• Miller, W. R., & Rollnick, S. (2012). Motivational Interviewing: Helping People Change. | Source: Motivational interviewing: Helping people change. Guilford Press.

https://www.guilford.com/books/Motivational-Interviewing/Miller-Rollnick/9781609182274

The book describes the four processes of MI - engaging, focusing, evoking, and planning. Vivid demonstrations of how the processes are like in action  are provided. Vignettes and interview examples illustrate the "dos and don'ts" of successful implementation in diverse contexts.

• Lafrance, A., Henderson, K. A., & Mayman, S. (2020). Emotion-Focused Family Therapy: A Transdiagnostic Model for Caregiver-Focused Interventions | Source:. American Psychological Association.

https://psycnet.apa.org/record/2019-73162-000

This book provides an introduction to emotion focused family therapy and teaches caregivers on how to use the EFFT approach to support their loved ones through emotion and behavior coaching. Therapists will also learn collaborative strategies for strengthening healing bonds between caregivers and their loved ones. Case examples are provided as a guide.

• Linehan, M. (2014). DBT Skills Training Manual | Source: Guilford Publications.

https://books.google.com.sg/books?hl=en&lr=&id=VfMZBQAAQBAJ&oi=fnd&pg=PP1&dq=dbt+skills+training+manual&ots=CfkINVEMLO&sig=foVGj7JwSB5dEUs8_mmP9lusw-g&redir_esc=y#v=onepage&q=dbt%20skills%20training%20manual&f=false

The book provides vital tools for implementing DBT skills training. It includes reproducible teaching notes, handouts, and worksheets. Complete instructions are provided, for ways to orient clients to DBT. Teaching notes are available for the full range of mindfulness, interpersonal effectiveness, emotion regulation, and distress tolerance skills.

• Rosenberg, M. B., & Chopra, D. (2015). Nonviolent Communication – A Language of Life: Life-changing tools for healthy relationships. | Source: PuddleDancer Press.

https://books.google.com.sg/books?hl=en&lr=&id=A3qACgAAQBAJ&oi=fnd&pg=PT16&dq=nonviolent+communication&ots=ci2aWonRl3&sig=ZPnwGHKNr9ULoXc2r-ZdMMyg3l8&redir_esc=y#v=onepage&q=nonviolent%20communication&f=false

This book discusses what violent communication is, as well as what nonviolent communication is. It describes the four components of nonviolent communication, consciousness, language, communication and means of influence. It illustrates how nonviolent communication can serve our desire to do three things: increase our ability to live with choice, meaning and connection; connect empathically with self and others to have more satisfying relationships; sharing of resources so everyone can benefit.

• Using Motivational Interviewing  Approaches| Source: Using Motivational Interviewing Approaches. (2015, August 24).

 https://www.youtube.com/watch?v=PQzrx7JmUkM

This video demonstrates the four processes of Motivational Interviewing with clear labels on when each process is being used.​

• DEAR MAN DBT Skill – The Most Effective Way to Make a Request​​| Source: Sunrise Residential Treatment Center. (2018, July 31).

https://www.youtube.com/watch?v=el_O72aTZzE​

This video describes the steps involved in DEAR MAN, an interpersonal effectiveness tool to help people learn to make requests effectively.​

• ​Assertive Communication: DBT Interpersonal Effectiveness Skills​​| Source: Self-Help Toons. (2021, March 15).

https://www.youtube.com/watch?v=TQ33fPD7ntA​

This video explains the differences in types of communication (e.g. passive communication, aggressive communication), and how to adopt the DEAR MAN interpersonal effectiveness tool.​

• NonViolent Communication by Marshal Rosenberg : Animated Book Summary​| Source: BigIdeasGrowingMinds. (2019, October 10).

https://www.youtube.com/watch?v=8sjA90hvnQ0​

This video gives a brief description of what is non-violent communication and simple tips on how to apply them in our communication with others.​

