2025: Empowering the Future through Education, Diversity, and Hope
Empowering Justice-Involved Adolescents Through Hope: A Strengths-Based Intervention
Location
Hemmingson Ballroom
Start Date
15-4-2025 12:40 PM
End Date
15-4-2025 1:40 PM
Description
This study will examine the implementation of the Hopeful Minds curriculum as a protective factor for adolescents involved with the juvenile justice system. The research will be conducted at an alternative high school serving justice-involved youth. The study will explore how increasing hope may positively influence educational engagement, emotional well-being, and goal-setting. The intervention will be delivered twice weekly over six weeks, with quantitative data collected through the Children’s Hope Scale and the Satisfaction with Life Scale, as well as qualitative analysis of student artifacts and semi-structured interviews. The study will follow an embedded mixed-methods design, integrating both quantitative and qualitative data to examine changes in hope and motivation. Findings may suggest that students experience increased hope and improved engagement with schoolwork and personal goal-setting. This research will aim to highlight the potential of hope-based interventions as a strengths-based approach to addressing educational and social barriers faced by marginalized youth. The study will reflect the broader theme of empowering students through positive psychological interventions, recognizing the impact of social systems, and valuing the dignity of each individual.
Recommended Citation
Folowel Nix, Martina and Arnold, Kristen, "Empowering Justice-Involved Adolescents Through Hope: A Strengths-Based Intervention" (2025). Diversity & Social Justice in Education Conference. 46.
https://repository.gonzaga.edu/dsjconf/2025/general/46
Publication Date
2025
Empowering Justice-Involved Adolescents Through Hope: A Strengths-Based Intervention
Hemmingson Ballroom
This study will examine the implementation of the Hopeful Minds curriculum as a protective factor for adolescents involved with the juvenile justice system. The research will be conducted at an alternative high school serving justice-involved youth. The study will explore how increasing hope may positively influence educational engagement, emotional well-being, and goal-setting. The intervention will be delivered twice weekly over six weeks, with quantitative data collected through the Children’s Hope Scale and the Satisfaction with Life Scale, as well as qualitative analysis of student artifacts and semi-structured interviews. The study will follow an embedded mixed-methods design, integrating both quantitative and qualitative data to examine changes in hope and motivation. Findings may suggest that students experience increased hope and improved engagement with schoolwork and personal goal-setting. This research will aim to highlight the potential of hope-based interventions as a strengths-based approach to addressing educational and social barriers faced by marginalized youth. The study will reflect the broader theme of empowering students through positive psychological interventions, recognizing the impact of social systems, and valuing the dignity of each individual.
Comments
Poster Session B