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Servant-Leadership Books in Brief: Seven Recently Published Books on Servant-Leadership
No full textThinking back to when I began working in the servantleadership field in 1990, there were two books and a dozen essays on servant-leadership that had been written by Robert K. Greenleaf. Thirty-five years later, so much has changed. Today, there is a burgeoning area of books, journals, articles, essays, and so much more written on a wide array of servant-leadership topics. Much has been written by servant-leadership scholars and practitioners alike, and there is tremendous value to be found in the engaging writings of authors
Motivational Interviewing and Servant-Leadership: An Interview with Dr. William R. Miller
No full textDr. Miller is a leader in addiction research and treatment and co-founder of Motivational Interviewing (MI), an evidence-based method for helping people change. In this interview, he discusses how he developed MI, highlighting his collaborative approach to servant-leadership. He advocates organizational values that create a collegial, collaborative environment and help meet human needs for autonomy, relatedness, and competence. He discusses power dynamics in leadership and the importance of a person-centered approach to leadership
Investigating the Feasibility of Practicing Servant-Leadership in Hong Kong School Environment: An Exploratory Study
No full textServant-leadership is an emerging area of study in leadership research that emphasises a people-oriented leader-follower relationship and a humanistic approach to leadership behaviour. Due to the limited research on servant-leadership, this study adopts an exploratory approach to examine the applicability of Cheung’s servant-leadership model in Hong Kong schools. Our research investigates both the practical implementation of this model and the challenges encountered in translating theory into practice. We conducted semi-structured interviews with twelve experienced school leaders who had participated in a long-running servant-leadership training programme. The interview transcripts were analysed to assess the twelve servant-leadership qualities outlined in the model. Our findings identify four key elements critical to effective servant-leadership, along with four major challenges arising from both internal and external factors. The analysis highlights how high staff turnover and entrenched hierarchical structures hinder the adoption of people-oriented leadership approaches in schools. Despite these obstacles, our results underscore the importance of servant-leadership qualities in fostering positive school environments. Based on these findings, we propose targeted recommendations for adapting servant-leadership to Hong Kong’s educational context, offering practical insights for school leaders and policymakers. This study contributes to the growing body of research on educational leadership by demonstrating how servant-leadership qualities, when appropriately adapted, can enhance both leader effectiveness and overall school well-being within Hong Kong’s unique cultural and institutional setting
Affluence in America: Hard Work or Simple Luck?
No full textWhile “the American dream” sells a message that with hard work anyone can achieve financial success, research indicates that only 6% of people actually follow the “rags to riches” story, moving from low-income to the upper class throughout their lifetime. The probability that a child born in the lowest 20th percentile will reach the top 20th percentile is 7.5% (Reeves, 2018). This number is especially low when compared to other countries that have almost double the economic mobility, like Denmark (11.7%) and Canada (13.5%) (Reeves, 2018). Additionally, if someone spends half or more of their youth in poverty, their chances of being in poverty as an adult are greater than 40% (Fass, 2009). Indeed, the single greatest predictor of one’s socioeconomic status as an adult, is a factor absolutely out of our control-- the socioeconomic status of our parents (Fass, 2009). This poster will deconstruct the “American Dream” and will show that socioeconomic status is, in fact, greatly determined by simple luck. By employing real stories to illustrate how factors out of our control drive our financial success, factors that include loss of a loved one, illness, and accidents, this poster will critique the narrative that individuals are responsible for their poverty
Evaluation, Parent Training, and Preference for Contigent and Time-based Schedules of Reinforcement on an Individual with Autism Spectrum Disorders
No full textChildren with Autism Spectrum Disorder (ASD) require intensive interventions to form appropriate developmental skills. One area commonly observed as challenging is compliance with parents and/or caregivers’ requests. Children with ASD often present with interfering behaviors such as aggression or elopement. These interfering behaviors often result in delays to learning appropriate skills as well as a disruption to ongoing family practices and routines (e.g. a parent requesting a child to come sit down for dinner resulting in the child throwing toys). One potential method that may be effective to reduce these challenging behaviors and increase desirable behaviors, such as following requests, is to incorporate a parent-implemented time-based intervention to help autistic individuals increase skills. The purpose of this literature review is to evaluate research that has incorporated parent-implemented interventions to reduce problem behavior and increase compliance behaviors and evaluate the efficiency of those interventions
A Reach for Educational Equity
No full textThe piece of art will illustrate the complexities and intricacies of reaching educational equity for all students. It will include elements of advocacy and the work it takes to get a student an education they deserve. It will include items like a hand and ladders to reach final destination of educational equity
Removing the Blame from Children in Poverty: Deficit Ideology and the Mishandling of Behavioral Issues
No full textAccording to data from the US Census Bureau (2023), the official poverty rate for those under 18 years of age was 16%, however when adjusted to 150% of the poverty line, it is estimated that about 26% of children are living in poverty. Data from the Center for Disease Control indicates that among these children living in poverty, 1 in 5 experiences a mental, behavioral, or developmental disorder (CDC, 2022). In addition to this, the American Psychological Association reports that children and teens in poverty are at a greater risk for below average academic achievement and behavioral problems (APA, 2024). Research argues that historically school settings have primarily focused on responding directly to these behavioral issues and low academic achievement, rather than the underlying issues fueling these outcomes (including stereotypes, mental health, and other struggles associated with living in poverty). For instance, many children living in poverty face disproportionate levels of stress, which has been found to directly correlate with mental health difficulties and poor adjustment (Guest et al, 2001). This project investigates the ways in which poverty impacts childhood mental health and how this, in turn, influences social/behavioral adjustment and academic achievement. Additionally, using the writing of activist Paul Gorski, whose work focuses on recognizing stereotypes and inequity within schools, this project will provide approaches for creating more equitable student outcomes, connecting to the theme “recognizing social systems and their influence on people.
Evidence Based Practices for Educating Students with ASD
No full textChildren will disabilities often have social issues and challenging behavior such as aggression and property destruction. These challenging behaviors occur as a result of contextually inappropriate environmental arrangements that reinforce the problem behavior. Based on these consequences, the problem behaviors can increase and maintain throughout the life of the individual. This review of the literature will highlight effective interventions to teach children with disabilities that have problem behavior. Furthermore, the poster will discuss how to arrange environmental variables to minimize challenging behaviors with this population
Liberating the Whole Self Through Leadership
No full textBreakout Session #1Liberation is the freedom from limits, thoughts, and/or behaviors that would keep us stuck or imprisoned. The work of leadership is the act of looking to the needs of others that you lead by fighting for their good and well-being. The starting point of this leadership style focuses on freeing ourselves from thoughts, limits, and/or behaviors that keep us stuck. Liberating leadership is the act of bridging a gap between personal change and systematic change through authentically showing up powerfully and consistently for yourself and others