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Compassionate leadership with Michael West

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READ THIS IF YOU'RE UNCLEAR ABOUT TASK OR PADLET USE

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READ THIS IF YOU'RE UNCLEAR ABOUT TASK OR PADLET USE

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From:	Matofsky, Warren Dr (Psychology)
Sent:	31 July 2025 11:43
To:	Solveig Haselbach
Subject:	Re: Leadership & Followership Unit preparation - Tasks

Ah thats so annoying! I just checked Padlet and comments have been approved for 
anonymous posting - but prob best to sign in and see if that works. Fingers crossed & 
thanks for putting up with the frustrating teaching tech. :)

Sent from Outlook for iOS
 
From: Solveig Haselbach <solveig.haselbach@googlemail.com> 
Sent: Thursday, July 31, 2025 11:39:44 AM 
To: Matofsky, Warren Dr (Psychology) <w.r.matofsky@surrey.ac.uk> 
Subject: Re: Leadership & Followership Unit preparation - Tasks 
 
Hi Warren, 

This makes more sense now, thank you. I have shared with the others.

Im still having issues with the comment section. Ive opened the padlet on both my phone 
and laptop but it doesnt give me the option to write my own comment. I can see the option 
where it says post here but doesnt allow me to click anything and write my own 
post/comment. Maybe this is because I need to create an account first?

Best Wishes,
Solveig 

 

On 31 Jul 2025, at 09:23, Warren Matofsky <w.r.matofsky@surrey.ac.uk> 
wrote:
 
Hi Solveig, thanks for getting in touch and sorry for my confusion! The self-
reflection tasks were previously completed in first few weeks of course. But 
that is hectic time for new trainees so thought I'd send in advance . The self-
reflection exercises are about helping you to think about the self- the scores 
on the questionnaires are less important than why you keen qualitatively 
from answering each item. To score some links are provided below the 
measure-post.

In terms of comments- to add post click plus below column heading; to 
comment on a post , press add comment at bottom of post. Post as little or 
as much as you feel able. It's not compulsory but a chance  to show 
leadership by posting early. For those understandably nervous about posting 
they can start by comment on my/others posts.

This self assesssment is completed annually on the programme is a good 
way of setting goals for you leadership & Followership development.

Please share this.
Happy summer
Kr

Warren

Sent from Outlook for iOS
 
From: Solveig Haselbach <solveig.haselbach@googlemail.com> 
Sent: Wednesday, July 30, 2025 4:31 pm 
To: Matofsky, Warren Dr (Psychology) <w.r.matofsky@surrey.ac.uk> 
Subject: Leadership & Followership Unit preparation - Tasks 
 
Dear Warren, 
 
I was wondering if you could please clarify the tasks for the Leadership & 
Followership Unit via email? We have discussed the preparation tasks in our group 
chat and it sounds as if many of us are slightly confused about what is expected of 
us and by when. We are quite unsure about what reflections we are meant to be 
sharing with the group and how we do this. Perhaps this is because some of us have 
not used Padlets much before and there is lots of information on there. 
 
There was also a question about one of the questionnaires requiring an access code 
(?) although I have not come across this yet. 
 
Best Wishes, 
Solveig

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Re Leadership  Followership Unit preparation - Tasks

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What did I learn about the kind of leader/follower I am at the moment? What did I learn about the kind of leader/follower I would prefer to be?

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What did I learn about the kind of leader/follower I am at the moment? What did I learn about the kind of leader/follower I would prefer to be?

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Welcome to your next steps in transforming the profession and practice of clinical psychology. For too long clinical psychology has refused to address its colonialist routes (ACP, 2022) and its failure to address the causes of the causes of distress (PTMF, 2018). . Many of the changes in the content and structure of the profession and its trainings has been driven by trainee (& SUAC & activist- scholars) demands that clinical psychology becomes more reflexive, decolonised and open to its need to transform theory, research & practice. Now the course has been set two goals for its training of the next generation of scientist- reflective-critical practiitoners. These are:

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What areas for development? What would I find challenging in being a leader/follower in my team on placement; what am  I nervous about doing (teaching, speaking at MDT, offering advice to other MDT colleagues; running & presenting a trust audit??) and what might resource me through those nerves? how can my supervisor scaffold my growth in this area?

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What areas for development? What would I find challenging in being a leader/follower in my team on placement; what am  I nervous about doing (teaching, speaking at MDT, offering advice to other MDT colleagues; running & presenting a trust audit??) and what might resource me through those nerves? how can my supervisor scaffold my growth in this area?

