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Helping professionals learn to use hope.

Massey, Karen Kristine.

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Helping professionals learn to use hope.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Helping professionals learn to use hope./
作者:	Massey, Karen Kristine.
面頁冊數:	308 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0077.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ88020
ISBN:	0612880206

Helping professionals learn to use hope.
Massey, Karen Kristine.

Helping professionals learn to use hope. - 308 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0077.

Thesis (Ph.D.)--University of Alberta (Canada), 2003.

This study investigated the hope-focussed learning process of two different groups of helping professionals who were taught by the same trainer. Five questions guided this study: "How do helping professionals learn about hope in practice?" "What processes assist helping professionals in learning about hope?" "Do helping professionals change as a result of being exposed to hope? If so, in what way do they change?" "Do helping professionals' levels of hope change during the hope-focussed training?" and "How do helping professionals use hope before hope-focussed training, during the training, and what are their plans to use hope after completing the training?" To answer these questions two groups were studied consisting of seven participants who enrolled in a six-month course offered by the Hope Foundation of Alberta. Helping professions represented were counselling, physiotherapy, medicine, nursing, teaching, and community support.

ISBN: 0612880206Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Helping professionals learn to use hope.
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245 1 0 $a Helping professionals learn to use hope.
300 $a 308 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0077.
500 $a Adviser: Ronna F. Jevne.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2003.
520 $a This study investigated the hope-focussed learning process of two different groups of helping professionals who were taught by the same trainer. Five questions guided this study: "How do helping professionals learn about hope in practice?" "What processes assist helping professionals in learning about hope?" "Do helping professionals change as a result of being exposed to hope? If so, in what way do they change?" "Do helping professionals' levels of hope change during the hope-focussed training?" and "How do helping professionals use hope before hope-focussed training, during the training, and what are their plans to use hope after completing the training?" To answer these questions two groups were studied consisting of seven participants who enrolled in a six-month course offered by the Hope Foundation of Alberta. Helping professions represented were counselling, physiotherapy, medicine, nursing, teaching, and community support.
520 $a Case study methodology, specifically a collective case and three individual cases, was used in this study. The four data gathering techniques were pre and post semi structured interviews, critical incidents, pre and post essays, and transcription of audiotaping the training sessions. Participants were interviewed before or immediately after the first training session, and following the final training session. Three participants wrote monthly critical incidents. Participants wrote pre and post essays in response to a stem sentence. Both the essays and the critical incidents were analyzed using the Gottschalk-Gleser Content Analysis. The two-hour training sessions were audio taped and subsequently transcribed.
520 $a The findings indicate that hope is hidden unless intentionally activated, that participants had to first make personal meaning of hope before using it with others, hope is a common factor across helping professions and across psychotherapies, and hope is a complex construct consisting of components such as the language of hope, possibilities and options, state and trait hope, hope symbols and metaphors, and the relationship of hope to time. This study also indicates that hope can be learned in a group setting; its constructs need to be first personally understood and then practiced to be maintained. The study contributes to understanding the constructs of hope that can be taught, what works in teaching hope, and the hope work yet to be done.
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