• Non-violent communication: how to get your point across by  Sylwia Wlodarska​​​| Source: TEDx Talks. (2017, June 27).

https://www.youtube.com/watch?v=jCbxAMgfkkM

This video talks briefly about what is non-violent communication and gives some simple examples of how to apply the use of non violent communication in our daily lives.​

• Passmore, J. (2011). Motivational Interviewing: A model for coaching psychology practice. | Source: The Coaching Psychologist, 7(1), 35-39.​

http://jonathanpassmore.com/wp-content/uploads/resources/Passmore%20(2011)%20-%20Motivational%20Interviewing%20%E2%80%93%20A%20model%20for%20coaching%20psychology%20practice.pdf

This article presents a brief overview of Motivational Interviewing (MI). MI draws heavily on the Transtheoretical Model of Behavior Change and a short description is provided on the model and the relationship between the different stages. A key concept would be on tailoring the interventions to meet the client’s stage of change.

• Miller, W. R., & Moyers, T. B. (2006). Eight stages in learning motivational interviewing. | Source:  Journal of Teaching in the Addictions, 5(1), 3-17.​

https://www.tandfonline.com/doi/abs/10.1300/J188v05n01_02

This article looks at the 8 different logical steps on learning and applying Motivational Interviewing (MI). It asserts that each skill is a pre-requisite for the next and hence can be used to structure the course of training for MI for new psychologists.​

• Therapist Aid. (2015). Interpersonal effectiveness skills.  |Source:  Therapist Aid website

https://www.therapistaid.com/worksheets/dbt-interpersonal-effectiveness-skills.pdf

The handout describes the following DBT interpersonal effectiveness skills: DEAR MAN, GIVE and FAST. It provides a succinct summary and brief explanations of the steps involved in each interpersonal effectiveness tool.​

• Gibbs, R. (2003). Couples in Conflict: Ending the “He Said/She Said” Game. Nonviolent Communication ​| Source: Nonviolent Communication website https://www.nonviolentcommunication.com/wp-content/uploads/2019/06/intimate_relationships_rgibbs.pdf ​

The handout describes and demonstrates each of the steps needed to effectively communicate one's needs, feelings and requests to others. ​

• Museux, A. C., Dumont, S., Careau, E., & Milot, É. (2016). Improving interprofessional collaboration: The effect of training in nonviolent communication. | Source: Social work in health care, 55(6), 427-439.​

https://www.tandfonline.com/doi/abs/10.1080/00981389.2016.1164270

This article explores how Non Violent Communication (NVC) training would affect the collaborative competencies of people using an experiential learning approach to work on learning the foundations of NVC. NVC looks at four basic skills and is based on two essential notions (Intention to create a relationship of openness and goodwill and attention which is essential to identifying the feelings and needs). The NVC model is a simple way to help people develop a common language in order to foster openness, empathy and trust in inter-professional relationships.

• Hatcher, R. L. (2015). Interpersonal competencies: Responsiveness, technique, and training in psychotherapy. | Source: American Psychologist, 70(8), 747.​

https://psycnet.apa.org/doiLanding?doi=10.1037/a0039803

Interpersonal skills are essential for a practicing psychologist in order to build up successful interactions with clients and their families. This articles delves into the concept of appropriate responsiveness, where the therapist demonstrates the ability to adjust responses based on the current state of the client and their interactions.  Discussions on how to develop these techniques and skill sets via training are also touched upon.

• Stenfert Kroese, B., & Smith, N. (2018). How do psychologists experience working with staff in residential care settings for people with an intellectual disability? | Source: International Journal of Developmental Disabilities, 64(3), 144–157.

https://www.researchgate.net/publication/325661935_How_do_psychologists_experience_working_with_staff_in_residential_care_settings_for_people_with_an_intellectual_disability/link/5cd5484692851c4eab91a0ee/download

This article describe the experiences of psychologist working in residential care home.  It proposes a preliminary model that describe the skillsets needed for the psychologists to be effective in engaging the staff and at the same time manage their work and generate clinical solutions to psychological problems.

