SWK 665 Leadership & Supervision: Key Assignment Instructions
This assignment assesses your performance in the following competencies: A1.1, A1.2, A1.3a/b,
A1.4, A1.5, A6.1, A6.2, A6.3, A6.4.
This assignment is worth 55 points.
The assignment is designed to provide you with the opportunity to demonstrate the integration of
skills and knowledge gained through course content and activities. The course teaches to several
of the CSWE Competencies, but primary focus is given to Competency 1: Demonstrate ethical
and Professional Behavior and Competency 6: Engage with individuals, families, groups,
organizations and communities. This assignment integrates social work values and ethics with
trauma informed reflective supervision and leadership skills within the context of an ethical
dilemma.
To successfully complete the assignment, you will use a revised version of the Ethical
Framework covered in Barskys textbook as well as integrate the trauma informed reflective
supervision content from the assigned articles/workbook/handouts and the Northouse textbook.
As you think about ways to integrate trauma informed practice in the assignment, consider the
trauma informed principles of 1) safety, 2) trust and transparency, 3) collaboration and mutuality,
4) empowerment, 5) voice and choice, and 6) peer support. Also think about cultural, historical
and gender-related issues as well as how you use anti-racist and anti-oppressive approach and
language. These components are all closely linked to leadership and supervision.
The assignment requires you to integrate leadership and supervision skills. Refer back to the
Northouse textbook. REREAD THE BARSKY TEXT, PAGES 269-309 BEFORE
STARTING ASSIGNMENT. These readings walk you through each of the stage of the
framework and explain what information to include. Additional suggested readings are provided
throughout the instructions, but do not limit your discussion to only these sources of knowledge.
For this assignment, you are given a specific ethical scenario. Use the provided ethical scenario,
the NASW Code of Ethics, and applicable laws for your state of residence and all course
readings/resources to answer the assignment questions. Obviously, this assignment requires
citation of sources that support the knowledge you use, so use APA formatting.
Specifically, write in essay format, using appropriate headings showing each of the 5 stages and
subheadings for the related discussion for each stage. An outline is provided for you following
these instructions. Prepare the assignment using a title page, introduction, body of work using
the outline, conclusion, and references. Prepare the assignment as a stand alone document, so
the reader does not need to know the questions to understand what you write (discuss the topics
fully rather than answering each question). The paper is to be prepared using Times New Roman
12 point font, 1 inch margins, and double spacing. The assignment requires a minimum of 7
pages and a maximum of 10 pages (not including the title page or reference page(s)) to
thoroughly address each prompt within the assignment.
Use a minimum of 6 scholarly resources to support your paper; however, use references
wherever needed to properly credit authors for their work that you use. Each section of the
assignment should have resources to support your answers/discussions. Two of these resources
must be peer reviewed scholarly journal articles outside of the sources provided within the
Revised 12/1/2021
1
course. Full text versions of the articles must be available through the universitys online library
database or online.
Use the most recent version of the NASW (2021) Code of Ethics and cite it correctly. When you
use its contents, be very specific. Many of the codes have several subsections. For example, 1.07
Privacy and Confidentiality has 23 different subsections. Each one addresses a different aspect of
1.07. When you identify the applicable code, ensure that you are identifying the specific
subsection that applies. Make sure you thoroughly read the sections.
Read through the outline carefully and ensure you discuss all components in the correct section
of your paper. Provide justification/evidence to support your claim (which requires citation).
NO direct quotes can be used. Please paraphrase and cite accordingly.
Please review the provided grading rubric for additional details.
OUTLINE OF THE FRAMEWORK TO USE IN YOUR PAPER
1. IDENTIFY THE ISSUE (A1.4)
a. What are the key facts?
b. What are the relevant ethical, legal and agency obligations? Be sure to identify the
specific NASW Code(s) that apply in the dilemma. Provide justification/evidence
to support your selection.
c. What additional information would be helpful to know? Provide at least 4
different examples/ideas. Be thorough.
d. What is the specific ethical question to be considered?
