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NURS 4455 Module 1 Assignment 1 Module 1 Assignment 1: Leadership Self-Assessment

NURS 4455 Module 1 Assignment 1 Module 1 Assignment 1: Leadership Self-Assessment

NURS 4455 Module 1 Assignment 1 Module 1 Assignment 1: Leadership Self-Assessment

Overview: Leadership Self-Assessment

Do you view yourself as a leader?

You have, no doubt, served as a leader in some situations, but you may not yet envision yourself as a leader in the nursing environment. This course is designed to help you recognize the leadership and management qualities you bring to the profession, sharpen and enhance those skills, and to encourage you to seek out leadership and management opportunities.

Use the Professional Development Inventory to assess your leadership qualities and skills. Save your results and/or make notes of the conclusions.

Objective

•             Identify characteristics of leadership and management.

Conclusions and Reflections

Describe your overall leadership characteristics, strengths, and weaknesses. Comment on any characteristics that the tool did not address that you believe to be important.

 

One becomes an effective leader when they understand what it takes to lead others and produce expected and desired outcomes as well as meet certain goals. Reflection is essential for one to understand what being a leader truly entails by assessing strengths and weak areas that require improvement (Kenny et al., 2020). In week one of the Group process and dynamics class, I explored what is expected of counselors in leading group sessions using counselling skills and techniques while exhibiting leadership skills to ensure that the group focuses on attaining the set goals and targets. Throughout this course, I have learned effective participation in group processes by working with fellow cohorts and exhibiting my acquired skills using Theravue. The purpose of this paper is to offer a reflection of my experience through my participation of group processes and self-evaluation of my group leadership skills and attributes.

Part I: Experience Working with a Group Cohort

The need to work in in group or cohort is a real and true test of how counselors can develop common approaches to develop proposal on handling different mental health issues like dealing with adolescent victims of abuse (Weinberg, 2020). In week 3 and 4 of Group Process and Dynamics class, I participated in a group of colleagues and we were to work together on a proposal to solve mental health issues. Each member was asked to propose a population and offer reasons for their selection and a group that would benefit from the selected option. The cohort began well by ensuring that all participated by contributing their ideas. Eventually, we settled on my proposal which was about counseling adolescent victims of different forms of abuse. Interestingly, I assumed the leadership role since my proposal was the one selected. Again, I did not sit back but actively participated through sufficient contribution as reflected by the selection of my proposal.

The cohort’s progress was good and members collaborated and cooperated based on their contributions and demonstration of professional disposition. For instance, they demonstrated a great sense of responsibility through engagement and accountability by contribution to the improve the proposed group activity (Miller et al., 2020). They were also fit as they developed better relationships and interactions as well as sensitivity and were impartial. I also felt adequate as a group member, especially based on the level of trust and confidence that the cohort illustrated by giving the leadership role (Maree, 2020). My self-assessment is accurate in this case since the cohort showed significant levels of maturity and integrity. The members were highly aware of the decisions and actions that they were taking and exhibited a willingness to have self-examination as well as challenge some biases and improve their overall competency levels.

I assumed the leadership role and felt that it was a valued and significant part of attaining the group goals and influencing members of the cohort to contribute effectively. The role was familiar since I have been a facilitator in several sessions in our facility and in the community. Besides, leading group therapies, I have always influenced how people develop perspectives in different areas of counseling practice (O’Hara et al., 2021). The leadership role also resembled a role that I play in the family in influencing my siblings and other members, including my parents through offering professional advice on how they can deal with issues that may be affecting them.

With five members of the cohort, I felt that the group was cohesive and all made significant contributions. It is inevitable that in a group some members would be more assertive and responsive than others and even make better contributions. This defines the group dynamics. In this case, it was also evident as some members gave best approaches based on their experience in the counseling field and mental health practice (Gómez, 2019). The vocal members helped the least responsive ones to evaluate their proposed interventions in a more reflective way and when they made their contributions, we unanimously adopted them. The implication is that the group dynamics among members were great and allowed us to improve our proposal and customize it to the targeted population.