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Surrey PsychD Film on leadership & followership by trainees working with multiple disadvantage

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Surrey PsychD Film on leadership & followership by trainees working with multiple disadvantage

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Increasing the psychological workforce in the homelessness sector: Developing and evaluating clinical psychology placements in non-NHS homelessness practice settings | University of Surrey

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Working with Homelessness & Multiple Disadvantage Through Community Psychology Placements

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1. Critique & Address social inequities (BPS, 2025)

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1. Critique & Address social inequities (BPS, 2025)

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From BPS (2025) https://padlet.com/wm0009/cohort-54-leadership-followership-unit-jm46unf6yhro97b6/wish/lDK1ZR1D3DAXQJ9z

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1. Decolonising leadership through social action & community psychology

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1. Decolonising leadership through social action & community psychology

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you will design, lead, deliver, evaluate & publish your social inclusion project that runs over he 3 year programme. Read about the work of Surrey Trainees transforming the profession & support services through social inclusion and justice work

Professionalism & Leadership Unit: Social Inclusion Projects

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1. BPS foundational training  standard: Equity, anti-discrimination & Inclusion

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1. BPS foundational training  standard: Equity, anti-discrimination & Inclusion

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2. from treatment to prevention; from analogue to digital; from hospital to community (DHSC, 2025)

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2. from treatment to prevention; from analogue to digital; from hospital to community (DHSC, 2025)

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10 Year Health Plan for England: fit for the future

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Sets out the government’s 10 Year Health Plan for England.

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2.Clinical leaders & followers for 10-year planned  NHS transformations (prevention, digital, community)

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2.Clinical leaders & followers for 10-year planned  NHS transformations (prevention, digital, community)

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from illness to prevention https://padlet.com/wm0009/breakout-room/DKrG4njP8VRd41y3-EDj3vrZVBd6v9r6B

from analogue to digital

https://padlet.com/wm0009/pp-prevention-community-psychology-resources-uxqlvohl092ewbmr/wish/R7dXad2dRXe0Z6bl

hospital to community

Sussex Recovery College | Mental Health & Recovery Courses

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New community & neighbourhood psychologist: justice doing by local practice & system change 

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New community & neighbourhood psychologist: justice doing by local practice & system change 

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Justice-doing in the Zone of Fabulousness

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Justice-doing in the Zone of Fabulousness

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https://padlet.com/wm0009/breakout-room/eXwgvw5VKJPr2ybR-axjQb8JeJnaKXgYo

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Community Psychology, Leadership & Followership

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Community Psychology, Leadership & Followership

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self-reflecion & reflexivity at heart of leadership & followership

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self-reflecion & reflexivity at heart of leadership & followership

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How do I support peers & nhs values in my forms of Followership? What kind of leader am I? Do I understand the forms of leadership required in health & social care contexts? What sort of Followership do I model when stressed/tired at work?

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How do I support peers & nhs values in my forms of Followership? What kind of leader am I? Do I understand the forms of leadership required in health & social care contexts? What sort of Followership do I model when stressed/tired at work?

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2: Leaders & Followers for 10 year plan: The Systems-Psychodynamic model of organisations

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2: Leaders & Followers for 10 year plan: The Systems-Psychodynamic model of organisations

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Why do our organizations so often seem to be less than the sum of their parts? What undermines effectiveness and morale, and gets in the way of achieving what we set out to do?

The Unconscious at Work, Second Editiondraws on a body of thinking and practice which has developed over the past 70 years, often referred to as 'the Tavistock approach' or 'systems-psychodynamics'. All the contributors are practising consultants who draw on this framework, bringing it alive and making it useful to any reader - manager, leader or consultant, regardless of whether they have any prior familiarity with the underlying concepts - who is curious about what might be driving the puzzling or stressful situations they find in their workplace.

The First Edition was addressed to people working in 'the human services': health, social care and education. Since it was published in 1994, there has been growing interest in the business world, and in understanding more about the 'irrational' side of organizational life. Therefore, this Second Edition includes an entirely new section where the key ideas are revisited and illustrated with case studies from a wide range of business organizations, from large corporations to start-ups and family businesses.