2. DETERMINE APPROPRIATE HELP (A1.2)
a. Who should be consulted? Consider different levels of practice (micro, mezzo,
macro resources, i.e. supervisor, human resources, board of directors, attorney,
licensure board, etc.)
b. Why? What type of help can each person provide?
3. THINK CRITICALLY: This section will create an opportunity for self-reflection as well
as for you to demonstrate your utilization of the trauma informed reflective supervision
as you engage the supervisee in this discussion.
The first part involves your own self-reflection component of trauma informed reflective
supervision, then next that of your supervisee and then others who may be involved in the
process.
Also note, it may be useful to review the supplemental resources for trauma informed
reflective supervision for handouts or tools to help guide your conversation. Remember
the key pieces of trauma informed supervision from the readings and on first page of
these directions. This is a key area in which to use scholarly resources to support your
discussion.
a. What are my own values and beliefs (including your personal biases, cultural
influences, power imbalances, social justice, etc.), emotional reactions (including
your own trauma history relevant to the scenario), virtues, and perspectives, and
how do these affect my thinking and responses to the ethical questions?
NOTE: even though you are in character for this assignment, use your own
personal feelings, experiences, biases, etc. to frame this component. Make sure
address this area within the context of a supervisor. Self-reflection is essential in
this process. Thinking about the different parts of you and how it could impact
this process within the scenario (A1.5)
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2
b. What are my supervisees values and beliefs (including personal biases, cultural
influences, power imbalances, social justice, etc.), emotional reactions (including
trauma history relevant to the scenario), virtues, and perspectives, and how do
these affect my supervisees thinking and responses to the ethical questions? Be
specific about the interpersonal skills within reflective trauma informed
supervision that you will use to engage the supervisee in the discussion of these
components and the relation to the current dilemma. Share questions and
comments you would make within the discussion and how you would engage the
supervisee within the context of the assigned scenario to demonstrate your
understanding of the technique. (A6.3)
In these next questions, integrate the trauma informed principles of safety, trust and
transparency, collaboration and mutuality, empowerment, voice and choice, and peer
support, cultural, historical and gender-related issues that relate to the scenario. Consider
your anti-racist and anti-oppressive approach and language needed for the scenario.
c. What are the values, beliefs, emotional reactions, virtues, and perspectives of
others affected by the ethical question? (A6.4) (review the Barskey text, page 290
for guidance)
d. In terms of the ethical management process, what are your goals and what are the
potential areas of conflict between these goals? (A1.3a) (refer to the Barskey text,
page 291 to review discussion of goals)
e. What options need to be considered to address the ethical question? What are the
pros and cons of each option? (A1.3a)
f. What is the best response to the ethical question and what is your justification for
the chosen ethical response? (A6.4)
g. What specific efforts are needed to assure you move forward with an anti-racist
and anti-oppressive approach and language?
4. MANAGE CONFLICT: Although both textbooks address conflict resolution, the
Northouse text, chapter on managing conflict, is required to at least form the basis for this
section. Other Northouse text chapters that are potentially applicable include engaging
strengths, overcoming obstacles, listening to outgroups, etc. You are not limited to these
areas, just providing potential suggestions. You may supplement the discussion with
content from the Barsky text, or other sources. Discuss how to ensure a strengths-based
demeanor and give specific examples of relational skills you would use. Use resources to
support this component. (A1.1 and A6.1)
a. If stakeholders are not likely to agree with the best response, what is the nature of
conflict (e.g., difference of beliefs, interests, values, power, miscommunication)?
b. What form or method of conflict management should be used, and why?
c. What conflict management strategies may be most helpful?
5. PLAN AND IMPLEMENT DECISIONS (A1.3b and A6.2) (refer to Barsky text, p. 303)
a. What specific ethical decision is to be implemented?
b. What tasks are required to implement the decision and who is responsible for each
task?
c. What challenges may arise during implementation, and how can they be preempted or managed?
d. How will implementation be monitored to enable early responses to any
problems?
