PSYC 611 Leadership Notes - Oct. 26

* GOOD: Inspiring, Resonant, Make others want to follow

* BAD: bored, dry, no follow-through, low credibility, visceral, unequal alliance, overengaged

* Feelings, goal achievement, productivity, role clarity, charisma, goal orientation, relationship

* From GOOD To GREAT

* Not about me

* Leadership vs. Management

* Acknowledge reality, inspire, bring together, vision, cohesion

* Transparency, empathy, service, organizational awareness, influence

* Self: bold, open, excited, humble, eager to help, connect, appreciative, bridge, communicate, responsive, flexible, serving, reliable

* Situational leadership

* Be flexible with leadership styles. Most natural style + Other tools. Have more than the hammer. :-)

PSYC 611 Notes (MM) - Oct. 26

* Relationship as work of grace

* Broadening by holding "both - and"

* Different facets, but selective focus

* Know your bias/natural tendencies

* Amy Reynolds - A new world, everyone is welcomed, appreciated, and celebrated for who they are.

* Tendency & Judgment of person is always there. Increase awareness. Hold it in check.

* What do you do with what was done?

* Asocial bravery

* Activity: creative multicultural psychology booklet, with chapters etc.

* Do NOT be afraid to not be liked

* Power & Empower. Take risk. Do things others won't do. Amoral.

* Can't sell my soul.

* P-E fit

* Relational, safety, connection

* Know your POWER. Power is internal. It is not finite or external. It can't be taken away from you. But you can give it away. DON"T. But share it and empower others.

* Robert Kennedy - Stop the terror

* Use image and story narratives to explain the unexplainable.

* 20-29 y.o. - Impressional years

* Your being is NOT for sale. Take your power and deal with the oppression.

* You ALWAYS have a choice. There are consequences with choices, no matter what you choose. (The package concept.)

* Get things done without jeopardizing yourself.

* Oppression vs. Freedom

* What do I need? How do I go about getting it?

* Advocacy & Roadblocks

* There is always truth in kidding.

PSYC 611 (4 & 5) - Sept. 26 & Oct. 3

Well, I did not reflect back on the PSYC 611 classes for the past two weeks either. Thesis, thesis, thesis ... However, today is the day we share our class journals. So at least I am retrospectively journaling my reflections.

PSYC 611 (4) - Leadership: Emotional Intelligence and Leadership

EQ: 1) self-awareness of emotions and impacts on others; 2) controlling/redirecting disruptive moods; 3) thinking before acting; 4) pursuing goals with energy and persistence; 5) understanding the emotional make-up of others; 6) managing relationships and building networks.
Self-awareness; self-management; Social awareness; Relationship management

Small group activity

Resonant Leader - Goleman

"Primal" dimensions of leadership
-- Great leaders work through the emotions.

Primal Leadership: 1) commanding style; 2) pacesetting style; 3) democratic style; 4) affiliative style; 5) coaching style; 6) visionary style.


PSYC 611 (5) - Qualitative Research

Qualitative research - researcher as instrument

Focus group

activity: not volunteering to be the facilitator. etc.

PSYC 627 (6) - Oct. 9

Apparently it has been quite a while since I took time to reflect on my classes and record those introspections. Thesis has been the priority for this past month.

Yesterday we had an in-class activity to come up with a research proposal and then to critique another. It felt strange and awkward. I guess I was tired and almost felt being looked down upon. Maybe the other was a little overconfident. Yet again maybe that is a good thing to come down strong and push things forward. It is interesting that I felt that my opinions were not valued. Yet quite a bit of what we presented were raised by my suggestions. Maybe I also need to adjust my expectations and refocus on the positive, collaborative aspects.

Another issue is that there are always pros and cons for all research designs. It is more important to justify your design and acknowledge the potential limitation rather than finding the "perfect" way, since such a thing does not exist.

PSYC 611 (3) - Sept. 12

Topics:

1. Training, S-P model vs. P-Sch model, the integration of research and practice
* Anxiety clinic, faculty with integrative perspectives, course offering
* Science as a way of thinking; scientific inquiries
* Presenting problem --> Case conceptualization (translation to theoretical statement) --> treatment plans
* Scientist - Practitioner - Leader model -- The LIGER coloring activity (I love it!)
(From Napoleon Dynamite, Liger: Half lion, half tiger. Bred for its skills in magic.)
My LIGER

2. Internship and job placement
* University counseling center, VAMC, other health care setting;
* Hospital setting ~ specialization;
* Salary negotiation - the business aspect of being a psychologist;
* What is the relationship between internship site and the first job setting?

3. Internship application process


4. Balance of career and family
* Being balanced vs. Feel out of sync;
* Expectations & Priorities; Be OK to feel never being able to be caught up.
* Systemic factors; Beyond just being able to say "no."
* The Activity: Broadening Our Vision and Dreams for Our Career
You have just completed your Ph.D. in counseling psychology. As a graduation gift, a long-lost relative gives you $5,000,000. You are entitled to keep all of the money. The only requirement is that you must work. You can do anything you want in your work. What would you want to be doing in your work? What type of setting(s) would you want to be in?

My Response

PSYC 627 (3) - Sept 11

Threats to Internal Validity

* Schedule enough time to read the readings!!!

* Use diagram to sketch the research design. (R - Randomized; O - Observation/Assessment; X - intervention)

* Consider the research question and the relationship that is the focus of the study.

* Dissect the impact of various factors.

* Come up with solutions to fix the problem instead of leaving it broken.

Construct Validity

Class Reflection (611) - Sept. 5

Contemporary Issues (II) - History, Identity, and Training

* Reading and the processing of readings - Comparison of similarity vs differences; evaluation - preference & suitability for self

* Alternating between didactic information & group activities

* Group activities: work sheet with questions - individual response - group discussion - class sharing

* Saddened by: 1) the initial "accept rather than endorse" attitude toward multicultural and diversity issues; 2) the phasing out of counseling psychology program at OSU

* Positive: small group discussion - process comment, "I" statement, not self-pity, not blaming other; not denial/avoidance, not defensive or aggressive, but honest, assertive, and constructive. (a pat on the back for myself :O)

Class Reflection (627) - Sept. 4

Research Methods (II) - Overview of Methodology

* Subfield-organized vs. Phenomenon-organized system: interdisciplinary areas, specialization by different means vs. unification; collaboration;

* Research study introduction, Q & A;
- Peripheral variables: inclusion vs. ignorign
- Full mediation vs. Partial mediation
- Sample bias

- Limitation of the study
- Assumptions
- Contextualism & Influence ~ intervention

* Lit Review to NOT re-invent the wheel (the re-cycling of research topics over years)

??? The book on survey research design from head to toe :O)

Class Reflection (8/29) - Sept. 4

Contemporary Issues (I)

* Speech; non-verbal communication; hindrance; persevere;

* Group activities with discussion questions

* Experiential activities with images and verbal cues to facilitate self-reflection and self-expression
- Representation and understanding of multiculturalism: tree vs. forest; commonality & diversity within diversity;
- Leadership philosophy/style: "Be Among Them." Service-oriented, sacrificial giving for the greater good;
- Current personal professional development stage: open-eyed child to take it all in, swallow, absorb, process, integrate, and utilize.