The aim, however remains the same: to enlarge readers' existing sense-making 'tool-kits' so that they can look at themselves and their organizations with fresh eyes, deepening the emotional intelligence they bring to bear on the challenges they face and providing new possibilities for action. The Unconscious at Work, Second Edition is for managers, leaders, consultants, and anyone working in organizations who has been puzzled, disturbed or challenged by their experiences at work.

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The Unconscious at Work | A Tavistock Approach to Making Sense of Orga

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Why do our organizations so often seem to be less than the sum of their parts? What undermines effectiveness and morale, and gets in the way of achieving what we set out to do? The Unconscious at Work, Second Editiondraws on a body of thinking and practice which has developed over the past 70 years, often referred to as 'the Tavistock approach' or 'systems-psychodynamics'.

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What is it?

The Healthcare Leadership Model Self-Assessment Tool is designed to help people understand their leadership behaviours and to highlight areas of strength and areas for development.

The tool encourages people to think about which dimensions of the Healthcare Leadership Model are particularly important for their role and will help to inform future development plans.

The digital tool is in a questionnaire format, it's interactive, intuitive and free to access.

How do I get started?

To use the self-assessment tool you need to register for a free NHS Leadership Academy ID. Once you've logged in register for the 'Healthcare Leadership Model' under the 'Available Programmes' section to get started.

For more information about the self-assessment tool visit the Appraisal Hub Support website.
Would you like to ask your colleagues to provide feedback on your leadership behaviours? To find out how to take part in the 360 Degree Feedback Tool click here.

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The Healthcare Leadership Model Self-Assessment Tool is designed to help people understand their leadership behaviours and to highlight areas of strength and areas for development. The tool encourages people to think about which dimensions of the Healthcare Leadership Model are particularly important for their role and will help to inform future development plans.

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Followership Style Questionnaire (Kelly, 1992)

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Followership Style Questionnaire (Kelly, 1992)

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Complete attached questionnaire for self-evaluation:

1. Add up items for Independent Thinking (IT) and Active Engagement (AE) axes:

2. Rate each axis as low/middling/high

below 20=low; above 40=high; 20-40=middling;

3. link level on each axis to specific followership style, using table in post below

4. review details about your suggested style in document embedded in this post

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Omer, H. (2016). The New Authority: Home, school & community. CUP

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What has happened to you? How did this impact on you? What threat responses were triggered ? What meaning did you make of the negative operation of power? Young people build PTMf narratives- why don’t you ?

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What has happened to you? How did this impact on you? What threat responses were triggered ? What meaning did you make of the negative operation of power? Young people build PTMf narratives- why don’t you ?

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See

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How ready are you for changing the world? How much of a change maker are you? Complete your self-assessment 

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How ready are you for changing the world? How much of a change maker are you? Complete your self-assessment 

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Ashoka envisions a world in which everyone is a changemaker. Take the Ashoka Changemaker Index™ to understand your changemaking potential.

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Institutional Racism in Clinical Psychology

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Institutional Racism in Clinical Psychology

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Institutional Racism in Psychiatry and Clinical Psychology

Traces the history of racism in Western psychiatry and psychology

Focuses on racism in clinical research, theory, and practice in the twentieth-century through the present day

Appeals to scholars in the fields of ethnicity and critical race studies, mental health, psychology, and psychiatry, as well as mental health practitioners and educators

Includes supplementary material: sn.pub/extras

Buy it now

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Table of contents (9 chapters)

About this book

This book examines the deep roots of racism in the mental health system. Suman Fernando weaves the histories of racial discourse and clinical practice into a narrative of power, knowledge, and black suffering in an ostensibly progressive and scientifically grounded system. Drawing on a lifetime of experience as a practicing psychiatrist, he examines how the system has shifted in response to new forms of racism which have emerged since the 1960s, highlighting the widespread pathologization of black people, the impact of Islamophobia on clinical practice after 9/11, and various struggles to reform. Engaging and accessible, this book makes a compelling case for the entrenchment of racism across all aspects of psychiatry and clinical psychology, and calls for a paradigm shift in both theory and practice.

