Hope is a core construct of positive psychology that has received only minimal application to work and vocational situations. C. R. Snyder (2000) conceptualized hope as a cognitive process with 3 primary components: goals, agency, and pathways. This article presents the development and validation of the Work Hope Scale (WHS), which was rationally based in Snyder's hope theory and designed to assess the presence of work hope in diverse populations. The 3 studies (N ϭ 79, N ϭ 224, and N ϭ 31) presented here provide evidence of both convergent and discriminant validity for the WHS, establish the stability of the WHS, and demonstrate the criterion validity of the WHS by its ability to distinguish among groups that can be expected to have more or less hope about their work situations on the basis of their access to economic resources. The results, based on a diverse sample that includes welfare recipients, economically disadvantaged youth, college students, and community members, support the usefulness of the WHS for both research and interventions in vocational psychology.

Forced-to-penetrate cases: Lived experiences of menbaseline research findings. Retrieved from http://wp.lancs.ac.uk/forcedto-penetrate-cases/files/2016/11/Project-Report-Final.pdf Weare, S. (2018). 'Oh you're a guy, how could you be raped by a woman, that makes no sense': Towards a case for legally recognising and labelling 'forced-to-penetrate' cases as rape.

Given the paucity of literature addressing the experiences of rural youth, this study investigated the ability of assessed levels of social support, perceived parental involvement, academic self-efficacy, and perceived educational barriers to predict school engagement and work role attitudes among rural high school students. The authors specifically intended to test the generalizability of M.

Domestic violence interferes with women's exploration of career interests

Because of the high chronicity of work‐related problems in a Veterans Administration Medical Center population, many of the traditional methods of career assessment, counseling, and placement have proven ineffectual. In this article the authors detail the development of an intervention based on narrative or storytelling principles. They describe efforts to introduce this model to patients as well as to relate patients' stories to vocational outcomes. The usefulness of stories as an organizing principle for counselors and clients is discussed, and suggestions are offered for further uses of storytelling interventions.