Revised 12/1/2021
3
SWK 655 Leadership and Supervision Key Assignment Embedded Rubric
APA/Grammar
A1.1 Engage
with clients and
colleagues
conveying a
strength-based
demeanor and
attitude.
5
4.5
4
3.5
3
2.5
2
1.5
1
The paper is
exceptionally written
clearly and concisely
and guides the reader
smoothly through the
framework with
appropriate transitions
and linkages with the
content. There are no
APA, grammatical or
spelling errors. Six or
more scholarly
resources were used
to support the paper.
Two of the resources
were outside those
provided within the
course. Information
from the resources
was used/cited
appropriately. No
direct quotes were
used.
5
The student provided
clear and specific
strategies to maintain
a strengths-based
perspective while
discussing the
management of
conflict with the
assigned scenario.
Excellent examples
and resources were
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
The paper is well
written and organized
in a readable format
with specific headings
and subheadings to
guide the reader. All
APA guidelines were
followed. There are no
typos or grammatical
errors. Writer
followed all
mechanical guidelines
provided by instructor.
Five scholarly
resources were used to
clearly and
specifically support
the details of the paper
or less than two
outside resources were
used.
Exceeds
3, but
does not
meet all
criteria
for a 4
Minimal errors in
relation to APA,
grammar, and spelling.
No major APA
violations. Some
organizational
techniques/styles
noted in writing to
guide the reader. Four
scholarly resources
were used to support
the paper.
Exceeds
2, but
does not
meet all
criteria for
a3
One-two major APA
violations and/or
several minor
violations. General
direction in writing
noted; however,
style appears choppy
or disconnected.
Headings are
misused and do no
facilitate the
organization of the
assignment. Outside
resources were used;
however, either were
not used and/or they
were both not
scholarly resources.
Exceeds 1,
but does
not meet
all criteria
for a 2
Numerous APA,
spelling and/or
grammatical
errors. Difficult
to follow logic
of ideas in the
paper. Failed to
abide by the
majority of
mechanical
guidelines
provided by the
instructor.
Outside
resources were
not used in the
evaluation.
Direct quotes
were used.
4.5
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
4
Either student
provided a solid
discussion of
appropriate strengthsbased strategies
related to the scenario
or student uses
excellent resources
and examples to
support the proposed
strategies; however,
3.5
Exceeds
3, but
does not
meet all
criteria
for a 4
3
Strengths-based
strategies were
discussed within the
context of the
provided scenario.
The discussion was
basic without critical
discussion/reflection.
Resources were used
to support students
paper; however, there
2.5
Exceeds 2,
but does
not meet
all criteria
for a 3
2
Discussion of
strengths-based
without clear
application/linkages
to the scenario.
References were not
used to support the
discussion.
1.5
Exceeds 1,
but does
not meet
all criteria
for a 2
1
There is a vague
reference to
strengths-based
approach
without specific
strategies and/or
examples to
support the
discussion. No
references.
Revised 01-10-2020
SWK 655 Leadership and Supervision Key Assignment Embedded Rubric
A1.2
Demonstrate
professional
and ethical
social work
conduct in all
levels of
practice
A1.3b
Demonstrate
the ability to
critically
analyze cases
and articulate
how to manage
ethical issues in
practice
scenarios.
A1.4
Demonstrate
the ability to
apply social
work ethics and
values to the
evaluation of
utilized to support the
proposed strategies
Student did an
excellent job
identifying
appropriate
individuals to consult
with regarding the
scenario that represent
all levels of practice
(micro, mezzo and
macro). Excellent
critical discussion of
how their position
within the levels of
practice and input
could contribute to
the resolution of the
dilemma
Student demonstrated
an excellent critical
analysis of the ethical
issue within the
provided scenario.
The student excelled
at identifying the
information relevant
to the provided
scenario. Student
articulated their
perspective with clear
and concise evidence
on how to address the
specific concerns
identified.