Keywords

Race and Medicine

institutional racism

history of psychiatric practice

racism in clinical settings

history of race in psychiatry

development of clinical psychology and psychiatry

history of eugenics

racism intelligence studies

transcultural psychiatry

UK mental health services

Reviews

"The skillful blend of personal and professional reflections with careful historical analysis makes this a gripping and scholarly text. It should be compulsory reading for all psychiatry and clinical psychology trainees-because 'race in mental health matters.'" (Nimisha Patel, Professor of Clinical Psychology, University of East London, UK)

"Dr. Fernando's reflections on his fifty years of involvement with mental health in post-war multicultural Britain cast an unforgiving light on this sector's failure to confront its own racist assumptions. It makes for uncomfortable reading, but it is a history that we urgently need to understand if we are not to continue repeating it." (David Ingleby, Centre for Social Science and Global Health, University of Amsterdam, The Netherlands)

"Dr. Fernando goes straight to the heart of the issue of racism in the UK and the USA. His evidence for racism being alive and well is documented with pithy historical and personal vignettes. It is a joy to have a credible source to tackle such sensitive issues such as racism." (Carl C. Bell, Clinical Professor Emeritus of Psychiatry, University of Illinois at Chicago, USA)

Authors and Affiliations

London Metropolitan University, London, United Kingdom

Suman Fernando

About the author

Suman Fernando is Honorary Professor in the Faculty of Social Sciences and Humanities at London Metropolitan University, UK.

Bibliographic Information

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Tax calculation will be finalised at checkout

Other ways to access

# data[].attributes.attachment_link.title
Institutional Racism in Psychiatry and Clinical Psychology

# data[].attributes.attachment_link.description
This book examines the deep roots of racism in the mental health system. Suman Fernando weaves the histories of racial discourse and clinical practice into

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"New Authority" & Leadership (Omer & Lebowitz, 2015)

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"New Authority" & Leadership (Omer & Lebowitz, 2015)

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Omer, H. (2016). The New Authority: Home, school & community. CUP

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AI on leadership in temporary autonomous zones 

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AI on leadership in temporary autonomous zones 

# data[].attributes.headline
AI on leadership in temporary autonomous zones 

# data[].attributes.subject
AI on leadership in temporary autonomous zones 

# data[].attributes.headline
AI on leadership in temporary autonomous zones

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AI on leadership in temporary autonomous zones

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“The New Authority”,  Leadership & Followership

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“The New Authority”,  Leadership & Followership

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Omer, H. (2016). The New Authority: Home, school & community. CUP

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Roma-phobia & resourcing Gypsy, Roma & Traveller Communities 

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Roma-phobia & resourcing Gypsy, Roma & Traveller Communities 

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Resisting Calling Out Culture with Viki Reynolds

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Resisting Calling Out Culture with Viki Reynolds

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Viki Renolds: Against Calling Out

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In this presentation, Vikki discusses strategies from activist movements to resist calling-out culture, where we cut off, exile and attack fellow workers, and instead find ways to offer critique which is different from attack. Structuring safety and creating cultures of critique requires that we create relationships of respect and dignity as a frame for our solidarity. We then acknowledge the ethics of the other and "Lean In" to offer a critique that brings us all more in line with our collective ethics for justice-doing in community work. The heart ache, betrayals and hardship caused by attack of other workers in our movements is the stuff that drives workers from the work, and activists from movements. In building solidarity and respectful practices of collective care, that embrace critique, we can hold each other accountable to our collective desire for a more just society. We know from multiple activist teachings that we need to enact the very ethics in practice with each other that we hope to bring to the people that we serve.

Vikki Reynolds PhD RCC is an activist/therapist who works to bridge the worlds of social justice activism with community work & therapy. Vikki is a white settler of Irish, Newfoundland and English folks, and a heterosexual woman with cisgender privilege. Her experience includes supervision and therapy with peers and other workers responding to the opioid epidemic/poisonings, refugees and survivors of torture, sexualized violence counsellors, mental health and substance misuse counsellors, housing and shelter workers, activists and working alongside gender and sexually diverse communities. Vikki is an Adjunct Professor and has written and presented internationally on the subjects of 'Witnessing Resistance' to oppression/trauma, ally work, justice-doing, a supervision of solidarity, ethics, and innovative group work. Vikki's articles and keynotes are available free on her website: www.vikkireynolds.ca

Further reading:

Reynolds, V. (2013). "Leaning in" as imperfect allies in community work. Narrative and Conflict: Explorations in theory and practice, 1(1), 53-75.

Reynolds, V. (2010). Fluid and Imperfect Ally Positioning: Some Gifts of Queer Theory. Context. October 2010, Association for Family and Systemic Therapy, UK, 13-17

Reynolds, V. (2011). The role of allies in anti-violence work. Ending Violence Association of BC Newsletter. (2) 1-4

Reynolds (2014) Centering ethics in therapeutic supervision: Fostering cultures of critique and structuring safety. The International Journal of Narrative Therapy and Community Work. No. 1, 1-13.

