Leadership Styles and Management in Mental Health Care

Leadership Styles and Management in Mental Health Care Leadership Styles and Management Discuss the impact of transformational and transactional leadership styles on the management of violence and aggression within UK regional maximum security forensic mental health hospital. Incorporating organisation structure, change management, multidisciplinary working, staff motivation and retention, legal and ethical implications for nursing practice. Executive Summary: In this essay we discuss the transformational and transactional leadership styles in the management of violence and crisis situations within the clinical setting and in mental health units. We begin our discussion with studies on the need for disaster management teams and structured command system within hospitals to help ensure that patients receive proper care when needed. We then briefly discuss the differences of transformational and transactional leadership styles and suggest that both personality patterns and attitudes towards these styles determine care and change management within the hospitals. Struggling with your nursing essay(s)? Did you know that we can help you with your leadership styles and management and any other nursing essays? We can help you! Place an order with us and youll get: An exact, 100% original answer to your essay question From a graduate writer, qualified in your subject area Delivered confidentially by email, in 3 hours 10 days (you choose) Stop struggling and get the help you need from the UK’s favourite student support company, right now. Introduction: Leadership styles within the nursing practice can be evaluated by understanding the relationship between management and planning, change operations and organisation structure. As Zane and Prestipino (2004) point out, hospital disaster manuals and response plans lack formal command structure in most cases and the hospital authorities rely on the presence of certain individuals who are familiar with hospital operations or hold leadership positions and abilities during the routine operations and management of the hospital. Management of emergency situations, especially in case of mental health patients who are prone to violence requires the expertise of a disaster management team. However such leadership patterns in which the hospital does not have a formal command structure may be unreliable and during critical conditions, the relying on a few individuals may be inadequate as the concerned persons may not be available at all times and even for prolonged events of crisis, this is not a feasible option or proper management. The Hospital Emergency Incident Command System (HEICS) is a command structure and a method suggested that provides a structured pattern of leadership which does not have to rely on specific individuals for crisis management (such as inpatient violence, or serious injury) and is more flexible and can be applied in all kinds of services such as fire services, emergency medical services, military, police agencies and improves ease of communication among professionals during crisis periods. The study by Zane and Prestipino give a descriptive report of the implementation of the HEICS in a healthcare network and recommends that since this tool pro vides a complete command structure for hospitals and by being a common tool for management can enable validity, reliability of the system as well as consistency and commonality with other hospitals ad disaster response teams. Considering the necessities of a disaster response team and the need for effective leadership styles of management of crises situations, in this essay we would discuss the various styles of leadership and how this relates to change management, nursing practice, and the quality of care during emergency and normal conditions . Several issues are considered here along with examples from evidential studies and clinical research. Leadership Styles in Clinical Management Our discussion will revolve around two forms of leadership patterns mainly the transactional and the transformational styles of leadership. The differences between transactional and transformational leadership styles were first given by Weber (1947, in Turner, 1998) who suggested that transactional leadership is based on control on the basis of knowledge and hierarchical power and transactional leaders aim to negotiate and bargain to achieve higher efficiency. In case of transformational leadership, the leader is a charismatic personality who seeks to change or transform ordinary people with his qualities and seeks to change ways of thinking by using novel ideas within the organisation. Hendel et al(2005)examined the relationship between leadership styles and the choice of strategy in conflict management among nurse managers. The study identified conflict mode choices of head nurses in general hospitals as nurses deal with conflicts on a daily basis and have to implement effective choice of conflict management mode to deal with the complicated situations. The authors point out that the choice of conflict management mode is largely associated with managerial effectiveness of the nurses. It