Overview

The APS hosts this activity with the Positive Psychology Interest Group (PPIG).

This webinar presents a reconceptualisation of hope theory through a complex dynamic systems lens, expanding on Snyder's influential cognitive model. Drawing from advances across multiple disciplines, it is proposed that more comprehensive framework for understanding hope as an emergent experience arising from the dynamic interplay of cognitive, affective, behavioural and social elements.

Key aspects of this new model include:

• expanding beyond individual cognitive processes to consider the self as an integrated system,

• incorporating the crucial role of social resources and environmental influences, 

• conceptualising hope as emerging from the interactions between four key mechanisms: 

  • WillPower, WayPower, WePower, and WhyPower,

• identifying a nomological network of interconnected elements that contribute to hope that can guide the development of personalised intervention plans, and

• considering how we design conducive environments that enable the development of hope-related capabilities.

Implications for designing contextually sensitive hope interventions and fostering environments that cultivate hope across diverse populations and settings will also be discussed.

Level of Learning

Foundational. This activity is targeted to those who are new to the topic.

Duration of access

This webinar will be recorded. Access to the recording and presenter slides is for 12 months from the date of confirmed registration.

APS CPD-Approved

This activity has been assessed against the APS Standards for CPD activities and approved for its education quality. Learn more about the APS CPD Approval process.

CPD Frequently Asked Questions

Refer to the APS CPD Frequently Asked Questions for general and technical information when undertaking APS Professional development activities.

Learning Outcomes

Upon completion of this webinar, participants should be able to:

• critically evaluate the complex dynamic systems model of hope, comparing and contrasting it with Snyder's cognitive model to inform their clinical practice and research,

• explore strategies to apply the model to support personalised, context-sensitive hope interventions, and

• discuss future directions for this research and identify implications for further refining based on participants' practice experience.

Presenter(s)

Dr Rachel Colla

About the presenter(s)

Dr Rachel Colla is a Senior Lecturer and Education Innovation Lead at the Centre for Wellbeing Science at the University of Melbourne. Her work is dedicated to enabling wellbeing through education, leading change through the nexus of practice and research. Rachel has worked in education for over 20 years in diverse roles, leading to a deep appreciation of the complexity and hope for change within our education systems. She was trained as an educational and developmental psychologist, with a strong grounding in family systems theory. This experience infuses both her research and current practice in the design and delivery of transformative postgraduate and undergraduate programs for current educational leaders and practitioners.
Rachel is honoured to be a dual recipient of the Faculty of Education Teaching Excellence awards, recognising this work. Her work in community engagement has also been recognised by a Faculty of Education Award for Global, Place and Community Excellence. Her research focuses on the intersection of wellbeing and systems science, with a particular focus on facilitating wellbeing through learning design and educational practices. Her PhD was participatory in nature, exploring young people’s perspectives of how we enable hope through a dynamic systems lens.