Sustaining and developing emotional resilience for school leadership
1. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Bend or Break?
Connecting Leaders with Emotional
Resilience
Gill Fowler & Julia Steward
www.emccconference.org
2. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Map of the session
Context for leaders and background to research
Themes from literature
Methodology
Findings from research
Model of emotional resilience
Questions and discussion: implications for us and our
clients
www.emccconference.org
3. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Context for leaders and background
to research
www.emccconference.org
4. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Context for Leadership: accelerating change
www.emccconference.org
5. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Systems within systems: from macro to micro-level
www.emccconference.org
6. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
www.emccconference.org
7. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
The question:
Is it possible proactively to
develop emotional resilience for
leadership, and if so how?
www.emccconference.org
8. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Exploring the literature
www.emccconference.org
9. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
From the literature: definitions
The ability to remain on course
without being adversely affected by
emotional responses
www.emccconference.org
10. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Emotional resilience
Well-being/work-life
balance/stress
Values
Self–
-confidence
-awareness
-management
-acceptance
www.emccconference.org
11. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
www.emccconference.org
12. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Work-life balance and well-being
‘knowing you are doing a good job
without jeopardising health and
happiness’
‘I am sometimes quite happy not
having everything done perfectly’
‘being able to identify the positives
so that you can celebrate success’
pursuing other professional opportunities
networking with others
time for reflection
www.emccconference.org
14. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Relationship with self
www.emccconference.org
15. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Methodology
Interpretive approach
Choice of interviewees for range of experience
Implications of a pre-existing relationship
Semi-structured in-depth interviews with audio recorder
and full transcript
Emotional resilience defined by interviewee
www.emccconference.org
16. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings and conclusions
www.emccconference.org
17. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings: definitions
www.emccconference.org
18. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings: Positive contribution to ER
‘Personal and
professional
networks/support
of family’
‘Recognise
stressful
situations: control
everything I can’
www.emccconference.org
‘Sense of
achievement
through making a
difference’
‘Feeling
valued as an
individual’
‘Relaxing and
doing other
things at
weekends’
‘Having
work life
balance’
‘Being aware
of health:
exercise,
healthy eating’
19. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings: resilience and control
‘I should be able to fix
everything; especially within a
school setting’
‘I actually think - and I have
learned – your mind can take
you to places you don’t want to
go, and you don’t have a lot of
control over it. And that’s when
your emotional resilience just
goes’
www.emccconference.org
‘To stay sane you have to
acknowledge that you’re not
controlling all minds’
‘It’s that old circle of influence,
circle of concern stuff. I think,
right, can I do anything about
influencing? Is there anything I can
do? Is it in my control at all, and if
it’s not, then I just am much better
at letting go …’
20. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings: own and others’ expectations of
leaders in the role
www.emccconference.org
21. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Findings: internal dialogue
when the going gets tough:
‘I should be able to fix
everything’: need for
control
Acceptance of lack of control
Self-doubt, fear of being
found out
Awareness of own
limitations: self acceptance
Focusing on what hasn’t
been achieved
Noticing the impact and
rewards of the role
www.emccconference.org
22. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
Is it possible proactively to develop emotional
resilience for leadership, and if so how?
Emotional resilience is affected by experience
How leaders respond to the role may support or
undermine their resilience
Leaders’ beliefs about themselves may have a positive or
negative affect on their ability to stay on course in the face
of difficulty
Emotional resilience is supported by taking action to
ensure well-being, including work-life balance
www.emccconference.org
24. 3rd Annual
Mentoring and Coaching Research Conference
27-28 June 2013 – Trinity College, Dublin, Ireland
For more information, contact
julia@chrysalisleadershipdevelopment.com
www.emccconference.org
Editor's Notes
‘Man is born to trouble as the sparks fly upward’
Why resilience, rather than stress?: Answer: accent on prevention rather than cure. Why EMOTIONAL resilience? Answer: Because our emotional brain acts more quickly than our cognitive brain. ref Goleman: the amygdala hijack; when we lose control of our emotions they drive our behaviour. When we’re in control of our emotions, our thinking brain is in control of our emotional brain and we have a choice concerning how we respond to external events
What do we mean by emotional resilience: share working definition for purpose of this session – and reveal later what came from researchDogged determination – keeping on keeping onRemaining balanced and on track despite adversityBeing able to bounce backDefinition for purpose of workshop
Aspects which emerged from lit reviewER itselfImportance of wellbeing fostered by worklife balance, taking care of self and managing stressRole of valuesRole of ‘the self’Briefly address each of those in turn
ER metaphor of reservoir in school context – elsewhere ‘mental toughness’ – not overtly related to emotionThe importance then of ‘topping up’ the reservoir in order to be able to sustain others as well as oneselfSense that resilience develops with experiencePatterson’s extended study alone picks up on the importance of specifically learning from testing situations which allows resilience to develop. ‘What doesn’t kill me only makes me stronger’. Links with personal values, personal efficacy and personal energy.
