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
Results 1-5 of 32
Page vii
... Values: a process approach 2 3 4 5 6 7 8 Caring for self and others 9 In trauma and in health Postscript References Index viii ix 15 31 47 69 85 109 131 153 171 175 191 Acknowledgements I am indebted to many people for their help vii ...
... Values: a process approach 2 3 4 5 6 7 8 Caring for self and others 9 In trauma and in health Postscript References Index viii ix 15 31 47 69 85 109 131 153 171 175 191 Acknowledgements I am indebted to many people for their help vii ...
Page 3
... values to the analysis of data. Three of these are worthy of mention at this point in my deliberations. I aim to provide the reader with some insights into the differently textured threads that are woven into the fabric of this work ...
... values to the analysis of data. Three of these are worthy of mention at this point in my deliberations. I aim to provide the reader with some insights into the differently textured threads that are woven into the fabric of this work ...
Page 5
... value. Such relationships can be nurtured in school settings to support individuals and groups (Pattison and Harris, 2006; Harris, Vincent et al., 2006; Hudson, 2006). However, the relational stance that is promoted here transcends that ...
... value. Such relationships can be nurtured in school settings to support individuals and groups (Pattison and Harris, 2006; Harris, Vincent et al., 2006; Hudson, 2006). However, the relational stance that is promoted here transcends that ...
Page 6
... values and experience. The. empirical. base. This work has been informed by my participation in a number of research and development projects. The data from these projects informs large sections of this book. My experience as a secondary ...
... values and experience. The. empirical. base. This work has been informed by my participation in a number of research and development projects. The data from these projects informs large sections of this book. My experience as a secondary ...
Page 12
... values in creating and 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 ...
... values in creating and 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 ...
Other editions - View all
Common terms and phrases
a-ha able accept activity adults Anna’s 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 distress effective emotional competence emotional intelligence emotionally engage example Exercise experienced fear feel Feelings Books focus Glynn Harris head teacher highlights human I–It impact important individual’s individuals Introjection involved leaders and teachers learning Lisa’s manage mental health model of leadership moral negative Ofsted one’s 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 sustain SWOT analysis teacher leaders teachers and leaders teaching things tion tional trauma trust understanding values vulnerable whilst wounding
Popular passages
Page 105 - 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 105 - 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 63 - 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 92 - 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 63 - ... 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 71 - 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 60 - 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 44 - Leadership is not the private reserve of a few charismatic men and women. It is a process...
Page 40 - 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.