The student excelled
at selecting the
appropriate NASW
Code of Ethics (and
subsection) related to
the provided scenario.
A critical discussion
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
both pieces are not
equally present.
Student either did an
excellent job at
identifying individuals
to consult at all three
levels or the student
provided an excellent
discussion of how all
these individuals could
contribute to the
process of addressing
the dilemma.
However, both were
not addressed at the
excellence level.
Exceeds
3, but
does not
meet all
criteria
for a 4
was minimal/basic
linkages to contact.
The student identified
appropriate
individuals at all three
levels; however, their
linkages or
contributions to the to
the scenario were not
clear or wellarticulated.
Exceeds 2,
but does
not meet
all criteria
for a 3
Appropriate
individuals were not
identified at all
three levels of
practice. Of those
that were identified,
there was
insufficient
discussion to
explain their
contribution or
potential input to
resolve the scenario.
Exceeds 1,
but does
not meet
all criteria
for a 2
Did not identify
and/or discuss
the utilization of
levels of
practice.
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
Student provided a
thorough analysis of
ethical issue within the
scenario. The student
provided thorough
argument to support
their perspective.
Specific steps and
suggestions were
provided on how to
best address the
identified ethical issue
within the practice
scenario.
Exceeds
3, but
does not
meet all
criteria
for a 4
Student articulated
reasonable ethical
issues within the
evaluation scenario.
Basic
evidence/justification
was used to support
the framework.
General suggestions
were made to manage
the ethical issue.
Exceeds 2,
but does
not meet
all criteria
for a 3
Student provided
only general
reference to ethical
issue without a
discussion and/or
adequate support for
the analysis. And/or
the student did not
provide any insight
as to how to
manage/improve
upon the issue.
Exceeds 1,
but does
not meet
all criteria
for a 2
Student
referenced
general ethical
issue without
application to
the provided
scenario. The
student did not
discuss
provisions
address the
issue.
Exceed
s 4, but
does
not
meet
all
Student selected the
appropriate NASW
Code of Ethics (and
subsection) related to
the scenario. The
appropriate code was
discussed with clear
Exceeds
3, but
does not
meet all
criteria
for a 4
Student selected the
NASW Code of
Ethics (and
subsection) related to
the scenario. A
general discussion of
the related codes was
Exceeds 2,
but does
not meet
all criteria
for a 3
The student selected
NASW Code of
Ethics (and
subsection) related
to the scenario.
Broad general
statements were
Exceeds 1,
but does
not meet
all criteria
for a 2
Did not utilize
the specific
NASW Code of
Ethics (and
subsection)
and/or did not
apply the codes
Revised 01-10-2020
SWK 655 Leadership and Supervision Key Assignment Embedded Rubric
social
intervention.
(Identify The
Issue)
of the appropriate
codes/standards was
present that
demonstrated an in
depth understanding
of the ethical concepts
and the application
thereof. This included
a clear identification
of key facts,
additional information
needed and the
specific ethical
question.
criteria
for a 5
linkages to the
provided scenario.
Student demonstrated
the ability to critically
apply the ethical
guidelines/standards to
the scenario. This
included at least two
of the following: a
clear identification of
key facts, additional
information needed
and the specific ethical
question.
A1.5 Engage in
self-reflection
and self-care
practices which
may include
reflective
trauma
responsive
supervision to
prevent and
address
secondary
trauma in self
and
organization
The student provided
a thorough selfreflection within the
reflective trauma
supervision context.
The student addressed
all components, i.e.
personal trauma,
personal biases,
values, cultural
influences, etc. within
the context of the
scenario and how
those pieces might
have contributed to
the dilemma OR
makes the dilemma
more challenging to
resolve.
Student did an
excellent job
explaining how to use
relational skills to
encourage the
interested parties in
the resolution process
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
Student provided an
adequate selfreflection of all the
components of 3a.
Clear components of
trauma reflective
supervision were
included in the
discussion. General
impact of these pieces
on resolving the
dilemma were
explored.