• Talapatra, D., Miller, G. E., & Schumacher-Martinez, R. (2019). Improving family-school collaboration in transition services for students with intellectual disabilities: a framework for school psychologists| Source: Journal of Educational and Psychological Consultation, 29(3), 314-336.

https://www.tandfonline.com/doi/abs/10.1080/10474412.2018.1495083

The article illustrated the Transition Planning, Implementation and Evaluation (TPIE) framework to guide school psychologists in taking on a proactive role to support clients and their families as clients transit into adulthood after graduating from school. According to TPIE, the main role of psychologists during the transition planning phase is to serve as a collaborative role to build relationships among team members and with family members. In the implementation phase, psychologists could design interventions which are meaningful, incorporate interventions into client’s daily routines and provide feedback to clients about their performance. Lastly, in the evaluation phase, psychologists are involved in evaluating the programme and coaching clients and their families to sustain skills learned through practice and establishing relationships local services. ​

• Hardgrove, R. (1995). Masterful Coaching: Extraordinary Results by Impacting People and the Way They Think and Work Together (3rd ed.) | Source: Pfeiffer https://www.amazon.com/Masterful-Coaching-Robert-Hargrove/dp/0470290358

This book delineates a framework of coaching-style management which can help one be a masterful coach. It explores strategies that can help transform how people think and work together, encourage productive contributions from members and expand each individual's capacity to achieve goals and bring about positive change. It provides specific tools for one to become a facilitative leader, coach and mentor, equipped with methods to bring about profound changes in how individuals and groups think and behave. bringing about profound changes in thinking and behavior with individuals and groups.

• Cooperrider, D., & Whitney, D. (2011). Appreciative Inquiry: A Positive Revolution in Change. | Source: ReadHowYouWant. com.

https://www.researchgate.net/publication/237404587_A_Positive_Revolution_in_Change_Appreciative_Inquiry

This is a brief and practical guide which outlines an approach to effecting organisational change that is rooted in the hope of a more desirable future, a more positive experience within the system, and various activities that can signal that positive change will be occurring. Overall, it elaborates on the theory of Appreciative Inquiry, which seeks to replace the traditional zero-sum game  with cooperation, coordination and closer relationships, which will lead to more effective solutions.

• Hewson, D., & Caroll, M.(2016). Reflective Practice in Supervision. | Source:  Reflective practice in supervision (pp. 27–31, 107–113).

https://www.amazon.com/Reflective-Practice-Supervision-Daphne-Hewson/dp/1925529932

This book talks about the principles of reflective techniques and how to incorporate these techniques into a natural part of the clinician’s approach. The provision of a toolkit with a range of different techniques, tools and approaches that can be used to practice reflective supervision is also provided.

• Hawkins, Shohet, R., Ryde, J., & Wilmot, J. Supervision in the helping professions (4th ed.) (2012) | Source: McGraw-Hill.

https://www.mhebooklibrary.com/doi/book/10.1036/9780335243549

Section III of the book briefly describes the pitfalls to avoid during peer supervision and the way in which group peer supervision should be formed so that it is beneficial to those involved.

• 4 Life Coaching Techniques to Create More Impact​| Source: Evercoach by Mindvalley. (2019, May 23).

https://www.youtube.com/watch?v=-wLi680phK4

The video elaborates on 4 important life coaching techniques, that can help to motivate others to progress and give them the tools to take steps towards achieving a difference. The techniques expounded on are: Visualising your perfect day., a Coaching journal, checking-in, checking-out, and fear setting.​

• Reflective Practice in Supervision – The Application of the Supervision Triangle​| Source: Hewson, D. (2018, June 22).

https://www.youtube.com/watch?v=Hr8fU2hx1g0

This video shows the application of the tools of reflective practice in supervision namely the Supervision Triangle and the Pleased Platform.​

