FOSTERING HOPE Running head: FOSTERING HOPE

Fostering Hope within the Counselling Relationship CAAP 617 Kristin Donaghy, Alexa Vartosu, Hiedi Yardley December 2, 2009 Dr. Faye Wiesenberg

FOSTERING HOPE A common assumption in the counselling literature is that clients with high hope succeed,

and have more positive outcomes and healing capacity than persons with low hope (Edey & Jevne, 2003; Hagen & Gunn, 2006; Miller, 2007). Although a variety of definitions of hope exist in the literature, a great many acknowledge goal attainment as a key factor of this construct (Larsen, Edey, & Lemay, 2007). One particular hope theory by Snyder (2002a) defines hope as a positive cognitive set that is based on a reciprocally derived sense of successful (a) agency (goal-directed determination); and (b) pathways (planning to meet goals) (Snyder.; Snyder, 1995). As the importance of hope is highlighted in the literature, identifying how counsellors can help clients facilitate agency and pathway is vital to the counselling process. With the assumption that agency and pathway each play an integral role in fostering hope, the research question that guided this project focuses on how counsellors can assist clients with increasing their goal-directed determination (agency or will); and with planning ways to meet their goals (pathway or way) in the counselling relationship. For this study, qualitative research in the form of a focus group generated data on what may increase clients agency and pathway in the counselling environment. This data was used to conduct quantitative research in the form of a survey, identifying preferred strategies that may increase agency and pathway in the counselling relationship (Lewis, 2000). Key considerations in designing and conducting ethical and culturally sensitive research focused on the microethics and macroethics of research. Specifically, obtaining informed consent, privacy, confidentiality, and anonymity, debriefing, and considering recruitment practices were considered as if the research was in vivo and will be detailed throughout the report. In the first section of this report, a review of the literature addresses hope as vital to the counselling relationship and provides the framework to consider the context of hope. The second

FOSTERING HOPE section of this report presents the qualitative and quantitative research conducted for this project, with an analysis of findings. The final section of the report provides an integrated discussion of both the qualitative and quantitative research findings, a discussion of implications of the research and suggestions for future research directions focused on fostering hope within the counselling relationship. Literature Review Larsen, Edey and Lemay (2007) point out that although hope has an integral role in

counselling, and the importance of hope is recognized, actual research on hope and the counselling process is still in preliminary stages. This section provides a review of studies conducted in Alberta to research how Albertans perceive hope and how frequently they experience hope. Following an exploration of the perception of hope in Alberta, the importance of the use of hope in a counselling capacity will be investigated, providing support for the research conducted in this project. A population-based survey was conducted by the Hope Foundation of Alberta (2002) polling 1203 participants by telephone in order to better understand the hope and health of the general public of Alberta. Over a two-week period, 69% of Albertans polled indicated they had often or most of the time felt hopeful; and 31% percent indicated they sometimes, rarely or did not feel hopeful at all (Hope Foundation of Alberta). On a scale of 1 to 10, with 1 being no hope and 10 being a great deal of hope; 82% rated their level of hope to be at least 6 or more. When asked what best describes their hope (See Appendix A for complete list of seven options), the answers most frequently chosen were having a positive outlook, having deep inner faith and having goals or plans, respectively (Hope Foundation of Alberta). Having a positive outlook could be considered a pathway, and faith considered a strategy for agency; the two necessary constructs described by Snyder for the development of hope. This survey substantiates the research

