change 1. Where do we go from here? Using the tenants of Hope to implement a Hope Centered framework in the center. 2. Hope Centered Model for Project Implementation. a. Large group brainstorming of ideas to use Hope in the CHC. b. 25-minute break out by center teams to complete the goal setting worksheet. c. Debrief the goals in large group. d. 35-minute break out by center teams to complete pathways to goals worksheet. 3. Determining your implementation goals and selecting pathways. a. On boarding new employees. b. Lunch and learn awareness presentations. c. Stakeholder presentations. d. Etc. 2 ©. Chan Hellman LLC Discussion Focus: 1. What are the opportunities to use Hope in your project? 2. Are there policy strategies, program strategies or structural strategies that can be adapted to help with Hope finding, Hope enhancing and Hope modeling? 3. As a team, what do you think needs to happen next? 3 ©. Chan Hellman LLC HOPE NAVIGATOR Train the Trainer Tuesday, January 26, 2021 PRE-READING ASSIGNMENTS Session 1 9:00 am - 12:00 pm Hope Theory Articles for discussion this morning. • Rainbows of the Mind • 3 Pillars of Trauma Informed Care • Hope and Resilience Hope Theory: Rainbows in the Mind Author(s): C. R. Snyder Source: Psychological Inquiry, Vol. 13, No. 4 (2002), pp. 249-275 Published by: Taylor & Francis, Ltd. Stable URL: https://www.jstor.org/stable/1448867 Accessed: 15-02-2020 18:42 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Psychological Inquiry This content downloaded from 156.110.185.215 on Sat, 15 Feb 2020 18:42:26 UTC All use subject to https://about.jstor.org/terms Psychological Inquiry Copyright ? 2002 by 2002, Vol. 13, No. 4, 249-275 Lawrence Erlbaum Associates, Inc. TARGET ARTICLE Hope Theory: Rainbows in the Mind C. R. Snyder The University of Kansas, Lawrence Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways. The adult and child hope scales that are derivedfrom hope theory are described. Hope theory is compared to theories of learned optimism, optimism, self-efficacy, and self-esteem. Higher hope consistently is related to better outcomes in academics, athletics, physical health, psy- chological adjustment, andpsychotherapy. Processes that lessen hope in children and adults are reviewed. Using the hope theory definition, no evidence isfoundfor 'false " hope. Future research is encouraged in regard to accurately enhancing hope in medi- calfeedback andhelpingpeople to pursue thosegoalsfor which they are bestsuited. Origins of the Theory Next, I should mention the valuable advice of my colleague, Fritz Heider, who suggested that I interview In this article I share my views about evolution of people about their thought processes. This is what I did hope theory. Let us begin by stepping back to the in the early part of my 1987 sabbatical. Primarily, I mid-1980s when I was formulating the basic tenets of asked people to describe their goals for that day. They hope theory. I had been doing research on how people could do this readily, but I became concerned that I give excuses when they make a mistake or perform was giving them too much of a prompt by asking ex- poorly (Snyder, Higgins, & Stucky, 1983). In talking plicitly about their goals. Therefore, I did not mention with the research participants after these excuse exper- goals in the next phase of my interviewing. Again, iments, they commented on another motive that they however, goals emerged either explicitly or implicitly. wanted to fulfill-the desire to reach out for positive For those people who did not use the word goals to de- goals. These interchanges led to my casting of hope as scribe their actions, they spoke of "things they had to the "other side" of the "excusing" process in my first do," or some variant of this phrase. My interviews thus published article on hope (Snyder, 1989). corroborated the premise that people are likely to think I began by looking at the motivational literature from in terms of goals, and they also bolstered my hypothe- the 1960s and 1970s.
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