is largely understood that the ability to manage conflict situations creatively to result in constructive and effective outcomes is a standard requirement in nursing practice. For the purposes of the study, the Thomas-Kilmann Conflict Mode Instrument, the Multi-factor Leadership Questionnaire, Form 5X-Short (MLQ 5X) and demographic data were used. 60 head nurses were selected for the study and the results indicated that most head nurses perceived themselves as transformational lead ers in the clinical setting rather than transactional leaders. The most common conflict management strategy was an emphasis on compromise and more than half of the nurses studied admitted to using only one mode of conflict management. Transformational leadership was found to be more popular and widely used than transactional style of leadership and the style of leadership also affected the conflict strategy selected. In case of mental health and psychiatric patients, conflict management and management of violent behaviours in patients are the major challenges. Thus the study mainly argued that conflict handling mode in head nurses is largely associated with the style of leadership and the overall conflict management approach that was based on compromise. Katz and Kirkland (1990) point out that violent behaviour in mental hospital wards is widespread although there may be differences in incidence and distribution. Their study suggested that are varying patterns to show the relation between staff behaviour, management styles, social organisation of the unit and the levels of violence. The study suggests conclusively that, violence is a symptom of disorder not only in the biological and psychological field but also in the socio-cultural field'(p.262). Violent behaviours in patients were found to be more frequent in wards where staff functions were unclear, where there were no predictable staff-meeting interaction or which had slackened or unstructured leadership or management approach. The role of personality in transactional and transformational leadership has been examined by Bono and Judge (2004). Their study was based on meta-analysis of the relationship between personality and ratings on transformational and transactional leadership behaviours. The five factor model was used in the study and personality traits were related to 3 dimensions of transformational leadership namely idealized influence-inspirational motivation or charisma, intellectual stimulation, and individualised consideration and also to the 3 dimensions of transactional leadership namely contingent reward, management by exception-active and passive leadership. Extraversion as a major personality trait has been found to be the most consistent correlate of transformational leadership and even charisma was closely related to this style of leadership. There is a growing need to understand the subtle personality traits and how these relate to the unobvious characteristics and determinants of transfo rmational and transactional styles of leadership. In an earlier study, Judge and Bono (2000) have linked the personality traits from five factor model with that of transformational leadership patterns and behaviours. The personality traits of Extraversion, Agreeableness and Openness to Experience have been found to predict transformational leadership and are traits that are closely related to this particular leadership style. Neuroticism and Conscientiousness were found to be unrelated to transformational leadership behaviours. Judge and Bono further stated that transformational leadership behavior predicted a number of outcomes reflecting leader effectiveness, controlling for the effect of transactional leadership (2000,p.751). Leadership styles also affect performance and not just personality patterns and behaviours. The overall performance of a unit has been critically examined by Bass et al (2003) assessing both transformational and transactional leadership styles. The authors ask how leadership styles and ratings from operating units can predict the subsequent performance of these units that operate under high stress and even considerable uncertainty. In this study, the predictive relationships for transformational and transactional leadership styles for ratings of unit potency, cohesion and performance levels were calculated. The results indicated that both the leadership styles positively predicted unit performance suggesting that transactional and transformational styles of leadership may be both effective for improving performance of an entire nursing or clinical unit. Some studies have suggested that staff retention and job satisfaction are closely associated with transformational leadership styles (Kleinman, 2004). Prenkert and Ehnfors (1997) measured organisational effectiveness in relation to transactional and transformational leadership in nursing management. The relative influences of transactional (TA) and transformational (TF) styles of leadership on organisational effectiveness (OE) was measured as the degree of goal attainment and reflected on the quality of nursing care (NQ) provided. The study used interviews of head nurses and the Leadership Nursing-Effectiveness