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in this project because approximately 30% of the Albertan population experience hope infrequently or have a mid-low level of hope (Hope Foundation of Alberta, 2002). Hope has predominately been accepted to have a variety of healing capacities, which includes increasing positive outcomes in counselling (Cheavens et al., 2006b). Therefore targeting increasing hope is desirable for counsellors and many other professionals in Alberta. There is an abundance of research outlining the role of hope in increasing positive outcomes in life satisfaction, academics, physical health and healing, mental health, athletic performance, personal achievement, and career counselling (Cheavens et al., 2006a; Cheavens et al.; Edey & Jevne, 2007; Hagen & Gunn, 2006; Miller, 2007; Snyder, 2002b; Stechynsky, 1999). To support the role of hope in counselling, researchers point to placebo effect studies and the dodo-bird effect in counselling approaches (Hagen & Gunn, 2006; Larsen, Edey, & Lemay, 2007). These studies posit that there is something beyond formal treatment or counselling approaches and techniques that affect positive outcomes in counselling. Hope and the counselling relationship are frequently hypothesized to be one of the factors influencing these positive outcomes (Larsen, et al.: Hagen & Gunn). Theories of optimism explain that the unexplained healing effects from placebo studies and the dodo-bird verdict are due to a generalized expectancy of a positive outcome (Scheier & Carver, 1987; Bailey, Eng, Frisch, & Snyder, 2007). Further, it is explained that persons with an optimistic outlook have learned to think of bad events as a challenge (Snyder, 1995). This is similar to Snyders cognitive concept of agency and pathway. Self-efficacy theory posits that a persons belief in their ability in certain situations increases their performance in that situation, and targeting the thought process around these beliefs increases task ability (Hackett & Campbell, 1987). Beliefs in performance, as described by self-efficacy theory are also similar to the goal-directed

FOSTERING HOPE determination (agency) as hypothesized by Snyder to be an essential component of hope (Snyder, 2002a). Problem-solving approaches use goal-determination and the process of how to achieve

goals, as the main constructs for positive performance outcomes (Snyder, 2002a). Problem-solving theories are correlated positively to hope and are hypothesized by Snyder to be due to involvement of pathway as a construct of hope (Snyder, 2002a). To test the acceptance of agency and pathway as reciprocal components of hope, Snyder developed the Hope Scale. The Hope Scale has been found to be a valid and reliable measurement of hope (Larsen, Edey, & Lemay, 2007; Snyder, 1995). Use of this scale has shown positive correlation between hope (as agency and pathway) to life outcomes, mental health, self-esteem, confidence, problem-solving, and coping skills (Bailey et al., 2007; Chang, 2007; Larson et al., Cheavens et al., 2006b, Snyder et al, 2002b). A study was conducted to decrease symptoms of depression and anxiety in a group counselling setting, was conducted. Results found that in targeting ones goals, pathway thinking and agency thinking, an increase in goal-determination and self-esteem, and a decrease in symptomology of depression and anxiety, occurred (Cheavens et al, 2006b). It should be noted, however that the sample population was composed of mainly females of European descent (Cheavens et al., 2006b). Other theories of hope identify the importance of using implicit and explicit strategies to in the counselling environment (Larsen et al. 2007; Miller 2007). Some of the implicit and explicit strategies found in the literature suggested to foster hope in the counselling environment are: counsellor use of hope language such as yet, when, and I believe, use of self-talk such as I think I can, fostering client visualization of goal-attainment, fostering clients understanding of their strengths, increasing clients social supports, and fostering clients reflection on past goal attainment (Cheavens et al., 2006b; Edey & Jevne, 2003). Miller (2007) also suggests using

FOSTERING HOPE lightheartedness, humor, encouraging reading literature, watching inspiring movies, sharing positive hope stories, using religion and faith, and finding meaning and in difficult situations. To gather more qualitative data to support the identification of some of the implicit and explicit strategies that may directly affect goal-directed determination (agency) and planning for goals (pathways) this research project conducted a focus group. Qualitative Research- Focus Group Method

Participants. Three female students, aged 26- 31 took part in the focus group as a means of fulfilling the requirements for a graduate level research course in counselling psychology. Participants were proficient on computers, internet, and in communicating in English. One participant was designated the principle investigator (PI) or moderator, to guide the focus group, ensure that the group stayed on task and to highlight common themes emerging during the discussion. In addition, the PI ensured that the data gathered was meaningful to the research question under study (Lewis, 2000). Participants for the focus group were selected by their interest in the topic of hope and counselling. This was determined by the participants voluntarily choosing this topic area during the initial preparation stages of this project. Such purposeful sampling is often conducted during qualitative research to illicit the most information possible for the topic under investigation (Leedy & Ormrod, 2005). Materials. Using the electronic communication mediums Skype and MSN Messenger to record and save the focus group data for further analysis, the focus group met online to conduct the focus group discussion. Due to the on-line nature of the course and project, use of a computer and Internet were integral materials setting the environment for the focus group discussion. A review of the literature on hope occurred prior to the focus group. This review was conducted by accessing