The five members of the group and their effective illustration and modeling of professional dispositions ensured that we don’t encounter any problem or conflict. None of the members felt less or being overwhelmed by responsibilities. Conflicts are inevitable when working with individuals from diverse backgrounds (Magill et al., 2020). However, the cohort illustrated effective skills and maturity that there was no need of solving any issue. Except for lack of time keeping by one member that raised serious concerns in week 4, all members were keen on solving any issue and misunderstanding that could arise during the sessions. The counselor key professional dispositions implore counselors to use all the approaches when involved in group settings to maintain ethical and professional standards (Maree, 2020). It is critical for members to engage in meeting and discussions, be accountable and interact with others in a professional way.

In completion of this reflection, it is essential to reflect on aspects of the Johari Window that is a core aspect of group process and dynamics as discussed on the first week of the course. Counselors can use the Johari Window to enhance self-awareness and how they interact with others in group situations (Sabella et al., 2020). I have learned that in group participation, I always influence others by allowing them to express their ideas. I also feel comfortable being a group setting by being more productive and interactive. Being decisive and expressing my ideas and thoughts are a core aspect of my group interactions (Kenny et al., 2020). If there are areas that I could improve, it would be altering my way of perceiving others and being more accommodative. Effective leadership needs better decision-making and motivating others. As such, the Johari Window demonstrates that leaders should involve all people when developing plans and allow them to express their opinions (Luft, 1982). The areas to grow include enhancing communication by being open, honest, and accurate in making statements while dealing with others.

The information and enhanced self-awareness using the Johari Window and disposition imply that as a group leader, one must be willing to enhance motivation, be authentic, and true to their abilities. Leaders must transcend the expected and help all members to focus on the set goals. Again, leaders must also be reflective and assess members based on their abilities (Luke et al., 2020). The experience is effective in deepening self-compassion as well as compassion for colleagues and group members by illustrating the importance of professional dispositions and putting them into practice. The experience shows that group members and colleagues are essential when developing a common approach to issues concerning patients and appropriate interventions. Initiating communication amongst members as a leader is reflection of one’s enhanced involvement and compassion for the group (Kuper et al., 2020). Allowing group members to express themselves also helps to position them in a better way and promote constructive criticism and healthy interactions.

Part II: Self-Assessment of Leadership Skills

After doing the group proposal, I truly appreciate the significant of leadership skills in developing and running a successful group. The most critical job for any leader is effective communication with all group members. Leaders require active listening skills to work well with others. They should also help other members interact better among themselves. Leaders also learn to be effective members and good followers before they can effectively lead (Corey et al., 2018). Leadership is not about running the show but giving others the opportunity to express themselves through which they can pick up the important aspects. As leaders, the critical role is to facilitate the group’s direction and not domination. Leaders should show by example through their actions and decisions.

Conceptualization of Group Leader

The experience of working with the cohort changed my concept of leadership. Initially, I thought that the group leader runs the group with limited input from members. I thought that it was the role of the leader to set the group’s tone, begin and end the discussions and make all critical decisions. However, through the course and participation in group proposal, I realize that the group leader’s main role is to facilitate communication (Christensen et al., 2020). Members play a critical role in advancing the group aspects and flow of activities. while a leader may determine certain aspects for discussion and even initiate the conversation, it’s the members who keep the communication going on and creating necessary changes within the setting.

Theravue

Using the Theravue was a great experience as it places one in the session as a counselor. The simulation allows one to see how normal sessions should run. The use of simulation was effective in helping group members conform to some of the suggestions that I made during the discussions. Through the simulation, one can practice diverse situations or scenarios that they can encounter in counseling, especially when dealing with adolescent victims of abuse (Wei et al., 2021). The simulation allows one to develop skills and practice them based on feedback it provides.

Moving forward to my field experience means that I should use all tools at my disposal to improve my group leadership skills and attributes. I should seek best practices that include using even simulations to improve the weak areas. The use of Theravue demonstrates that counselor should respond to and be aware of their client’s unique positions and concerns. Theravue enables one to practice effective leadership skills, including the chance to change and practice responses before giving feedback or answers to clients (Budesa et al., 2022). The experience also shows the need to solicit feedback and accepting constructive criticism from peers and even instructors.