• Koortzen, P., & Odendaal, A. (2016). Coaching supervision: towards a systemic coaching supervision framework. | Source: In Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts (pp. 67-96). Springer, Cham.

https://link.springer.com/chapter/10.1007/978-3-319-31012-1_4

This article presents a coaching supervision framework based on a systemic approach. This framework describes the different elements that go into structuring a coaching supervision programme for the training and development of potential supervisors. It also expounds on the many components that influence the supervision process. It also encourages exploration of the elements in coaching supervision from the lens of a multicultural perspective. This framework was derived from an analysis of coaching supervision practices in recent times, academic research and the experiences of the authors

• Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. | Source: Topics in Early Childhood Special Education, 35(3), 133-143(2014)

https://journals.sagepub.com/doi/abs/10.1177/0271121415594925

This article explores the Practice Based Coaching framework in the context of a collaborative partnership. The components of PBC which includes a needs assessment, goal setting, action planning, observation, reflection and feedback are further described in a cyclical process. Studies that used the PBC framework to support preschool teachers in terms of implementation of teaching practices were also discussed.

• Stein, I. F. (2009). Which hat am I wearing now?: an evidence-based tool for coaching self-reflection. | Source: Coaching: An International Journal of Theory, Research and Practice, 2(2), 163-175.​

https://www.tandfonline.com/doi/abs/10.1080/17521880903102233

This article explores the concept of conversational identity, where the premise would be that each sentence or phrase used by the coach in conversation can be associated with putting on a particular hat. 16 conversational identities are identified and matched with the three major tasks which a coach juggles when in formal conversations with the client. This is a useful tool for coaches to be more self-reflective about what they say in their work with their respective clients.​

• Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching (2015)  | Source: Topics in Early Childhood Special Education, 35(3), 133-143.

https://files.eric.ed.gov/fulltext/ED577101.pdf

The article presented the framework of practice-based coaching (PBC) and illustrated the use of PBC to support early childhood teachers in implementing teaching practices according to evidence-based practices. The main components of PBC includes shared goals and action planning, focused observations and reflection and feedback which happens in the context of collaborative partnerships involving the coach and coachee to aid teachers in carrying out effective teaching practices. Actions taken by coach and coachee for each component of PBC are summarised in the article.    

• Hewson, D. (2002). Supervision of psychologists: A supervision triangle. | Source: Supervision in the helping professions: A practical approach (pp. 197-210). Pearson Education Australia.

https://researchers.mq.edu.au/en/publications/supervision-of-psychologists-a-supervision-triangle

The article starts by discussing the key factors and issues of supervising psychologists, including psychology regulations, training models and the issue of power and empowerment in supervision. It then delineates a supervision triangle,  a template of the areas that need to be addressed in supervision. The  triangle includes an area of factors that are client-focused, and another area that are counsellor-focused. Finally, the third piece of the supervision triangle is the relationship-focused area, which includes the counselling, supervisory and systems relationships, as well as systemic patterns.

• Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. | Source: Professional psychology: Research and practice, 38(3), 232.​

https://psycnet.apa.org/record/2007-07614-002

​This article reviews perspectives on competence as a construct, and outline what competency-based clinical supervision looks like. Particularly, the ethical, legal, contextual and practice issues of the implementation of a standard of competency-based supervision practice are examined. The article also discusses the different challenges that may be faced in clinical supervision and ends of with a practical list of recommendations.

• Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., & Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. | Source: Journal of Clinical Psychology, 60(7), 771-785.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/jclp.20013

This article explores supervision as a core competency with the use of a supervision competencies framework that takes into account knowledge, skills, values, the social context that supervision is conducted in, training and assessment of supervision competencies. Some suggestions for future work  and direction in the area of supervision competencies were also provided.