FOSTERING HOPE electronic research databases such as validity of websites such as the Hope Foundation of Alberta website were verified using Alexa.com and University of Berkeleys suggested evaluation of web pages (University of California, 2008). A discussion on how the focus groups could be conducted in-vivo took place, reaching the conclusion that confidentiality of the group members would be necessary. Requesting that group participants not use counsellors names during the second focus

group, for purposes of protecting the counsellors privacy and integrity was recommended because some questions directly pertained to what a counsellor could do to foster agency and pathway. To gather data during focus group discussion, the use of questions served necessary as the primary tool (materials) (Lewis, 2000; Leedy & Ormrod, 2005). A preliminary, general question asked the group to describe how they perceived the role of hope in counselling. This question provided the initial data, from which six refined questions were developed. Of these questions, three questions focused on agency and three questions focused on the pathway construct of hope (See Table 1.). Table 1 Focus Group Questions Agency Pathway

1.What would help to foster agency in ourselves?

1.How do we conceptualize ways to achieve our goals or overcome difficult times? 2.What is our thought process when we meet a goal or overcome a challenge? 3.What has worked for us in the past to meet our goals?

2.How do we (as a client) see agency occurring in the counselling environment? 3.What could the counsellor to do help foster agency for us in a counselling environment?

Design and procedure. Use of a focus group was conducted to initially gather general information on the use of hope in counselling using flexible, minimally moderated discussion and finally to

FOSTERING HOPE generate data pertaining to questions more specifically related to the role of agency and pathways as constructs of hope in the counselling relationship (Leedy & Ormrod, 2005; Lewis). The data collected from the focus group occurred over two evenings, with participants having a typed discussion using MSN Messenger and Skype as a communication medium, for approximately 6 hours. There was no time limit during the focus groups and no restrictions other than the primary goal of keeping on topic, which was enforced by the PI. Participants were encouraged to respond with as much information as they were comfortable sharing, in line with the purpose of focus group discussions: to produce good conversation on a given topic (Grudens-Schuck et al, 2004, p. 3). Results Data gathered from the first focus group introduced the role of hope in healing, with all participants commenting on their belief in the capacity of hope to positively affect patients with chronic and terminal illness and in the counselling environment. Snyders model emerged as the most coherently understood idea of what hope entails. Recognition of the difference in having a positive outlook versus having hope was discussed, with participants considering that optimism may be a component of hope. A discussion took place illuminating the collaborative process of counsellor methods being utilized to help clients develop their own hope in positive outcomes. As a result of this initial focus group, questions for the second focus group were consolidated into 6 questions to identify actual implicit and explicit strategies that may foster agency and pathway as constructs of hope in the counselling environment. In response to the first two questions on agency (see Table 1.), the participants noted self-

talk as a perspective-gaining strategy that allowed them to foster the cognitive will to achieve their goals. Reiterating why the goal is important in the first place and the benefits that can be gained by

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achieving it, thinking about past experiences, having a strong support system, reminding oneself of past accomplishments and how one overcame past obstacles were all common themes in the discussion regarding fostering agency. One participant stated that they find it helpful to read books or watch movies which inspire them or that are consistent with their own personal goals or life story. Having some type of hope inspiration from visual media such as vision boards and pictures was also suggested to foster agency. In considering how to foster agency within the counselling environment, the following common themes emerged: acknowledging clients strengths and skills, and reviewing past successes during times of adversity. Other techniques mentioned include group counselling, watching movies, reading, spending time in nature, and building hope kits. When asked the questions pertaining to pathway such as how participants conceptualized ways to meet their goals, all three unanimously mentioned breaking down their goals into more manageable pieces, focusing on them one at a time. Looking at the big picture, brainstorming, creating a pros and cons chart, and developing a plan of action were other suggestions of ways to create pathway. Common emotions upon reaching goals included relief, confidence, pride, a sense of achievement, fear and hopelessness. The latter two emotions were illustrated with the comment, now where do I go from here?. When considering what worked in the past in terms of pathway, participants brought up a number of methods: self-talk, visual reminders, support system, visualization, and coaching. Quantitative Research - Survey Method Participants. Twenty-seven counselling psychology graduate students in a research methods course were asked to participate in a survey, of which 24 voluntarily participated. Although random selection would ideally occur under proper research circumstances, to increase

