Perceptions of Relational Practices in the Workplace

Carlson, Jessica H.

doi:10.1037/e518612013-042

Cited by 3 publications

(4 citation statements)

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“…Other research supports this finding, with interpersonal components identified as key elements of evidenced-based interventions for CEN [ 78 ].The ability of staff to work relationally is shaped by organisational factors such as staffing ratios, supportive peer/management relationships [ 31 ] and opportunities for reflective practice and clinical supervision [ 19 ]. In addition, an understanding at an organisational-level that relational work requires skills and expertise which are not simply innate characteristics of individuals [ 79 ]. To successfully deliver relational practice, service design and intervention development must be co-produced with people with relevant lived experience, their carers and the professionals who support them.…”

Section: Discussionmentioning

confidence: 99%

Service user perspectives of community mental health services for people with complex emotional needs: a co-produced qualitative interview study

et al. 2022

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Background There is consensus that services supporting people with complex emotional needs are part of a mental health care system in which change is needed. To date, service users’ views and co-production initiatives have had little impact on the development of interventions and care. This needs to change, and our paper evidences the experiences and perspectives of a diverse range of people on how community services can best address the needs of people with complex emotional needs. Methods A co-produced qualitative research study. Lived experience researchers led data collection and analysis. Individual interviews were conducted with 30 people across England who had a diverse range of experiences and perspectives of using community services for complex emotional needs. Participants were asked about their experiences of using community services for their mental health, and views on how community services can best address their needs. Thematic analysis was used to analyse the data. Results Participants reported some experiences of good practice but also of experiences of severely stigmatising interventions, a lack of effective support and service fragmentation. Relational Practice was identified as the central overarching theme and describes how community services can best support people with complex emotional needs. This approach involves care delivered in a non-stigmatising, individualised and compassionate way and care that is trauma-informed. It involves care that is planned collaboratively with service users to ensure their multiple needs are addressed in a flexible, holistic and consistent way which accounts for the long-term and fluctuating nature of their needs. Conclusions Relational practice approaches have potential to facilitate better community care for people with complex emotional needs. Research and service development are needed to examine how best to implement such approaches across the mental health service system. This work must be co-produced with people with relevant lived experience, their carers and the professionals who support them.

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Section: Discussionmentioning

confidence: 99%

Service user perspectives of community mental health services for people with complex emotional needs: a co-produced qualitative interview study

et al. 2022

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“…Consequently the aping of male leaders was met with disapproval. Carlson and Crawford's () research led them to suggest women who are perceived as taking on a ‘masculine style of management’ do not ‘ensure their success because it creates a double‐bind situation: if women do not act according to stereotypes of femininity, it may cause a backlash, decreasing their standing in the organization even more’ (p. 361).…”

Section: Data Analysis and Discussionmentioning

confidence: 99%

“…However, as Smith () and Christman and McClellan (, p. 3) argued ‘gender identity and leadership are more complex than to simply fit them into one gender construction model or another’. They and others recognized that expansive and restrictive workplace practices impact positively or negatively on women receiving vertical promotions (Bird, ; Bruckmüller and Branscombe, ; Carlson and Crawford, ; Christman and McClellan, ; Dominici et al ., ; Eagly, ; Ellström et al ., ; Fuller and Unwin, ; Gustavsson and Fogelberg Eriksson, ; Leathwood, ; Paechter, ; Risman, ).…”

Section: Introductionmentioning

confidence: 99%

Symbolic Interactions and the Development of Women Leaders in Higher Education

Gallant¹

2013

Gender Work & Organization

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The under-representation of women in higher education (HE) leadership is a persistent global phenomenon. The purpose of this research is to re-examine this issue through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi-structured interviews after attending a leadership programme specifically designed to enhance their leadership prospects. Analysis indicated ambiguities and contradictions that surround notions of leadership, in particular how the participants position themselves and are positioned in their workplace. This was evidenced by the meaning they attributed to: recognizing a leader; interactions with existing leadership; and speculation regarding their leadership capacity. Gendered notions were apparent in their constructed meanings. Similarity attraction was also evident, with men being observed as 'paying it forward', therefore facilitating promotion. Formal leadership training was advocated rather than experiential processes.

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“…Algunas investigaciones han analizado los procesos de gestión que desarrollan los directivos para explicar el éxito de las organizaciones; sin embargo, estos estudios no siempre reconocen las eventuales diferencias que pueden existir entre los principios de dirección que desarrollan las mujeres y los hombres, ya que siempre se ha considerado como líderes de una gestión a representantes masculinos e incluso considerar que algunas mujeres estarían "imitando" la manera de gestionar de los hombres para lograr su progreso profesional (Carlson & Crawford, 2011); por lo que, el estudio respecto a mujeres líderes no cuenta con muchos antecedentes, además de la persistencia de un orden jerárquico al considerar las diferencias en función al género como elemento constitutivo donde la mujer es considerada débil, más aún, si existen tendencias femeninas que soslayan sus logros en comparación con los hombres, a los que a menudo se les atribuye una gestión potente y consistente (CEPAL, 2019). En el mismo sentido los mismos estudios tampoco reconocen las percepciones de las personas que trabajan en instituciones dirigidas por directoras o directores y menos aún encuentran diferencias entre estos principios de dirección al ser aplicados por mujeres u hombres.…”

Section: Principios De Dirección Masculina Y Femeninaunclassified

Dirección masculina y dirección femenina: reflexiones pendientes

Alcaide-Aranda

2023

revHUMAN

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Es esencial fortalecer el camino hacia la mayor participación y la expansión democrática; sin embargo, aún se sigue considerando al género como un marcador de diferencia. Con un estudio de multicasos, transversal con enfoque metodológico mixto, se concluyó que los directivos tienden a estereotipar su propio comportamiento de acuerdo a los valores culturales concebidos por la sociedad para cada sexo y que el mayor desarrollo de la práctica de la dirección, principios de dirección masculina según Mintzberg y/o femenina según Helgesen con la finalidad de plantear lineamientos de mejora, se puede deber al énfasis que ponga cada director o directora.

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Perceptions of Relational Practices in the Workplace

Cited by 3 publications

References 0 publications

Service user perspectives of community mental health services for people with complex emotional needs: a co-produced qualitative interview study

Service user perspectives of community mental health services for people with complex emotional needs: a co-produced qualitative interview study

Symbolic Interactions and the Development of Women Leaders in Higher Education

Dirección masculina y dirección femenina: reflexiones pendientes

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