Supporting the Emotional Work of School LeadersThis practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals. |
From inside the book
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Page 4
... sustained challenges to and violations of their core sense of self that they are unable to engage with the process of maturation. Their interac- tions with significant others, usually people in authority, have involved the intentional ...
... sustained challenges to and violations of their core sense of self that they are unable to engage with the process of maturation. Their interac- tions with significant others, usually people in authority, have involved the intentional ...
Page 5
... sustained healing , however , needs at least one sensitive , responsive and reparative relationship , which is experienced in a safe , consistent and emotionally containing environment . In such conditions the individual's pain and ...
... sustained healing , however , needs at least one sensitive , responsive and reparative relationship , which is experienced in a safe , consistent and emotionally containing environment . In such conditions the individual's pain and ...
Page 7
... sustained, collective and collaborative inquiry. The emphasis was on encouraging the process of debate and questioning in order to reveal levels of con- sensus, conflict, contradiction and commonality to participants as well as the ...
... sustained, collective and collaborative inquiry. The emphasis was on encouraging the process of debate and questioning in order to reveal levels of con- sensus, conflict, contradiction and commonality to participants as well as the ...
Page 12
... sustaining inclusive schools. It is argued that stakeholders must be actively engaged in meaningful dialogue and supported to reach informed decisions based on common ground expectations. This requires rigorous attention to ...
... sustaining inclusive schools. It is argued that stakeholders must be actively engaged in meaningful dialogue and supported to reach informed decisions based on common ground expectations. This requires rigorous attention to ...
Page 16
... sustain global supply and demand . New technologies have been developed and designed to optimise efficiency and ... sustained them . We cannot fully grasp the extent to which people's lives are being irreversibly affected by forces ...
... sustain global supply and demand . New technologies have been developed and designed to optimise efficiency and ... sustained them . We cannot fully grasp the extent to which people's lives are being irreversibly affected by forces ...
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Common terms and phrases
a-ha able accept activity adults anxiety authentic behaviour brain capacity Carl Rogers Catherine Catherine’s challenging child Children Act 2004 children and young Chris Chris’s classroom climate colleagues create creative culture developing awareness distress effective emotional competence emotional intelligence emotionally engage example Exercise experienced fear feel focus Gestalt Therapy Glynn Harris head teacher highlights human identify impact important individuals Introjection involved leaders and teachers learning manage mental health model of leadership moral negative Ofsted organisational parasympathetic nervous system parents Perls positive Primary National Strategy problems professional projects psychotherapy recognise reflect relationships relax responsibility Retroflection rience role school community school improvement school leaders school leadership Scott Peck self-harm sense share social strategies sustain SWOT analysis talk teacher leaders teachers and leaders teaching things tion tional trauma trust understanding values vulnerable whilst wounding
Popular passages
Page 106 - Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous?
Page 106 - We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Page 64 - I mean the directional trend which is evident in all organic and human life — the urge to expand, extend, develop, mature — the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self.
Page 93 - You gain strength, courage and confidence by every experience in which you really stop to look fear in the face. You are able to say to yourself, "I lived through this horror. I can take the next thing that comes along." . . . You must do the thing you think you cannot do.
Page 64 - ... develop, mature— the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self. This tendency may become deeply buried under layer after layer of encrusted psychological defenses; it may be hidden behind elaborate facades which deny its existence; it is my belief however, based on my experience, that it exists in every individual and awaits only the proper conditions to be released and expressed.
Page 72 - That our life is not consistent with the demands of society is not because nature is at fault or we are at fault, but because society has undergone a process that has moved it so far from healthy functioning, natural functioning that our needs and the needs of society and the needs of nature do not fit together any more.
Page 61 - Change does not take place through a coercive attempt by the individual or by another person to change him, but it does take place if one takes the time and effort to be what he is—to be fully invested in his current positions. By rejecting the role of change agent, we make meaningful and orderly change possible.
Page 45 - Leadership is not the private reserve of a few charismatic men and women. It is a process...
Page 41 - It is only through the recognition of your emotions that you can be aware, as a biological organism, either of what you are up against in the environment or of what special opportunities are at the moment presented.