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the sample population size, all three researchers participated. Generally, one can surmise due to the common assignment criteria for the class that participants were enticed to participate in order that others would participate in their survey, and secondarily for interest in the research study. Inquiries into the participants age and ethnicity were not conducted as part of the survey. However, to research discriminate strategies suitable to certain age and ethnic populations, suggestions for including identifier questions in the survey would be considerations (Leedy & Ormrod, 2005). Materials. A link in the class discussion forum provided access to the survey. As the survey was composed using an electronic software system provided on the commercial website SurveyMonkey (surveymonkey.com), access to a computer and Internet were integral to set the environment for the quantitative research obtained. Therefore, access to and proficiency with computers and Internet was necessary for participation. Similar to the focus group data gathering, use of questions was the primary tool (material) used to illicit the information sought for the research question. The beginning of the survey provided a definition of hope based on the work of Snyder (1995) to provide context to our questions. Each question consisted of choices focused around preferred methods to instill hope, with participants asked to select one answer per row. The first question asked participants to consider 11 different methods to gain willpower and/or energy (the will) to achieve their goals and indicate for each on a scale of never to always, how often they used each method. Our second question asked participants to consider 12 methods that the participants would consider beneficial for a counsellor to use in order to assist the participant in achieving their goals and indicate for each on a scale of not beneficial to always beneficial their considered usefulness. The final question asked participants to consider five statements regarding the use of hope and indicate on a scale of strongly disagree to strongly agree their accordance with the statements (see Appendix B for content of questions).

FOSTERING HOPE Design and procedure. Questions for the survey were derived based on the research question and the data gathered during the first focus group discussion. Questions 1 and 2 in the

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survey directly pertained to the data gathered during the second focus group discussion on agency and pathways as a construct of hope. The methods provided were actual responses suggested and discussed by participants during the focus group. Surveying these previously identified methods during qualitative research provides more substantial and empirically evidenced conclusions on how to increase agency and pathways in the counselling environment (Lewis, 2000). Question three was included to inquire on the applicability of agency and pathways as constructs for hope development. The survey was accessible to the class for one week. All survey items were completed anonymously, without recording any identifiers for the population sample. The electronic tool SurveyMonkey, compiled the results and automatically analyzed the responses, reporting them in a table presented as a percent of total responses received and number of total responses received (See Appendix C). Results Survey results for question one indicate that most of the participants often rely on past accomplishments/achievements to gain the will to work towards their goals, with 83% of participants selecting always or almost always as responses. Sixty-three percent indicated they always or almost always use self-talk to gain the will to work towards their goals, 63% indicated they always or almost always remind oneself of the value of the goal, and 50% indicated that they always or almost always visualize the end result of the goal. Interestingly, ninety-two percent of participants indicated they never or almost never use visual mediums such as a vision board, hope kit, pictures etc. to gain the will to work towards their goals, and 78% indicated they never or

FOSTERING HOPE almost never use spiritual or religious practice. Furthermore, 71% responded that watching inspirational movies was a method they never or almost never employ to gain the will to work

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towards their goals, and 58% indicated that they never or almost never utilize inspirational books. One respondent filled out the Other field, indicating that they always make use of telling myself I have to do it to achieve the goal even if I don't want to. The rest of the methods suggested, three in total, garnered a response indicating that participants employed the methods some of the time. Question 2 survey results indicate that 88% of the participants find the following two methods often or always beneficial for a counsellor to use to assist them in achieving their goals: 1) identifying the skills/abilities they have to achieve their goals, and 2) recognizing when they have made progress in goal attainment. Seventy-nine percent of respondents indicated that it is often or always beneficial for the counsellor to coach them to achieve their goals, 71% indicated that it is often or always beneficial for a counsellor to use positive reinforcement when they are moving closer to goal achievement (eg., giving positive feedback), and 75% of respondents indicated that they find the following three methods often or always beneficial: 1) helping them to see the "light at the end of the tunnel", 2) using future-oriented talk such as "when" "yet" "I believe", and 3) reminding them of past strategies they employed. Most participants indicated that the other five methods suggested were sometimes beneficial. Most participants indicated that the other five methods were sometimes beneficial. Question three results showed that most often, participants responded that they agree or strongly agree with the statements presented, with only three responses indicating that they neither agree nor disagree with the statements (see Appendix C for question 1, 2, and 3 response summaries). Discussion