Published on 27 April 2018.

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Resisting Calling-Out Culture: "Leaning in" with respect and dignity by Vikki Reynolds - The Dulwich Centre

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In this presentation, Vikki discusses strategies from activist movements to resist calling-out culture - where we cut off, exile and attack fellow workers - and instead find ways to offer critique which is different from attack. Structuring safety and creating cultures of critique requires that we create relationships of respect and dignity as a frame for our solidarity.

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APA Guidance on psychological practice with men & boys

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APA Guidance on psychological practice with men & boys

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APA | Guidelines for Psychological Practice with Boys and Men I

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Ending violence against women and girls: A public health approach

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Public health approaches to male violence 

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Public health approaches to male violence 

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Ending violence against women and girls: A public health approach

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Information on Equally Safe, Scotland's strategy to prevent and eradicate all forms of violence against women and girls (VAWG)

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Inside Group Work | A guide to reflective practice | Fiona McDermott |

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A valuable guide to working with groups for a variety of purposes in the human services. Its distinctive strength is the focus on ‘thinking group’ and on theory

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Clinical Psychology responses to the Climate & Ecological Emergency

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Clinical Psychology responses to the Climate & Ecological Emergency

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I was surprised at how even after many years as a clinical leader, I’m still learning about my Followership style and how often that can do more to support others than formal leadership duties. Modelling to supervisees, colleagues & managers the importance of , for example, stopping work & taking break in different space to eat lunch is essential for my well being. So easily this obvious point gets lost in the busy-ness and crisis responses culture of MH teams . I wished I had done this early in my career- when too often lunch was a bad sandwich eaten whilst completing patient records. Does no one any good. Bringing quality packed lunch everyday & taking 30 mins to eat it elsewhere (ideally with co-workers) my top tip for resourcing placment .

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I think my Followership style can be compromised by my ambivalent relationship to authority. Some forms of authority trigger a rather defensive/ resistant/threat-like response in me , when I get drawn in to challenging an issue too strongly/too directly/too passion-lead . What I need to remember , (helped by my intentional noticing then moving from threat system to soothing system), is that not responding immediately can enable a more strategic response (where as an immediate forthright response- whilst being satisfying to my ego - is usually unreflective and engenders an equally rigid mirroring rejection of my point by the other; and reduce possibilities for meaningful collaboration with the other). "Strike when iron's cold" ( see NVR Leadership, Omer, 2005). At these times I have learnt from 10 yrs of M-practice that my breath & body are the best tools for grounding (thinking/reasoning useless when in the thrall of driven doing)- a problem for psychologists who tend to be too cognitive at the best of times). My personal preference, currently, connecting with my feet, their contact with the ground & then breathing out ever so slowly.

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I’m feeling quite nervous about developing my leadership skills on training. Coming from a band 4/5 background, I haven’t had many leadership opportunities and was always in a more supportive role (e.g. helping my supervisor deliver a learning session rather than being the lead). I’ve noticed that I feel a lot more confident to deliver research related training and/or support my colleagues in this area as there is often less ambiguity than sharing a psychological formulation in case discussion. I guess I’d like to work on becoming more comfortable with uncertainty and less fearful of saying the ‘wrong thing’ in MDT discussions.

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One of the main things I’d like to work on during placement is building confidence. I’m quite used to being in a supportive role, like helping to deliver something alongside someone else, rather than being the one to lead it fully, so the idea of running and presenting an audit feels scary.

I know I can also be hesitant to speak up in MDTs, especially when there are more senior staff in the room because I worry about getting it wrong or not being heard. I’d like to get more comfortable sharing my views in group settings, even when I don’t have the perfect answer.

I’ve been talking about this a bit in supervision in preparation and I am starting to notice when I hold back more out of nerves than anything else. I’m hoping that over the course of training I’ll have space to practise this and build my confidence.

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I can relate to what others have shared in relation to feeling apprehensive about building leadership skills on placement as this is not an area I have much experience in.

I definitely feel more comfortable in a Follower than Leader position. Although I feel confident in my skills in leading projects and presenting to groups, I can struggle with feelings of imposter syndrome in situations where I would be speaking on a certain clinical topic or offering advice to colleagues. Similarly to others, I can find speaking up in MDT settings challenging at times through fear of saying something 'wrong'. I think that this can even be challenging in teams / clinical areas I know well, so moving into a service on placement that I don't feel knowledgable about may be challenging for me.

