Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci‐of‐hope, which derive from conjoint models of agency emphasized in collectivist societies. But evidence on external loci‐of‐hope's positive influence on students’ well‐being is limited. Two studies (involving student samples from four universities in Asian cities) explored how external loci‐of‐hope relate to students’ life satisfaction, personal well‐being (self‐esteem, self‐mastery), relational well‐being (relational self‐esteem, communal mastery), and coping styles for school‐related stress. Results show that external loci‐of‐hope dimensions predict students’ life satisfaction and relational aspects of well‐being, but also predict maladaptive coping. The results are discussed in relation to how the work of psychologists in schools benefit from approaches that contextualize theoretical precepts in cultural meanings and experiences in different parts of the world.

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The study explored the experiences of individuals in posttreatment addiction recovery. More specifically, the research examined their experiences of stress, their recovery capital, as well as their personal views on addiction and recovery. Existing literature suggests that individuals with addiction require a substantial quality of recovery capital to overcome stress and challenges in all stages of recovery. The research adopted a case study design and interviewed eight participants on their experiences of posttreatment addiction recovery. Interview responses were analyzed through categorizing codes and themes and then submitting these for external audit. Results showed that the recovery experience in posttreatment addiction recovery included dealing with stress during reintegration to the mainstream environment, rebuilding relationships, and returning to daily functioning (getting a job, earning money, fulfilling responsibilities). Recovery connections, social support, and recovery-supportive activities were important factors in sustaining recovery. Addiction was considered as a lifestyle that provides temporary relief and hinders building meaningful relationships while recovery was depicted as an ongoing process requiring support and finding purpose in being in recovery.

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