FOSTERING HOPE Qualitative data identified using self-talk, relying on past experiences and successes, and being able to envision the end result, as predominant factors in increasing agency. These three methods were supported in the quantitative research portion, and among the graduate student sample proved to be the most frequently used methods for increasing agency. It should be cautioned that the sample population tested was predominately female and that age and ethnicity were not controlled during the study. Making the assumption that these particular methods may increase agency in other groups should not be made. Further research to determine if these methods of increasing agency would be the same across gender, across lower education level persons, and/or specific ethnic groups would prove useful for counsellors working with such clients (Chang & Banks, 2007).

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Implications of this study point to the viability of counsellors working with predominately educated female clients struggling to find hope, incorporating cognitive techniques of self-talk, visualization and behavioral reinforcement of past successes (Snyder, Hardi, & Cheavens et al., 2000). Furthermore, this study indicates that when working with this particular client group, methods such as using visual mediums, movies and/or inspirational reading and use of faith and religious practices are not often employed by the client to increase agency. This does not mean such methods are not useful to clients, rather that they are not commonly utilized. Other suggestions based on this study, for counsellors to assist clients with increasing pathway are: identifying clients skills and abilities for goal achievement, coaching and providing positive reinforcement when clients make progress in goal attainment, reminding clients of past strategies they have used, guiding clients to see the light at the end of the tunnel, and using future-orientated language.

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Future research directions need to focus on a consolidation of methods that counsellors can utilize with certain clients. Further research directions could also focus on studying the efficacy of the methods for clients or the sample populations of this study in vivo. Conclusion In conclusion, research conducted for this study sought to identify how counsellors can assist clients with increasing their goal-directed determination (agency); and with planning ways to meet their goals (pathway) in the counselling relationship - thus fostering hope. Results of the qualitative and quantitative research in this study found inclusion of strategies and methods supported by theories of optimism, self-efficacy, problem solving and hope theories to be useful for increasing agency and pathway as a means to foster hope in the counselling environment. This study contributes to the research on agency and pathway and highlights the need for future research to further cement knowledge of useful methods to foster hope via increasing these components.

FOSTERING HOPE References Bailey, T., Eng, W., Frisch, M., & Snyder, C. (2007). Hope and optimism as related to life satisfaction. The Journal of Positive Psychology, 2, 168-175. Chang, E., & Banks, K. (2007). The color and texture of hope: Some preliminary findings and implications for hope theory and counseling among diverse racial/ ethnic groups. Cultural Diversity and Ethnic Minority Psychology, 13, 94-103. Cheavens, J., Feldman, D., Woodward, J., & Snyder, C. (2006). Hope in cognitive psychotherapies: On working with client strengths. Journal of Cognitive Psychotherapy, 20, 135-145. Cheavens, J., Feldman, D., Gum, A., Michael, S., & Snyder, C. (2006b). Hope therapy in a community sample: A pilot investigation. Social Indicators Research, 77, 61-78. Edey, W., & Jevne, R. (2003). Hope, illness, and counselling practice: Making hope visible. Canadian Journal of Counselling, 37(1), 44-51. Edey, W., & Jevne, R. (2007). Understanding the role of hope in counselling: Exploring the intentional uses of hope. Counselling Psychology Quarterly, 20, 401-416. Hackett, G., & Campbell, N. (1987). Task self-efficacy and task interest as a function of performance on a gender-neutral task. Journal of Vocational Behavior, 30, 203-215. Hagen, B., & Gunn, T. (2006). The placebo effect and learning: Implications for counsellors. Canadian Journal of Counselling, 40, 242-254. Hope Foundation of Alberta (2002). A population-based survey of hope and health in Alberta.

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Retrieved September 28th, 2009, from The University of Alberta, The Hope Foundation of Alberta website: http://www.ualberta.ca/HOPE/literature/goodrd.html. Horowitz, R. (2008). Hope and expectation in the psychotherapy of the long-term mentally ill.