Workforce agreement, 2003 largely failed in its objectiveA connection between the rewards of the role, support from others and well-being is established here, but it is not the whole story.
A reminder about the Barrett model:The true test of how far you have progressed on your leadership journey is how you handle adversity. When adversity strikes, do you descend into fear and react with I-based behaviours or pause, consider what’s best for the common good, and respond with understanding and compassion?’
From previous work, believed this to be important. If we aren’t comfortable with ourselves we can’t hope to lead others. Goleman: self-management – amygdala hijack and dealing with stress. Importance of regular relaxation/meditation which re-calibrates the amygdala. Ref: mindfulness Goleman: emotional intelligence: self-awareness, linked to self-confidence – without which, says Goleman we may be crippled by a sense of self-doubt: imposter syndrome: Clarkson, Kets de Vries. Self confidence has to be based on a realistic assessment of self, hence the need for self-awareness. Link to self-efficacy (sense of agency): a belief in the ability to take control and have an impact which is followed through in action - contrast with …Casserley and Megginson: Learning from Burnout: ‘dysfunctional closeness’: sense of identity wrapped up with organisation: can’t say no, (no sense of agency) delight in long hours; relying on external verification of self.. Patterson highlights self-efficacy; importance of confidence linked to competence (one without the other won’t do) Harris: Supporting the Emotional Work of School Leaders: importance of authority ‘based on a deep understanding of self’ and ‘degree of self-acceptance that enables them to move beyond their ego’ – connection to the work of Barrett’s seven levels of consciousness: moving beyond ego to focus on the greater good
1. Interpretive: can be understood only subjectively. Aim to illuminate, not to prove2. 3 experience bands: 1-3 years 3-10 and more than 10. Actually 5 months- 27 years. Gender 4 F; 2 M. 4 within primary age : 5-11; 2 11-18Choice: pre-existing relationship. Why should anyone trust me?! Rapport crucial in this. Contract for confidentiality, including that I wouldn’t refer to anything learned in the interview in any other forum.Flagging up areas of questioning in advance for ethical reasons; also needed to follow interviewee’s lead in order to understanding ‘the inner story’. Audio allowed me to focus on interview and to reflect on silences/tone of voice etc when listening back. Transcript checked out with intervieweeAsking interviewees to define own version of ER was part of process
1. From interviewees: Sense of bending not breaking ‘Ability to deal with high and lower pressurepoints and not break down’‘Ability to deal with stress. Reflect rather than get me down’‘Ability to deal with what comes up: whether it knocks you off course; adjust without it hindering your professional capabilities’2. ‘How tough people are. Ability to deal with emotional reaction without allowing negative impact on behaviour’3. ‘that ability to withstand the slings and arrows of misfortune – what armoury you have. Some people have really good armour and some people have good defensive systems, but it’s really what works for you’Definitions include retaining a measure of control
Consciousness of impact of worklife balance impacting on wellbeing. Taking time out – e.g. going away at weekends: being aware of and taking action to support work-life balance. Some new the theory but not evident in practice – in one case until a breakdown precipitated.Networks: HT new to position relied on her own network to verify her understanding of what needed to change in her school.Importance of aligning with values; acknowledging importance of support.Controlling what can be controlled.