Questionnaire (LNEQ) was also used. The result indicated that TA and TF leadership styles had low or significant connection with the organisational effectiveness at a hospital and the study did not support the perceived understanding that organisations and clinical settings exposed to higher levels of transformational or transaction leadership behaviours show better organisational effectiveness. Conclusion: In this study we discussed various approaches to transformational and transactional leadership styles and behaviours and in the course of the discussion we showed the different views and perceptions on leadership styles. In general most of the studies discussed here suggest that transformational leadership is preferred and is the more positive form of leadership as it emphasises on individual power and charisma to change the surroundings and the situation. Transactional leadership on the other hand is comparatively easier form of leadership as it is not dependent on any unique personality pattern but is largely dependent on how an individual uses the situations to bring out efficient and positive consequences. However as Bonos studies suggest both the leadership styles may be equally related to personality patterns with openness and agreeableness being important traits of a transformational leader. Most studies discussed here seems to point out that leadership styles are closely rela ted to change management, quality of care, work relations, job satisfaction and overall nursing practice. This is also true in all other areas and services, including mental health wards where violence management of patients is a major challenge for head nurses. There are however few exceptional studies examined here that seem to argue that organisational effectiveness have little, no or uncertain relationship with leadership styles. Recommendations: Following the discussions and evidential studies above, we suggest several moves for better services and improvement of leadership behaviours in the clinical settings keeping in mind the ethical implications. These can be given as follows: 1. Conducting interviews, using surveys and questionnaires to understand nurse attitudes and perceptions towards leadership styles 2. Performing personality tests to identify traits correlating with the different leadership styles to understand the strengths and weaknesses of the workforce 3. Having transformational and transactional leadership style training, education and analysis to make nursing staff suitable for handling crisis situations especially in mental health units 4. Increasing awareness on leadership styles among and showing the importance or use of each leadership behaviour during crisis in hospitals and psychiatric wards 5. Forming a disaster management team or emergency team that will be well informed of leadership styles and relative characteristics or advantages of each Bibliography Zane RD, Prestipino AL.   Implementing the Hospital Emergency Incident Command System: an integrated delivery systems experience. Prehospital Disaster Med. 2004 Oct-Dec;19(4):311-7. Dutton JE, Frost PJ, Worline MC, Lilius JM, Kanov JM Leading in times of trauma. Harv Bus Rev. 2002 Jan;80(1):54-61, 125. Arnetz BB Psychosocial challenges facing physicians of today. Soc Sci Med. 2001 Jan;52(2):203-13. Review. Gilbert T. Nursing: empowerment and the problem of power. J Adv Nurs. 1995 May;21(5):865-71. Review. Kootte AF Psychosocial response to disaster: the attacks on the Stark and the Cole. Med Confl Surviv. 2002 Jan-Mar;18(1):44-58. Franco H, Galanter M, Castaneda R, Patterson J. Combining behavioral and self-help approaches in the inpatient management of dually diagnosed patients. J Subst Abuse Treat. 1995 May-Jun;12(3):227-32. Katz P, Kirkland FR. Violence and social structure on mental hospital wards. Psychiatry. 1990 Aug;53(3):262-77. Hendel T, Fish M, Galon V. Leadership style and choice of strategy in conflict management among Israeli nurse managers in general hospitals. J Nurs Manag. 2005 Mar;13(2):137-46. Judge TA, Piccolo RF Transformational and transactional leadership: a meta-analytic test of their relative validity. J Appl Psychol. 2004 Oct;89(5):755-68. Bono JE, Judge TA Personality and transformational and transactional leadership: a meta-analysis. J Appl Psychol. 2004 Oct;89(5):901-10. Bass BM, Avolio BJ, JungDI, Berson Y Predicting unit performance by assessing transformational and transactional leadership. J Appl Psychol. 2003 Apr;88(2):207-18. Stordeur S, DHoore W, Vanderberghe C. Leadership, organizational stress, and emotional exhaustion among hospital nursing staff. J Adv Nurs. 2001 Aug;35(4):533-42. Laurent CL A nursing theory for nursing leadership. J Nurs Manag. 2000 Mar;8(2):83-7. Judge TA, Bono JE Five-factor model of personality and transformational leadership. J Appl Psychol. 2000 Oct;85(5):751-65. Kleinman C The relationship between managerial leadership behaviors and staff nurse retention. Hosp Top. 2004 Fall;82(4):2-9. Dunham J, Klafehn KA. Transformational leadership and the nurse executive. J Nurs Adm. 1990 Apr;20(4):28-34. The Cambridge Companion to Weber ~Stephen Turner (Editor) Cambridge University Press Paperback June 3, 1998

