Leading in a changing world Coursework Example | Topics and Well Written Essays - 2500 words

Leading in a changing world - Coursework Example The team members are better involved as they own the entire process through their contributed views which are discussed and agreed to do. A team creates an environment in which each member can positively contribute more to solving problems and decision making. A team can be a very rich forum to identify talent and or weaknesses of participants. In a very positive way can help create synergies based on strengths and weaknesses of individual members. For a team to fulfil the primary role it is formed in improving organisational effectiveness, it is imperative that the teams are developed into working units that are oriented towards a set goal, mission or the reason for its existence. From an adaptation in Coventry University Journals, a team is formed through five major stages; forming, storming, norming, performing and adjourning or mourning. Forming is the primary stage in which members are meeting for the first time. They are characterised by politeness, positivity and impartiality; some might be very excited about their expectation. There could be some negative forces though like anxiety, unwillingness to fully participate, and some members might be very careful treading on some sensitive issues held by one. This is brought about by the perceived weakness not to give the whole ability to the intended purpose for the team. Storming is the second stage in the team formation in which the reality for the team formation dawns to the members. The roles are clarified for each member and how the team will work is clarified. The process might create or result in conflict as members confront each other as some might be uncomfortable with the perceived workload to be performed, and the approach used. What happens at point might either strengthen a team or break it as others feel that they are overburdened while others have less to do. The conflict and perceived inequity will cause some members to opt out of some roles or withdraw membership from the team. The third stag e is norming. The team, at this stage, settles on and starts respecting the team hierarchy, nominated officials and role heads. Specific skills are developed to facilitate the performance of the roles of each member of the team. Systems and procedures are developed by which challenges, tasks, and feedback will be performed, tackled and processed. At this stage, socialisation is enhanced and members will begin to help each other and constructively criticize one another. Stronger commitment to the team’s goals is developed, and progress is made towards achieving is made. At the performing stage, team’s hard work leads to substantial and tangible progress is made in achieving the vision with a solid structure in place which means that a team member can leave or join without affecting the activities of the team. The team leader, after delegating roles, can concentrate on observing and assisting where necessary individual members of the team who have issues. Closeness and c ooperation achieved thus far will entrench support to one another, foster trust, sharing of ideas and better way to tolerate one another. All goals are achieved at this stage. The last stage is what is referred to as adjourning or mourning. The team is disbanded at this stage after completing its role and achievements can be celebrated at this stage. Preliminaries can be set to for future

Behavioral and Socio-Emotional Approaches to Treatment and Research Proposal

Behavioral and Socio-Emotional Approaches to Treatment and Interventions for Individuals with Autism - Research Proposal Example Autism is a serious disorder affecting children. Thousands of parents in all parts of the world face the challenge of autism in their children. Much has been written and said about the nature and consequences of autism for children. Unfortunately, how to deal with autistic children remains a matter of hot professional debate. The complexity of the problem is associated with the fact that autism leads to the development of other, related disabilities, such as attention deficit disorder, language disorders, and even Tourette’s syndrome (Olney, 2000). Moreover, the complexity of autistic disorders mandates the development of unique, personalized approaches to individuals with autism. The current state of literature provides sufficient information to develop new and improve the existing interventions for individuals with autism. A combination of socio-emotional and behavioral approaches could become a valid response to the difficulties encountered by individuals with autism. Interventions and Approaches to Individuals with Autism: Historical Background Autism is rightly considered as one of the most complex and controversial neurological disorders affecting children. The history of autism research dates back to the beginning of the 20th century, when scientific interest in the physical and natural sciences, as well as professional interest in psychology and social sciences rapidly increased (Schopler, 2001). Researchers in psychology and social sciences borrowed their research methods from physical sciences and scientific technologies (Schopler, 2001). More often than not, scientific methods were used to study complex cultural phenomena mediated by human and political changes (Schopler, 2001). At that time, the growing body of psychological literature was built on experimental studies and their results, but could not predict complex behavioral patterns in humans (Schopler, 2001). Autism represented a rare case, when a previously unknown disorder was saved from â€Å"the untested assumptions of psychodynamic theories that had prod uced a widespread misunderstanding of autism as a social withdrawal from emotionally cold parenting† (Schopler, 2001, p.10). The growing scope of the cognitive revolution and the rise of theoretical analyses brought renewed interest in the theoretical study of autism. Later researchers were no longer interested in autism as merely a stimulus-response mechanism but tried to look deeper into the nature of mental actions in individuals with autism, such as attending, comprehending, thinking, and feeling (Scholer, 2001). In the latter half of the 20th century, the study of autism displayed a number of parallel developments, including behaviorism and neuro-biological specificity (Scholer, 2001). New directions, including cultural psychology, were developed (Scholer, 2001). In 1995, the American Psychological Association was required to develop guidelines for the selection of the most appropriate interventions and therapies for psychosocial aspects of physical disorders and mental d isorders, and that was when autism came to the center of the research arena. Scholer (2001) writes that