Exceeds
3, but
does not
meet all
criteria
for a 4
Student addressed half
or more of the
components from
section 3a. Of those
identified, student
included general links
to reflective trauma
informed supervision.
Basic
linkage/discussion
regarding contribution
to the dilemma of
impact on resolution.
Exceeds 2,
but does
not meet
all criteria
for a 3
Exceed
s 4, but
does
not
meet
all
Student either did an
excellent job
discussing the
relational skills used
to encourage of
interested parties OR
did an excellent job
Exceeds
3, but
does not
meet all
criteria
for a 4
Student provided a
general discussion of
the relational skills
used to encourage
interested parties in
the conflict resolution
process. Appropriate
Exceeds 2,
but does
not meet
all criteria
for a 3
6.1 Establish a
relationally
based process
that encourages
individuals,
families,
groups,
present with basic
linkages to the
scenario. There some
application to the
scenario on some of
the codes. This
included at least of the
following: an clear
identification of key
facts, additional
information needed
and an ethical
question mostly
related to the scenario.
Revised 01-10-2020
made about ethical
concerns, without
any clear specific
discussion or
insight. There was
only minimal
application to the
provided scenario.
The student did not
select applicable
codes. There was
not a clear
identification of key
facts, additional
information needed
and the specific
ethical question
Student addressed
less than half of the
components from
section 3a. Minimal
reference/linkages
to the reflective
trauma supervision.
Minimal or no
discussion of impact
on dilemma or
resolution.
Vague discussion of
relational skills used
to encourage
participants of
interested parties.
Conflict
management
to the provided
scenario. Did
not include a
clear
identification of
key facts,
additional
information
needed and the
specific ethical
question
Exceeds 1,
but does
not meet
all criteria
for a 2
The student
provided a
vague reference
to this section
without clearly
addressing each
component nor
discussing
impact within
the scenario.
Exceeds 1,
but does
not meet
all criteria
for a 2
Student did not
discuss how
relational skills
were used to
encourage
interested parties
to participate in
SWK 655 Leadership and Supervision Key Assignment Embedded Rubric
organizations,
and
communities to
be equal
participants in
the
establishment
of expected
outcomes.
6.2 Implement
appropriate
engagement
strategies to
engage
individuals,
families,
groups,
organizations,
and
communities
within a
particular
theoretical
framework.
6.3 Utilize selfreflective and
intrapersonal
skills to
effectively
engage diverse
individuals,
families,
groups,
organizations,
communities
and
constituencies.
of the conflict.
Student did an
excellent job in
discussing specific
conflict management
strategies and skills
were explored and
supported through
appropriate scholar
resources.
Student provided
excellent details on
how to engage the
interested parties in
the resolution of the
ethical dilemma
within the social work
values and ethical
standards. Student did
an excellent job
discussing specific
steps of the
implementation
process as well as
identifying the
different individuals
or groups responsible
for that component.
Student did an
excellent job
discussing the
interpersonal skills
(consistent with
reflective trauma
informed supervision)
to engage the
supervisee in the
exploration of the
components in 3b.
Each of the
components was
clearly explored
within the context of
criteria
for a 5
discussing evidence
based conflict
management
strategies; however,
all pieces were not
addressed at the
excellence level.
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
Student either did an
excellent job in
providing details on
how to engage
interested parties in
the resolution of the
ethical dilemma within
social work values and
ethical standards OR
they did an excellent
job in discussing the
steps and the different
individuals or groups
responsible for that
component; however,
all pieces were not
discussed at the
excellent level.
Student clearly
demonstrated at least
two of the following
three components 1)
Student did an
excellent job
discussing the
interpersonal skills
used to engage the
supervisee in
exploring of all the
components of 3a. 2)
General impact of
these pieces in
resolving the dilemma
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
Exceeds
3, but
does not
meet all
criteria
for a 4
Exceeds
3, but
does not
meet all
criteria
for a 4
strategies were
discussed without
significant depth
and/or specific linkage
to the scenario.