• Tromski‐Klingshirn, D. M., & Davis, T. E. (2007). Supervisees' perceptions of their clinical supervision: A study of the dual role of clinical and administrative supervisor.  | Source: Counselor Education and Supervision, 46(4), 294-304.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1556-6978.2007.tb00033.x

This article looks at the differences between clinical vs administrative supervision as well as the ethical considerations of doing both types of supervision at the same time to a supervisee as well as the supervisee’s perception of the dual role that their supervisor plays. It is stated that what is of more importance would be the quality of the supervisor-supervisee relationship, instead of the dual role.​

• Mastoras, S. M., & Andrews, J. J. (2011). The supervisee experience of group supervision: Implications for research and practice. | Source: Training and Education in Professional Psychology, 5(2), 102.​

https://psycnet.apa.org/record/2011-09655-008​

This article looks at supervisee’s perceptions and experiences in group supervision, which is an integral component of psychological training. The implications for the practice of supervision were also discussed. The benefits and good practices for application towards group supervision were identified that would aid the group supervision experience to be a positive and efficient one for psychologists.

• Fleming, L. M., Glass, J. A., Fujisaki, S., & Toner, S. L. (2010). Group process and learning: A grounded theory model of group supervision. | Source: Training and Education in Professional Psychology, 4(3), 194.​

https://psycnet.apa.org/record/2010-17134-006

This article talks about using the grounded theory model to guide the process of group supervision.  Safety emerged as a critical component in group supervision that predicted students’ supervision experience and breadth of learning. Both group and individual factors that promoted and threatened safety were discussed in depth using the grounded theory model.

This article talks about the importance and benefits of both professional and peer supervision. Different models of professional supervision were briefly touched on. The experiences of peer supervision using enquiry based learning approach were discussed and benefits such as development of skills, critical reflection, being able to have others to share experiences with and providing support were raised. The authors found that peer supervision complements professional supervision in the work and has been found to be useful for trainee educational psychologists and this practice can even be extended to new or experienced psychologists.

• Mills, F., & Swift, S. J. (2015). What can be gained through peer supervision? | Source: Coaching: An International Journal of Theory, Research and Practice, 2(2), 163-175.​

https://www.tandfonline.com/doi/abs/10.1080/17521880903102233

This article explores the concept of conversational identity, where the premise would be that each sentence or phrase used by the coach in conversation can be associated with putting on a particular hat. 16 conversational identities are identified and matched with the three major tasks which a coach juggles when in formal conversations with the client. This is a useful tool for coaches to be more self-reflective about what they say in their work with their respective clients.​

• McKenney, Newman, D. S., Faler, A., & Hill, K. L. Structured peer group supervision of school consultation: A case study (2019) | Source: The Clinical Supervisor, 38(1), 135–157.

https://www.tandfonline.com/doi/abs/10.1080/07325223.2018.1561344?journalCode=wcsu20

The article discussed the usefulness of Structured Peer Group Supervision (SPGS) as a means to discuss complex issues and it is also a meaningful source of pragmatic, interpersonal support, and vicarious learning from peers.

• Evans, S. D. (2015). The community psychologist as critical friend: Promoting critical community praxis. | Source: Journal of Community & Applied Social Psychology, 25(4), 355-368.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/casp.2213

This article looks at how community psychologists can help to support and encourage critical reflection and practice with the community partners that we work with in a safe and trusted environment. The article also further outlines seven strategies that can be adopted by community psychologists in order to be a critical friend, where we can help our community partners to view situations from different perspectives by questioning, reflecting back, prompting them towards honest reflections and re-appraisals. This in turn helps to promote social justice. ​

• Mills, F., & Swift, S. J. (2015). What can be gained through peer supervision? | Source: Educational and Child Psychology, 32(3), 105–118.

https://psycnet.apa.org/record/2015-45662-010

This article talks about the importance and benefits of both professional and peer supervision. Different models of professional supervision were briefly touched on. The experiences of peer supervision using enquiry based learning approach were discussed and benefits such as development of skills, critical reflection, being able to have others to share experiences with and providing support were raised. The authors found that peer supervision complements professional supervision in the work and has been found to be useful for trainee educational psychologists and this practice can even be extended to new or experienced psychologists.