Brief Therapy

Personally, this â€Å"solution-based or solution-focused brief therapy† is appealing to me simply because it is brief (The.. , 2003). See I have the tendency to become impatient in anything that calls for counseling (The.. , 2003). Since brief therapy has the power to address my dilemma in less than five counseling sessions, I am very grateful for it (The.. , 2003).I also appreciate greatly the fact that â€Å"instead of solving problems, it builds solutions† which makes the change that occurred to be consistent and most likely to last (The..  , 2003).Brief therapy also addresses a wide range of dilemmas including the following: 1) anxiety; 2) depression; 3) mental health-related problems; 4) oppression experiences; 5) pain; 6) problems in sleeping; 7) work-related dilemmas; 8) relationship problems (including differences with children, with spouse, and with close friends); 9) stress; 10) substance abuse (including drugs and alcohol); 11) etc (The.. , 2003).What make s it more remarkable is that it may also be experienced by the economically challenged individuals who cannot afford the traditional and expensive counseling (The.. , 2003). It is good that there is a psychological therapy or counseling that may be offered free to those who do not have the capacity to pay but needed to solve a certain dilemma through â€Å"brief therapy† (The.. , 2003). Personal Experience I tried ‘brief therapy’ when I had terrible problems with my relationship with my partner.Here, I was taught to communicate better or effectively, I was inspired to trust and to establish a gratifying relationship (The.. , 2003). In addition to that, I was taught to address, manage, and settle conflict (The.. , 2003). My specific problem has been addressed in just a few counseling sessions and that particular dilemma never became a problem again (The.. , 2003). Reference The Brief Therapy Practice. (2003). Solution Focused Brief Therapy. Retrieved October 6, 20 07 from http://www. brieftherapy. org. uk/

How do I learn best Essay

How do I learn best? Cal state University How do I learn best? Simply defined, your learning style is the way you tend to learn best. Learning styles do not gauge a person’s abilities or intelligence, but they can explain why some tasks may seem easier than others. According to the VARK system, five learning styles exist: visual learning style, auditory learning style, reading and writing learning style, kinesthetic learning style and multimodal learning style. Visual learners use graphic presentations like charts, diagrams, and graphs to understand information. Aural learners rely on discussions, recordings and lectures to process information. Kinesthetic learners learn best when they can put concepts that they are learning into actions or activities for which they rely on videos and demonstrations. Majority of learners fall under the multimodal strategy of learning. Multimodal study strategy is a learning method which utilizes various sensory modalities of a learner. Utilization of multimodal strategy â€Å"has expanded the ways we acq uire information and understand concepts.†(â€Å"Position Statement on Multimodal Literacies,† n.d., para. 13) Multimodal strategy combines print, images, animation, speech, and sound as its style. (â€Å"Position Statement on Multimodal Literacies,† n.d., para. 15) The Multimodal Study strategy allows for switching between various styles, that is, visual, aural, read/write or kinesthetic, for the purposes of better communication and learning. The more varied ways a person learns something, the more truly that person understands that concept, (Lazear, 2008) gains a deeper understanding of the subject and retains the information longer. In utilizing the multimodal structure of education, the educator can accommodate use of various tools like visual graphics, documentaries and interactive modules to supplement a lecture. This helps in reinforcing the material being taught. Utilizing methods that stimulate different senses facilitates learning. (Heady, 2010, p. 247) Multimodal learning is more effective than unimodal learning. When different senses are combined such as visual with auditory, higher-order learning occurs. (Metiri Group, 2008, p. 14). However, this also has a negative aspect. It’s  important for the educator to create a balance between various modalities. Frequent switching between different modalities can cause â€Å"overload† of information and confuse the learner. (Maier, n.d., para. 3) Learne rs may lose focus and have difficulty understanding. People with multimodal learning style may often â€Å"switch† to an inappropriate mode that will negatively impact their learning capability. So it is imperative for multimodal learners to know how and when to switch from one modality to another to stay focused and enhance their learning process. Read/Write study strategy works for many learners. The read/write learners prefer visual material presented in a written format. In this category, the learner intakes the information by making notes, which include lists and headings, organizing visual graphics into written statements. The learner utilizes resources like dictionaries, textbooks