Trauma-Inspired Prosocial Leadership Development

Autor/inn/en	Williams, Jenifer Wolf; Allen, Stuart
Titel	Trauma-Inspired Prosocial Leadership Development
Quelle	In: Journal of Leadership Education, 14 (2015) 3, S.86-103 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Trauma; Prosocial Behavior; Leadership Training; Phenomenology; Autobiographies; Content Analysis; Problem Solving; Resilience (Psychology); Posttraumatic Stress Disorder; Holistic Evaluation; Transformative Learning + Suchen Sie Ihr Suchwort? Führungslehre; Phenomenological psychology; Phänomenologie; Psychologie; Autobiography; Autobiografie; Autobiographie; Inhaltsanalyse; Problemlösen; Holistische Methode; Pädagogische Transformation
Abstract	Though trauma survivors sometimes emerge as leaders in prosocial causes related to their previous negative or traumatic experiences, little is known about this transition, and limited guidance is available for survivors who hope to make prosocial contributions. To understand what enables trauma-inspired prosocial leadership development, the transition narratives of seven trauma-inspired leaders who varied by global region, primary language, gender, ethnicity, religion, trauma type, and leadership area were analyzed. Using interpretative phenomenological analysis in an exploratory study, participants' transitional journeys were examined through analysis of their autobiographies. Critical findings included frequent references by all participants to "perspective enlargement" (reframing a problem or context) and "resilience" to the negative, apathetic, or retaliatory responses to the mission (possibly learned through resilience to trauma itself). This study explores posttraumatic leadership conceptually and makes suggestions for leadership development among trauma-inspired survivors. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01