Resources used may
not have been
scholarly or did not
provide clear support
for selected strategies.
Student provided a
general discussion of
the engagement
strategies used in the
resolution of the
ethical dilemma
within the context of
social work values
and ethics. Basic steps
and responsibilities
were addressed
without significant
details.
Student provided a
general explanation of
interpersonal skills
used to engage
supervisee in
exploration of
components in 3a.
Generalized
discussion of the
impact on the
dilemma were made
with clear critical
reflection. Resources
did not provide clear
support for the
Revised 01-10-2020
strategies were
discussed, but
without clear
application to the
scenario. Minimal
or no linkages to
scenario.
the process.
Resources were
not used to
support the
discussion.
Exceeds 2,
but does
not meet
all criteria
for a 3
Vague discussion of
engagement
strategies used in
the resolution of the
dilemma. Decision
did not appear
consistent with
social work
values/ethics.
General steps
provided without
clear delineation of
who was
responsible for
each.
Exceeds 1,
but does
not meet
all criteria
for a 2
Student did not
discuss how
engagement
skills were used
in the resolution
of the ethical
dilemma. Steps
were not
listed/discussed.
Exceeds 2,
but does
not meet
all criteria
for a 3
Vague application
of interpersonal
skills used in the
exploration of
components of 3b.
Resources were
used, but did not
provide support for
the skills used and
were not scholarly
resources.
Exceeds 1,
but does
not meet
all criteria
for a 2
Student did not
discuss specific
interpersonal
skills used to
engage
supervisee.
There were no
clear linkages to
reflective trauma
informed
supervision.
And/or no
resources were
used to support
this section.
SWK 655 Leadership and Supervision Key Assignment Embedded Rubric
how they impacted
the current dilemma.
Excellent examples
and resources were
utilized to support the
proposed strategies
were explored. 3)
Appropriate resources
were used to support
the discussion.
6.4 Integrate
traumainformed
principles of
engagement
with practices
at the micro,
mezzo and
macro levels
that are
responsive to
those
underrepresent
ed and
oppressed in
society.
Student did an
excellent job
integrating trauma
informed principles
within the context of
exploring potential
resolutions of the
ethical dilemma.
Specifically, the
student clearly
addressed the values,
beliefs, emotional
reactions, virtues and
perspectives of those
affected by the
dilemma. A clear and
appropriate ethical
justification was
provided for the best
response.
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
A1.3a
Demonstrate
the ability to
critically
analyze cases
and articulate
how to manage
ethical issues in
practice
scenarios.
Clear goals were
articulated and
potential conflicts
were identified.
Various options were
identified with a
critical exploration of
pros and cons.
Thorough critical
reflection is evident in
the discussion.
Exceed
s 4, but
does
not
meet
all
criteria
for a 5
Student provided two
of the following:
1)Student did an
excellent job
integrating trauma
informed principles
within the context of
exploring potential
resolutions of the
ethical dilemma. 2)
Specifically, the
student clearly
addressed the values,
beliefs, emotional
reactions, virtues and
perspectives of those
affected by the
dilemma. 3) A clear
and appropriate ethical
justification was
provided for the best
response.
Goals were articulated
and conflicts were
identified. Various
options were identified
with an exploration of
pros and cons. Good
reflection is evident in
the discussion.
discussion, but were
scholarly.
Exceeds
3, but
does not
meet all
criteria
for a 4
There was a general
discussion of the
trauma informed
principles; however,
the application within
the context of
developing a
justification was not
clear. In addition,
either the section
missed an exploration
of the impact of the
dilemma on those
involved or did not
provide a clear ethical
justification for the
response.
Exceeds 2,
but does
not meet
all criteria
for a 3
Vague application
of trauma informed
principles used
without discussion
of the impact on
those impacted by
the dilemma
response was
discussed without
ethical justification.