FOSTERING HOPE Bulletin of the Menninger Clinic, 72(4), 237-258. Larsen, D., Edey, W., & Lemay, L. (2007). Understanding the role of hope in counselling: Exploring the intentional uses of hope. Counselling Psychology Quarterly, 20, 401-416. Lewis, M. (2000). Focus group interviews in qualitative research: A review of the literature. Retrieved October 24th, 2009, http://www2.fhs.usyd.edu.au/arow/arer/pdf%20e-Report %20version/002.pdf. Grudens-Schuck, N., Allen, B., & Larson, K. (May 2004). Focus group fundamentals. Methodology Brief, Iowa State University: Author. Miller, J. (2007). Hope: A construct central to nursing. Nursing Forum, 42(1), 12-19.

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Scheier, M., & Carver, C. (1987). Dispositional optimism and physical well-being: The influence of generalized outcome expectancies on health. Journal of Personality, 55, 169-210. Snyder, C. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling & Development, 73, 355-360. Snyder, C., Hardi, S., Cheavens, J., Michael, S., Yamhure, L., & Sympson, S. (2000). The role of hope in cognitive-behavioral therapies. Cognitive Therapy and Research, 24(6), 747-762. Snyder, C. (2002a). Hope Theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275. Snyder, C., Feldman, D., Shorey, H., Rand, K. (2002b). Hopeful choices: A school counselors guide to hope theory. Professional School Counseling, 5, 298-308. Stechynsky, A. (1999, January). The role of hope in career counselling. National Consultation on Career Development, Ottawa, CA: Author. University of California (2008). Evaluating web pages: techniques to apply & questions to ask. Retrieved September 11th, 2008, from www.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

FOSTERING HOPE Appendix A 3) Which one of the following items best describes your experience of hope?

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Being open to possibilities Having a good future Having goals or plans Finding meaning in life Being connected to others Having a deep inner faith Having a positive outlook

Adapted from: Hope Foundation of Alberta (2002). A population-based survey of hope and health in Alberta. Retrieved September 28th, 2009 from http://www.ualberta.ca/HOPE/literature/goodrd.html.

FOSTERING HOPE Appendix B Focus Group Questions- Forum 2 Agency Pathway

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1.What would help to foster agency in ourselves? 2.How do we (as a client) see agency occurring in the counselling environment? 3.What could the counsellor to do help foster agency for us in a counselling environment?

1.How do we conceptualize ways to achieve our goals or overcome difficult times? 2.What is our thought process when we meet a goal or overcome a challenge? 3.What has worked for us in the past to meet our goals?

FOSTERING HOPE Appendix C Table C1 Survey Response Summary- Question 1

One definition of hope is that it is the cognitive will-power or energy to get moving towards ones goal; combined with our perceived ability to generate a way to achieve this goal. It is ultimately having the will and the way to succeed. 1. Please indicate how often you use the following methods to gain willpower and/or energy ("the will") to work towards your goals. If you identify another method, please write it in the Other field. Never Almost never 4.2% (1) 0.0% (0) Some of the time 29.2% (7) 16.7% (4) 33.3% (8) 20.8% (5) 58.3% (14) 20.8% (5) 37.5% (9) 50.0% (12) 52.2% (12) 12.5% (3) 13.0% (3) Almost always 54.2% (13) 62.5% (15) 45.8% (11) 50.0% (12) 37.5% (9) 4.2% (1) 4.2% (1) 12.5% (3) 13.0% (3) 0.0% (0) 8.7% (2) Always Response Count 24 24

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Self-talk (eg., "I can do it") Relying on past accomplishments/achievements (eg., "I have done this before, I can do it again") Visualizing the end result of the goal Reminding oneself of the value of the goal Support system (gaining motivation from others) Watching inspirational movies Reading inspirational books Being among nature Hearing other people's stories/ experiences Using visual mediums such as a vision board, hope kit, pictures etc. Spiritual or religious practice Other (please specify): telling myself I have to do it to achieve the goal even if I don't want to: always

4.2% (1) 0.0% (0) 4.2% (1) 0.0% (0) 0.0% (0) 37.5% (9) 20.8% (5) 25.0% (6) 4.3% (1) 79.2% (19) 39.1% (9)