• Fisher, R., Ury, W., & Patton, B. (2006). Getting to Yes | Source: Penguin Putnam.

https://www.bookdepository.com/Getting-Yes-Roger-Fisher/9781847940933?ref=grid-view&qid=1637829196732&sr=1-1

This book describes the Harvard Approach to Principled Negotiations, that deals with a multitude of negotiations and conflict resolutions. It consists of the four elements of principled negotiations. While originally a business text, it has now been adapted to allow for personal and professional negotiations. Step-by-step strategies are also provided.

• Feldmann, D., & Alberg-Seberich, M. (2020). The Corporate Social Mind: How Companies Lead Social Change from the Inside Out | Source: Greenleaf Book Group

https://www.amazon.com/Corporate-Social-Mind-Companies-Change-ebook/dp/B088P5GJ72

This book outlines effective approaches that could help organisational leaders find ways to build stronger campaigns, movements, and initiatives that could positively change society. It discusses how working on social issues requires the incorporation of several key characteristics the different aspects of a company's work. Eight key traits that are required to help companies be able to effect positive social changes are outlined in eight chapters: articulated and lived values, a focus on benefit to society, a willingness to get proximate or listen to beneficiaries, a willingness to work collaboratively, the courage to advocate, the commitment to measurement of impact, an openness to innovation. The book also highlights how companies can leverage their assets for positive social change.

• Sen, R.(2003).  Stir It Up: Lessons in Community Organizing and Advocacy (Vol 16) | Source: John Wiley & Sons.

https://www.wiley.com/en-us/Stir+It+Up%3A+Lessons+in+Community+Organizing+and+Advocacy-p-9780787971403

This book shares the key priorities and strategies for advancing social change. It also highlights challenges and opportunities posed for activist groups by the new global economy. It then provides guidance for community organisations of different orientations. In addition, it guides readers through the steps of building and mobilising a constituency and implementing key strategies that can effect social change.

• Leading with Influence, the 6 power bases| Source: Heidrick & Struggles. (2016, October 21).

 https://www.youtube.com/watch?v=A3sTrfvMdo4​

This video introduces the six power bases that can be employed by leaders, and what is the way to achieve commitment from the people you are leading.​

• Kotter's 8-Step Change Model| Source: Expert Programme Management. (2021, February 25).

https://www.youtube.com/watch?v=22coAwMD9M0

This video explains Kotter's 8-step change model and how individuals can lead changes in the community.​

• How to Lead Change Management​​​​| Source: StrategyandBusiness. (2014, June 9).

https://www.youtube.com/watch?v=PQ0doKfhecQ ​

This video discusses strategies that can help companies transform quickly, It talks about the common mistakes leaders make when implementing change, and what could be done instead. It especially emphasises the role of culture in the process of change. ​

• The Harvard Principles of Negotiation| Source: Erich Pommer Institut. (2018, June 27).

https://www.youtube.com/watch?v=RfTalFEeKKE

This video explains the four principles of negotiation and explaining the different types of successful negotiation.​

• Getting to Yes: Interests vs Position | Source: Ury, W. (2015, October 3).

https://www.youtube.com/watch?v=MuJyDRgONls

This video gives a short description on how to work together to look for solutions that best address the interests and needs of respective parties.​

• How to Influence People: Negotiation vs. Persuasion Skills| Source:

https://www.youtube.com/watch?v=8E1eV7dMLe4

This video explains persuasion and negotiation strategies and provides information on  complementary skill sets that can help one become a more effective leader.

• Science of persuasion| Source: (2012, November 17)

https://www.youtube.com/watch?v=cFdCzN7RYbw

This video describes the six universal Principles of Persuasion that have been scientifically proven to make you most effective as reported in Dr. Cialdini’s groundbreaking book, Influence.

• Skills for Work: Influencing and Persuading Skills| Source:

https://www.youtube.com/watch?v=3MueryWvENU

The videos talks about how crucial is the  employability skills of influencing and persuading for work in organisation, it also provides information on how one can learn these skills.