Exceeds 1,
but does
not meet
all criteria
for a 2
Student did not
utilize/discuss
trauma informed
principles nor
demonstrate an
understanding of
those impacted
by the dilemma.
Clear ethical
justification of
the dilemma was
not provided.
Exceeds
3, but
does not
meet all
criteria
for a 4
Basic goals were
articulated and general
conflicts were
identified. Basic
options were
identified with a
generalized
exploration of pros
and cons.
Exceeds 2,
but does
not meet
all criteria
for a 3
General goals
articulated but
conflicts were not
explored. General
options were
provided without an
exploration of pros
and cons.
Exceeds 1,
but does
not meet
all criteria
for a 2
Goals were not
articulated, nor
were potential
conflicts
identified.
Options were
not identified.
Lacked any
critical
discussion.
Revised 01-10-2020
Module 8
https://courses.campbellsville.edu/pluginfile.php/4350793/mod_r
esource/content/1/665%20Video%20Intro%20of%20Module%20%20Northouse%20Unit%204.mp4
Ethics in Leadership, Overcoming Obstacles, and Avoiding
Destructive Leadership
Module 8 Objectives and Introduction
Objectives:
Competency 1: Demonstrate Ethical and Professional Behavior
1.1 Engage with clients and colleagues conveying a strength-based demeanor
and attitude.
1.2 Demonstrate professional and ethical social work conduct in all levels of
practice
1.3 Demonstrate the ability to critically analyze cases and articulate how to
manage ethical issues in practice scenarios.
1.4 Demonstrate the ability to apply social work ethics and values to the
evaluation of social intervention.
1.5 Engage in self-reflection and self-care practices which may include
reflective trauma responsive supervision to prevent and address secondary
trauma in self and organization.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
6.1 Establish a relationally based process that encourages individuals,
families, groups, organizations, and communities to be equal participants in
the establishment of expected outcomes.
6.2 Implement appropriate engagement strategies to engage individuals,
families, groups, organizations, and communities within a particular theoretical
model.
6.3 Utilize self-reflective and intrapersonal skills to effectively engage diverse
individuals, families, groups, organizations, communities, and constituencies.
6.4 integrating trauma-informed principles of engagement with practices at the
micro, mezzo and macro levels that are responsive to those underrepresented
and oppressed in society.
Introduction:
The final week of the course, we will circle back to ethics again by focusing specifically
on the ethics within leadership and the characteristics of ethical leadership. You will
learn how to help those you supervise/lead to overcome a variety of different obstacles
common to a all work settings. The final chapter will discuss destructive leadership
within the context of the toxic triangle and how to confront destructive leadership in
practice.
Module 8 Reading/Listening/Viewing Assignment
Module 8 Reading Assignment:
Northouse Chapters 12-14 (1.1, 1.2, 1.3, 1.4, 6.1, 6.2, 6.3)
Ethical Leadership (1.1, 1.2, 1.3, 1.4, 1.5)
Internet Resources
Cultural and Ethical Considerations in Group Decision
Making https://study.com/academy/lesson/cultural-and-ethical-considerations-in-groupdecision-making.html
The Leadership Blind Spots https://hbr.org/2016/10/the-leadership-blind-spots-at-wellsfargo
Supportive Leadership: https://www.youtube.com/watch?v=t0zGreipd-E
How Too Many Rules Keep You From Getting Things
Done: https://www.ted.com/talks/yves_morieux_how_too_many_rules_at_work_keep_y
ou_from_getting_things_done
Tent Ways to Challenge Employees to
Perform: https://www.northstarmeetingsgroup.com/Incentive/Strategy/Top-10-Ways-toChallenge-Employees-to-Perform?inc=1
Jonestown Massacre: https://www.youtube.com/watch?v=_0B1sMfxWYw
How to Spot a Toxic Boss: https://www.youtube.com/watch?v=4TFkwsBA9Ws
Eight Traits of Toxic Leadership to
Avoid: https://www.psychologytoday.com/us/blog/culture-shrink/201607/8-traits-toxicleadership-avoid