and, manuals. After gathering all information the learner proceeds to make a package for learning. This is done by writing and reading one’s notes multiple times. For many learners this strategy works for them as writing what you read makes you go over information again which also serves as a revision. Often breaking down what you read into your own words makes you remember things more vividly. However, the read/write style is considered a traditional style of learning. Studies suggest that avid offline readers are not the best online readers and vice versa. (â€Å"Reading Online,† n.d., para. 4) With the onset of distant learning, such as online programs and e-learning formats, t he read/write style learners will have to accommodate new methods into their learning pattern and that’s where being a multimodal study strategy style learner can come in handy. One should learn from peers how to utilize a different study strategy and accommodate their style into one’s own style of learning. It is important to recognize your preferred learning strategies and the identified strategies for your learning style. Combining the two can help the learner become more proficient by utilizing various senses simultaneously. It is important to know that some concepts are best understood using various modalities or a different study strategy. At the same time learners should also recognize that being a Multimodal learner can help as it can reduce their learning and understanding time. By putting extra effort one can recognize and use the best modalities that work in understanding a subject. No single learning style is better than the other. Every individual learns differently. It is important to know which style suits you. It may take time and effort on the learner’s part to conclude which style aids in their learning best but once known, your strategy of learning will empower you with best learning abilities contributing to your success. References Lazear, D. (2008). â€Å"Multi-Modal† Learning by David Lazear. Retrieved from http://www.davidlazeargroup.com/free_articles/multi-modal.html . (n.d.). Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/reading-online-30096.html Heady, S. A. (2010). Health Education. In C. L. Edelman, & C. L. Mandle (Eds.), Health Promotion Throughout the Life Span (7 ed., pp. 243-258). St. Louis, Missouri: Mosby Elsevier. Maier, C. (n.d.). Multimodal Teaching Strategies. Retrieved from http://www.ehow.com/info_12049345_multimodal-teaching-strategies.html Metiri Group. (2008). Multimodal Learning Through Media: What the Research Says. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf NCTE Position Statement. (n.d.). Retrieved from http://www.ncte.org/positions/statements/multimodalliteracies

How to Keep in Touch with Friends from High School

While college often leads to a new city, a new school, and new friends, your new college life doesnt have to come at the expense of your high school friends. But how exactly can you keep in touch with your friends from high school when youre busy managing all that college has to offer? Use Social Media Things like Facebook and Twitter are likely already a part of your social life. As you transition from high school to college, using social media to keep your friends updated -- and to stay updated about them -- can shift from something of interest to something important for your friendship. With a little work, you can stay informed about relationship updates, school changes, and the overall ups and downs of your friends lives. Use the Phone and Video Chat Using tools like Facebook can be great -- but they are often a rather passive way of keeping in touch with someone. Sure, a friends status update may say one thing, but a heart-to-heart chat on the phone can tell you so much more. While they dont have to happen frequently, phone calls and video chats can be an important part of how you keep in touch with your high school friends. Use IM You really need to finish your paper but your brain needs a break. That being said, you dont necessarily have the time for a phone call or video chat. The solution? Consider a quick IM conversation with one of your high school friends. You can give your brain a break while also checking in with a friend. Consider it a win-win situation (as long as you get back to your paper within a few minutes, of course). Use Email You may be used to communicating via text messages, IM, and video chat, but email can also be a great tool. When its 3:00 in the morning and you need something to do to shift your brain from your Shakespeare paper to sleep mode, consider spending a few minutes drafting an email to an old high school friend. Update them about your own college life while asking for the latest news on their end. Meet Up Whenever Possible ​No matter how great technology is, theres just nothing like a face-to-face meeting. Meeting up in person is important if youd like to maintain your high school relationships both during and after college. Remember, too, that you can meet up in all kinds of places: back in your hometown, at your campus, at your friends campus, or even somewhere fun you both have always wanted to go. (Vegas, anyone?)