• Kozan, S., & Blustein, D. L. (2018). Implementing social change: A qualitative analysis of counseling psychologists’ engagement in advocacy. | Source: The Counseling Psychologist, 46(2), 154-189.​

https://journals.sagepub.com/doi/pdf/10.1177/0011000018756882

This study utilises qualitative content analysis to examine semi-structured interviews conducted with eleven practitioners trained in social justice-oriented counseling psychology doctoral programs. The findings fell into three aspects: participants’ development of a social justice orientation; different ways of implementing advocacy in practice, and; positioning advocacy in psychology. Resources and challenges in implementing advocacy in practice are discussed. The systemic barriers that limit psychologists' advocacy are also explored. The implications of the findings in terms of research, practice and training are discussed.

• Melton, M. L. (2018). Ally, activist, advocate: Addressing role complexities for the multiculturally competent psychologist. | Source: Professional Psychology: Research and Practice, 49(1), 83–89.

https://psycnet.apa.org/record/2018-00809-001

Psychologists are often called on to ally with, advocate for, and, become activists in using psychological science to improve the condition of individuals, organisations, and society. This article presents a practical application of advocacy, in all its forms, as a foundational and functional competency for psychology practitioners to strengthen psychology’s leadership in advocating for the psychological health and well-being for all individuals.

• KU Center for Community Health and Development. (n.d.). Chapter 1. Our Model for Community Change and Improvement | Section 3. Our Model of Practice: Building Capacity for Community and System Change | Main Section | Source:  Community Tool Box website

https://ctb.ku.edu/en/table-of-contents/overview/model-for-community-change-and-improvement/building-capacity/main

This website provides an overview of a model for community change, describing the steps and factors involved in the effective implementation of changes that help to build a healthier community. While elaborating on the parts of the model, the article also highlights some general ideas about the model, such as its fluidity and interactive nature.

• Lewis, L. F., & Spich, R. S. (1996). Principled Negotiations, Evolutionary Systems Design and Group Support Systems: A Suggested Integration of Three Approaches to Improving Negotiations. | Source:  Proceedings Of Hicss-29: 29th Hawaii International Conference On System Sciences (Vol. 3, pp. 238-250). IEEE.

https://www.researchgate.net/publication/221178195_Principled_Negotiation_Evolutionary_Systems_Design_and_Group_Support_Systems_A_Suggested_Integration_of_Three_Approaches_to_Improving_Negotiations

The article begins with a definition of what negotiation is, describing the typical negotiation situation, highlighting the potential difficulties that arise in negotiations. It explore principled negotiations as an effective and improved way of managing disputes and conflicts. It outlines the four key factors of principled negotiations: separate the people from the problem; focus on interests, not positions; invent options for mutual gain and; insist on using objective criteria. The article then outlines the four key factors of evolutionary systems design, and how each factor fits in with a principled negotiations factor. It further examines the group support system MeetingWorks, and establishes the fit between this and itself. It concludes by postulating the Evolutionary Systems Design as a useful framework for structuring the negotiation situation.

• Hak, F. R., & Sanders, K. (2018). Principled negotiation: an evidence-based perspective. | Source: Evidence-based HRM: a Global Forum for Empirical Scholarship. Emerald Publishing Limited.

https://www.emerald.com/insight/content/doi/10.1108/EBHRM-03-2017-0014/full/html

This journal article explores the principled negotiation approach where strategies and techniques are used to shift attention of decision makers within negotiations from fixed positions towards interests so as to be able to create solutions that benefit both parties. It suggest that the principled negotiation approach is vulnerable to cognitive biases and cultural values and the importance of organisations recognising and knowing how to adapt this approach more effectively.