I think the peer support on the course will help with this, as well as naming this in supervision as it is something I would like to work on. As an AP, I found taking on leadership roles with junior colleagues, such as undergraduate placement students, helpful in building my confidence in using practical leadership skills. I think applying this to working with wider teams of differing bandings etc. is an area for me to work on.

I also hope that simply having an awareness of where my discomfort may be coming from, i.e., nerves rather than a lack of understanding, will help. I'm looking forward to this Unit as I think I have lots to learn but I am keen to develop!

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My questionnaire results show that I am a pragmatic follower, which I feel is generally accurate in areas of my professional and personal life. I like stability and keeping things balanced, which can sometimes hold me back from taking risks or speaking up. When reading the description of a pragmatic follower, it does make sense to me when reflecting on the AP role I have come from, where I would reliably get things done, was adaptable and kept things in perspective. However, at times I struggled to use my voice and push back as I was aware of my junior position in a large team and wider organisation.

Moving forwards, I feel that some elements of being a pragmatic follower may be helpful on training, e.g., maintaining balance and being attuned to change. However, I also hope to see some change in my followership style as I would like to develop my skills and confidence in aligning my goals and behaviours to my core values and purpose.

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I would like to develop my confidence to speak up in MDT settings. I have a tendency to avoid being the first to speak, or the first to voice a different train of thought. I think this is due to the fear of not providing a “perfect” answer in a room full of more senior colleagues, or being seen as less competent due to the “assistant” title I’ve had. I anticipate that on placement I will find the above difficult, alongside presenting to large audiences (e.g. trust audit).

I am more confident in speaking up and sitting with uncertainty in smaller meetings or supervision. I value constructive feedback and can ask for help when needed. I would like to utilise these skills to help me gain confidence in larger meetings/ MDT settings. My supervisor can help me by encouraging me to seek opportunities out of my comfort zone and providing a safe space for me to voice any worries I may have.

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I completed some of the self-reflection tasks more than once to be as honest and accurate with myself as possible, and I’ve realised that I currently adopt a pragmatic leadership style.

I feel this approach aligns well with where I’m at professionally. In my most recent role as an Assistant Psychologist, I worked within an MDT where patient’s physical and mental health care needs often shifted and involved a number of risks. I found that I was able to stay flexible and adapt to these changes as they arose and I feel that this will be important to continue when starting training.

However, I’ve noticed I can sometimes hold back from taking risks out of fear that my performance might be judged, or that I might do the wrong thing. My work colleagues have said to me in the past that I can be “too hard on myself” and self-critical, which is why sometimes I don’t take these risks. I also had a great professional relationship with my supervisor, but there were times when I felt I was being asked to take on more than what was expected, meaning that I had less time for reflective practice and debriefing about emotionally challenging cases. Even though I completed the work, I found it difficult to speak up when things started to feel overwhelming, and it did sometimes having an impact on me.

Going into training, I hope to challenge myself to take more risks and remind myself that it’s okay to make mistakes or receive constructive feedback as that’s what training is about.

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On the whole, I would agree with my scoring as an ‘exemplary follower’, especially within the context from which I was answering. However, I believe that my followership style will fluctuate over time with my perceived competence and confidence. This is something I am acutely aware of as I orient myself towards my new role as a trainee and anxiously anticipate a crisis of confidence.

I find that I gravitate towards trusted leaders to anchor myself within new contexts. I tend to look to others to help aid my formation of ideas and understand what goals are a priority, what sort of new ideas are typically championed, and which ethical standards are particularly important to them. I also typically take a back seat at first when entering a new environment. I am consciously aware of team dynamics and hierarchy and prefer to sit in the observer role whilst I assess my surroundings.

This means that, initially, I would be more likely to accept what a leader tells me without much thought and would feel less confident playing the role of devil’s advocate. Additionally, I would likely be more considered when expressing my views and less likely to raise concerns where individual or group ethical standards do not align with my own.

As my knowledge, competence and confidence grow, I believe that I will fall back within that ‘exemplary follower’ zone. Previously, this has occurred when I’ve felt more assured in my independent thought and have a good grasp of others such that I feel able to express my thoughts and ideas in a way which is likely to be listened to and well-perceived.