8.3% (2) 20.8% (5) 4.2% (1) 12.5% (3) 0.0% (0) 4.2% (1) 0.0% (0) 0.0% (0) 4.3% (1) 0.0% (0) 0.0% (0)

12.5% (3) 16.7% (4) 4.2% (1) 33.3% (8) 37.5% (9) 12.5% (3) 26.1% (6) 12.5% (3) 39.1% (9)

24 24 24 24 24 24 23 24 23 1

answered question

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Table C2 Survey Response Summary - Question 2

One definition of hope is that it is the cognitive will-power or energy to get moving towards ones goal; combined with our perceived ability to generate a way to achieve this goal. It is ultimately having the will and the way to succeed. 2. Which of the following methods/strategies ("the way") would you consider beneficial for a counsellor to use in order to assist you in achieving your goals: Not Rarely Sometimes Often Always Response beneficial beneficial beneficial beneficial beneficial Count Tell you about others' strategies to overcoming adversity Identify the skills/abilities you have to achieve your goals - "empowerment" Suggest other counselling environments that may stimulate strategies for goal achievement(eg., group counselling) Tell you about their own strategies in overcoming adversity Recognize when you have made progress in goal attainment) Help you foster appreciation for where you are today in order to move toward tomorrow Help you to see the "light at the end of the tunnel" Use future-oriented talk such as "when" "yet" "I believe" Coaching you to achieve your goals Use positive reinforcement when you are moving closer to goal achievement (eg., giving positive feedback). Use negative reinforcement when you are moving closer to goal achievement (eg., decreasing number of times you meet per week) Remind you of past strategies you employed 0.0% (0) 0.0% (0) 0.0% (0)) 12.5% (3) 0.0% (0) 12.5% (3) 66.7% (16) 12.5% (3) 54.2% (13) 16.7% (4) 62.5% (15) 29.2% (7) 4.2% (1) 25.0% (6) 4.2% (1) 24 24 24

0.0% (0) 0.0% (0) 0.0% (0)

25.0% (6) 0.0% (0) 12.5% (3) 4.2% (1) 4.2% (1) 4.3% (1) 0.0% (0)

37.5% (9) 12.5% (3) 12.5% (3)

25.0% (6) 37.5% (9) 50.0% (12) 33.3% (8) 29.2% (7) 52.2% (12) 41.7% (10) 20.8% (5)

12.5% (3) 50.0% (12) 25.0% (6) 41.7% (10) 20.8% (5) 26.1% (6) 29.2% (7) 4.2% (1)

24 24 24

0.0% (0) 4.2% (1) 0.0% (0) 0.0% (0)

20.8% (5) 41.7% (10) 17.4% (4) 29.2% (7)

24 24 23 24

12.5% (3)

20.8% (5)

41.7% (10)

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0.0% (0)

4.2% (1)

20.8% (5)

54.2% 20.8% (13) (5) answered question

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FOSTERING HOPE Table C3 Survey Response Summary - Question 3 One definition of hope is that it is the cognitive will-power or energy to get moving towards ones goal; combined with our perceived ability to generate a way to achieve this goal. It is ultimately having the will and the way to succeed. 3. Please indicate whether you agree, sometimes agree, neither agree nor disagree, sometimes disagree or disagree with the following statements: Strongly Disagree Neither Agree Strongly Response disagree Agree Agree Count nor Disagree The Counsellor's hope for a positive counselling outcome is vital to counselling relationships. Having hope that I can achieve my goals increases the chance that I will actually achieve them. Having knowledge of how I will achieve my goals increases the chance that I will achieve them. Having the motivation to determine what I need to do in a difficult situation, gives me hope that the situation will improve. Having knowledge or a plan to overcome a difficult situation, gives me hope that the situation will improve. 0.0% (0) 0.0% (0) 8.3% (2) 62.5% (15) 62.5% (15) 29.2% (7) 33.3% (8) 24

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0.0% (0) 0.0% (0)

4.2% (1)

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0.0% (0) 0.0% (0)

0.0% (0)

66.7% (16)

33.3% (8)

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0.0% (0) 0.0% (0)

4.2% (1)

62.5% (15)

37.5% (9)

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0.0% (0) 0.0% (0)

0.0% (0)

54.2% (13)

45.8% (11)

24

answered question

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