• N.A. (n.d.). Principled Negotiations - The Harvard Approach – Fisher & Ury. Events Cloud.   | Source: -  https://na.eventscloud.com/file_uploads/fd90f7b5575b6d9229dfb17bf132b299_ER2017_CollaboratingwithSchools_SandyMislow_Handout-PrincipledNegotiation.pdf?pix=sy_0_0​

This document provides a more detailed overview of the four elements of Principled Negotiations of the Harvard Approach and provides specific tips from the authors FIsher and Ury.​

• Matching versus mismatching attitude functions: Implications for scrutiny of persuasive messages  (1998) | Source: Peety, E., & Wegener, D.T. (1998) Personality and Social Psychology Bulletin, 24(3), 227-240.

http://www.gcss.org.au/wp-content/uploads/2018/05/Positive-Practice-Framework-April-2018-.pdf

The first factor that can impact the success of the persuasion attempt is the person communicating or the source of the persuasion. There are different ways that a source will be presented to us. However, sometimes during a persuasive attempt, the source is not clear or obvious. Research has found that credibility and attractiveness are important in successful persuasion.

• Learn Persuasion Skills  | Source: CCI.org

https://www.ccl.org/articles/white-papers/learn-persuasion-skills/

Effectively engaging the Head, the Heart, and the Hands across the many people and situations that a leader encounters requires using a diverse set of persuasion skills. To shape direction, alignment, and commitment through interactions with others, leaders must be skilled in 6 areas: understanding and navigating organisations, Creating vidbility, Building and maintaining personal trustworthiness, Leveraging networks, and Clear communication.

The Clinical Leadership Competency Framework (CLCF) and Medical Leadership Competency Framework (MLCF) are also available to specifically provide staff with clinically based examples and learning and development scenarios across the five core domains shared with the Leadership Framework. Staff will exhibit a range of leadership behaviours across these seven domains dependent on the context in which they operate. It is essential that all staff are competent in each of the five core leadership domains: demonstrating personal qualities, working with others, managing services, improving services and setting direction. The other two domains, creating the vision and delivering the strategy, focus more on the role and contribution of individual leaders.

• Clinical Leadership Competency Framework (2011) | Source: NHS Leadership Academy

https://www.leadershipacademy.nhs.uk/wp-content/uploads/2012/11/NHSLeadership-Leadership-Framework-Clinical-Leadership-Competency-Framework-CLCF.pdf

This booklet details the competency and qualities in five main domains (demonstrating personal qualities, working with others, managing services, improving services and setting directions.

• Leadership Competency Framework Guide (2020) | Source: National Child Welfare Workforce Institute

https://ncwwi.org/index.php/resourcemenu/resource-library/leadership/1588-leadership-competency-framework-guide/file

The guides is divided into 5 domains (fundamental, leading change, leading in context, leading for results and leading people). The fundamental competencies include, use of self, communication, equity, vision, and integrity/honesty. Leading change competencies include, strategic thinking, building consensus, implementing, creating and innovating, and flexibility. The competencies for leading in context include, partnering, thinking politically, managing conflict, and influencing/negotiating. . Competencies for leading for results include, using data, accountability, planning and organising, and problem solving. Competencies for leading people includes, team building, developing others, resilience, influencing culture/climate, and cultural responsiveness.

• Leadership Competency Framework - Self-assessment tool (2012) | Source: NHS Leadership Academy

https://www.leadershipacademy.nhs.uk/wp-content/uploads/2012/11/NHSLeadership-Framework-CLCFSelfAssessmentTool.pdf

This article highlights types of competency such as, demonstrating personal qualities, working with others, managing services, improving services, and setting direction. The article includes a scale for self assessment across those competency domains.

• Clinical  Leadership Competency Framework – Self-assessment tool (2012)| Source: NHS Leadership Academy

https://www.leadershipacademy.nhs.uk/wp-content/uploads/2012/11/NHSLeadership-Framework-LeadershipFrameworkSelfAssessmentTool.pdf

This article highlights types of competency such as, demonstrating personal qualities, working with others, managing services, improving services, and setting direction required for clinical leadership. The article includes a scale for self assessment across those competency domains.