Conclusion

Professional dispositions are a critical component of effective counseling. Counselors need effective leadership skills when in groups and cohorts to develop a common approach to issues affecting their clients and how best to serve them. The group experience, the use of theravue and application of the professional dispositions all illustrate the importance of group dynamics in counseling.

References

Budesa, Z., & Barrio Minton, C. A. (2022). Enhancing Counselor Education and Supervision

through Deliberate Practice. Teaching and Supervision in Counseling, 4(1), 5. https://trace.tennessee.edu/tsc/vol4/iss1/5

Christensen, J. K., Dickerman, C. A., & Dorn-Medeiros, C. (2018). Building a consensus of the

professional dispositions of counseling students. Journal of Counselor Preparation and Supervision, 11(1), 2. https://digitalcommons.sacredheart.edu/jcps/vol11/iss1/2

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

Gómez, J. M. (2019). Group dynamics as a predictor of dissociation for Black victims of

violence: An exploratory study of cultural betrayal trauma theory. Transcultural psychiatry, 56(5), 878-894. https://doi.org/10.1177/1363461519847300

 

Kenny, M. C., Helpingstine, C. E., Harrington, M. C., & McEachern, A. G. (2018). A

comprehensive group approach for commercially sexually exploited girls. The Journal for Specialists in Group Work, 43(4), 376–398. https://doi.org/10.1080/01933922.2018.1484540

Kuper, J. L., & Turanovic, J. J. (2020). Adjustment Problems in Early Adulthood Among

Victims of Childhood Physical Abuse: A Focus on Adolescent Risk and Protective Factors. Crime & Delinquency, 66(3), 337–362.https://doi.org/10.1177/001112871985

Luke, M., & Goodrich, K. M. (2019). Focus group research: An intentional strategy for applied

group research? The Journal for Specialists in Group Work, 44(2), 77-81. https://doi.org/10.1080/01933922.2019.1603741

Luft, L. (1982). The Johari Window: A graphic model of awareness in interpersonal relations. In

NTL Institute, NTL Reading Book for Human Relations Training.

Magill, M., Mastroleo, N. R., & Martino, S. (2022). Technology-based methods for training

counseling skills in behavioral health: A scoping review. Journal of Technology in Behavioral Science, 7(3), 325-336. DOI: 10.1007/s41347-022-00252-8.

Maree, J. (2020). Innovating Counseling for Self-and Career Construction. Springer

International Publishing.

Miller, S. M., Larwin, K. H., Kautzman-East, M., Williams, J. L., Evans, W. J., Williams, D. D.,

… & Miller, K. L. (2020). A proposed definition and structure of counselor dispositions. Measurement and Evaluation in Counseling and Development, 53(2), 117-130. DOI:10.1080/07481756.2019.1640618

O’Hara, C., Chang, C. Y., & Giordano, A. L. (2021). Multicultural competence in counseling

research: The cornerstone of scholarship. Journal of Counseling & Development, 99(2),

Sabella, S. A., Landon, T. J., McKnight-Lizotte, M., & Bernacchio, C. P. (2020). How do

supervisors assess and develop professional dispositions among counselors in vocational rehabilitation agencies? A qualitative inquiry. The Clinical Supervisor, 39(1), 106-127. https://doi.org/10.1080/07325223.2020.1729919200-209. https://doi.org/10.1002/jcad.12367

Wei, M., Wang, L.-fei, & Kivlighan, D. M. (2021). Group counseling change process: An

adaptive spiral among positive emotions, positive relations, and emotional

cultivation/regulation. Journal of Counseling Psychology, 68(6), 730–745.

https://doi.org/10.1037/cou0000550

Weinberg, H. (2020). Online group psychotherapy: Challenges and possibilities during COVID-

19—A practice review. Group Dynamics: Theory, Research, and Practice, 24(3), 201. https://doi.org/10.1037/gdn0000140

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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