Strong connection between feeling in control and feeling resilient.Like all leaders high accountability with limited control. Influence staff. Socio-economic factors affecting students’ attainment demands leaders engage with parents, to whom they are also accountable. 2. Degree to which they could acknowledge and live with the lack of ability to control varied.Necessity of acknowledging what they can and can’t control and influence ‘to stay sane’
We all have expectations of headteachers, including headteachers themselves. Newly appointed heads may be grappling with the question ‘who am I?’ as well as ‘who am I in the role’?Newly appointed leaders in any context carry own anxieties and those of community (whoever that community is). While they may be conscious of being compared with their predecessor, they may also compares themselves to the role models they’ve had previously. (Coaching and finding people won’t take on headship because they assume it has to be done in a particular way). Interviewees clear that at the beginning, there is inevitably ‘too much job’, as they try to find their way round new routines, assess the capability of staff, etc and – in schools - build relationships with parents and pupils. So there is a sense in which the job is most challenging when individuals are least experienced and feel least well supported because trust hasn’t yet been developed within the community.One of the few areas of unanimity was the acknowledgement that resilience had increased with experience in the role. In some cases this was associated with knowing the job better and being able to manage time more effectively (HTs 1 and 5); in others there was a connection between being able to accept the possibility of failure (HT2 and 6); while others talked about developing a ‘tougher shell’ and becoming ‘thicker skinned’ (HTs 1 and 5 respectively) or simply more confident (HTs2 and 3) or paying more attention to mental and physical needs (HT4). Emotional challenges of the role which remain to a greater or lesser extent, regardless of time served were Dealing with personnel, safety or child protection issues (all interviewees)The isolation of the role (all interviewees)The need to be positive/resilient for others (HTs 1, 3, 5 and 6)Being a target for the projection of others’ anger or anxiety (HTs 1, 3, 5 and 6) Public accountability (though the impact of this on individuals varied) (HTs 2, 3, 4 and 5)Workload (HTs 1, 2, 3, 4, and 5)Awareness of others’ expectations and professional standards. One HT referred to herself in the role as ‘I’m far more more grown-up in school’ Another referred to getting right away overnight once a month ‘so that I can come back and be the head; I don’t want to be the head 24 hours a day, 7 days a week’ . After 27 years one HT was able to look back to his early days of headship and acknowledge that he tried to be all things to all people but then realised that ‘sensible people do not expect perfection. They want an honesty and a willingness to say when you get it wrong’.How much able to be themselves?From ‘2 different people’ to ‘I am what I am’ - doesn’t correlate with experience in the role, but more with individuals’ own self belief and self acceptanceHow they interpret the role has an impact on their ER
Finally, in an attempt to know more about the role of the self, I asked about the inner dialogue when the going gets tough‘the sensible people do not expect perfection; what they want is an honesty and willingness to say when you get it wrong’. From literature:of those researched were self-confessed perfectionists and had a strong need to prove something to themselves and others at work. ‘I am sometimes quite happy not having everything done perfectly’ (Pass, 2009:9).I asked about the internal dialogue when things get tough
Experience means cradle to grave. Our experience as children, how we learn to deal with failure, how acceptable we feel to significant others and hence to ourselves, role models, all have an impact. In headship, meeting things for the second time and knowing you’ve managed to deal with them – or something like them – before – gives greater confidenceWhat still concerned me was that through the literature and the interviews, it was clear that though school leaders knew what they needed to do to increase their resilience – ensuring work/life balance; taking time out; acknowledging their own success – they still didn’t necessarily do it. Needed to make sense of this.Looked at how these various elements interact and constructed a model, which has proved helpful to some clients in understanding their own capacity for emotional resilience
I contest it’s a common experience that we are more able to stay on top of things if we stay physically healthy – underlined both by literature and interview responsesThat in itself requires self-discipline, fuelled by energy. I may be the only person in the room who’s decided to stay in bed rather than get up early and go to the gym, because I decide I don’t have the energyI define it as ability to sustain or cease activity, because it’s equally important to cease unhelpful habits as it is to sustain what’s going well. Sometimes it’s requires less energy to continue (giving up smoking, diets etc)Better we feel (wellbeing) the more energy we have – mutually supportiveHow effectively we use our energy in the service of our own wellbeing depends on our sense of agency: how able we are to make choices which align with who we really are – not pretending to be someone else, or acting against our better judgement because we believe it’s what’s expected of us. The HT who felt he needed to be someone completely different (and alien) at school, was using a lot of energy to maintain that, but it was undermining his wellbeing (hospitalised)If we have a weak sense of agency, we are less likely to make decisions which support our wellbeing, so there again. The less well we feel, the less able we are to take control. Again, mutually supportive relationship. All 3 components support emotional resilience.And yet again, the more resilient we are, the more able we are to take control in the face of adversity, balancing our own needs with those of our organisationThat’s not the end of the story. Our sense of agency is also affected by our own sense of self – do I believe I have the right to put myself first? Do I value myself? Do I see a connection between my responsibility for the organisation and my responsibility to myself? Do I see myself as superhuman and able to carry on carrying on?…So beliefs about self are influences by nature – the sort of people we are – and nurture – our cradle to grave experience – including our current experience in the culture and climate of our context – back to the Russian dollsIn schools, a strong belief that headteachers should put pupils first and in many cases that it’s not okay to ‘cream off’ resources to look after self.Take time to consider how the model would play out in the context in which you operate … (over to Gill)Nurture is about environment. Can’t discount the system in which school leaders operate, nor their ability to nurture themselves through ‘reparative relationship’