I hope that my followership style will become more stable throughout my time on the DClin. I believe this will come as I develop a stronger sense of my identity as a practitioner and gain knowledge and perspective so that I feel more aligned with particular viewpoints and ideologies.

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It is great to review my leadership style again since the last time I did so. Unfortunately, my weakness in the Healthcare Leadership Model Self-Assessment Report remains the same as before, despite the efforts I’ve made to improve. These internal fears are deeply ingrained and not easily changed, even with conscious effort. A previous mentor once advised that I should continuously expose myself to challenging situations as a form of exposure-based learning, which something I am still working on.

That said, I believe the self-assessment report has its limitations. While useful for self-reflection, it does not fully capture external perspectives, such as those provided by 360-degree feedback. Self-awareness can be biased or incomplete, and relying solely on personal reflection may obscure important areas for growth that others can see more clearly ( or not..., depending on their own competency in this area).

Similarly, I consider myself capable of being an exemplary follower. However, it is only under certain conditions and in specific contexts. This limitation, too, seems linked to the same underlying factors identified in the leadership report, and I believe it is rooted in both cultural influences and personality traits.

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As I am aware, my placement is currently undergoing a process of reframing and restructuring. Although this situation is not unfamiliar to me, given the ongoing changes within the NHS climate, I found myself more of an observer than a leader in the past. This may be partly because my previous service was relatively stable, well-established and a key service within NHS long-term plan, especially when compared to other services undergoing evaluation or transformation.

Looking ahead, I hope that my role as a trainee will offer more opportunities to actively engage with, support, and contribute to the survival and adaptation of the service/ or change and scrap if needed. If such opportunities arise, I see them not only as a chance to contribute meaningfully, but also as a valuable challenge and experience, this may help stretch and develop my leadership capabilities further.

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I scored in the range for 'exemplary follower', but I am conflicted in accepting this. I do think this rings true, but only in environments where I feel more comfortable and safe. In my previous role as an AP, I felt comfortable both as a clinician and as a woman of colour, which gave me the confidence to be able to voice my opinions and be a critical thinker.

However, in my support worker roles and my previous AP roles, I have not always had that same confidence. I think this stems from how settled I feel in an environment and battling my feelings of whether I belong there or not. I'm aware that on placements we don't get that time to settle in and feel more comfortable, so I hope that I can feel connected to others in my placements and be confident enough to involve myself and be that exemplar follower that this questionnaire has evaluated me as.

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As I am working in an ICU for the first year, I'm aware that most of my colleagues will be from a medical/physical health background which makes me quite nervous.

Going into this placement, I feel slightly inferior as my input might not be viewed as important or of the same value. This is something that I would like to explore in supervision as this may be stemming from my previous experience of working in a PICU where it was very medicalised and not psychologically informed.

I also hope that I can be a present voice in MDTs so that I can learn from others and vice versa to be able to provide the most effective care for our patients.

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How can we think about followership/leadership in relation to the teaching/learning aspects of the course?

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I got 'exemplary', and for me, it felt like this label came with certain expectations or pressures, and therefore had me feeling somewhat unsure about this result. I noticed there were individual questions which I rated higher if they tied in closely with my personal values/ways of working, and I think for me to have been able to incorporate these elements into previous teams has probably been influenced by a sense of 'feeling safe enough' to do so. I have been fortunate to be in teams where I have been able to be really proactive in decision making, and been able to speak out without fear of consequences, but it is something I am conscious of in the sense this will not always be the case. When reading through the different styles, I could also see myself floating between pragmatic and/or conformist, and the leader/follower I take on perhaps fluctuating depending on who/what I am surrounded by. I think there are a lot of overlapping positive traits amongst the styles (maybe not so much the passive one), and I think it's important to consider how different components could work in various ways to support growth in one's self, as well as on a team/service/organisation level. Even though I got exemplary, I would say that it is not something I would 100% confidently admit to, but it is something I would like to reflect on and consider how I can take aspects of this to continue my growth in this area.

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what does anti racist-practice look like in clinic & in supervision, in both trans-racial & cis-racial dyads?

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what does anti racist-practice look like in clinic & in supervision, in both trans-racial & cis-racial dyads?

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how do I raise social justice themes at team meetings?

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how do I raise social justice themes at team meetings?

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how effective are staff inductions & informal team welcomes in addressing anti-discrimination?

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how effective are staff inductions & informal team welcomes in addressing anti-discrimination?