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Webinar

S23-603 Self Leadership and Management: Setting and Maintaining Priorities and Boundaries at Work


Total Credits: 6 including 6 Category I CE

Categories:
600 Leadership and Management
Instructor:
S.Colby Peters, PhD, MSW
Course Levels:
Intermediate
Duration:
7 Hours 30 Minutes

Dates


Description

Can you say “no” to your supervisor? How do you decide what’s most important to work on and what you can save for another day? Do you spend so much time managing your employees that you don’t have enough time for your own work? How do you keep from getting burned out? In this workshop, participants will learn about self-leadership and self-management and when and how to do both to prevent burnout and be more successful at work. Participants will learn about the concept of emotional competence: Identifying their emotions and needs to inform effective decision-making and behavior at work. We will also learn about how to identify core needs and values as the foundation for developing healthy boundaries and priorities at work.

Handouts

Instructor

S.Colby Peters, PhD, MSW Related Seminars and Products


Dr. Peters started Human Systems (HS) in 2016 with the mission of empowering organizations with research-based tools and processes that prevent burnout, reduce turnover, and improve well-being. She creates all her tools and services based on the leadership model she developed and validated while completing her PhD at University of Maryland School of Social Work, personal and professional experience, and mindfulness research. Dr. Peters’s work is not only the first to assess organizational change on the individual, relational, and systems levels, but also one of the first to conceptualize leadership in a way that invites all employees to participate in positive change-making practices.  

Since Dr. Peters started Human Systems, she has conducted close to 100 workshops with participants worldwide, and her website receives over 10,000 visitors a month, particularly for her research-based HS Emotion Wheels and Needs Wheels. Her tools are used in 22 countries and territories, and plans are underway to translate the Wheels in Spanish, Korean, and Hawaiian languages. Dr. Peters is currently in partnership with multiple consulting companies and beta-testers to launch her Mindful Leadership|Mindful Growth Model (ML|MG) and Assessment Series for organizations in the U.S., Canada, and India.   


Agenda & Learning Objectives

AGENDA:

 

8:45 - 9:00 

Registration/Log on 

09:00 - 10:30 

Lecture 

10:30 - 10:45 

Break 

10:45 - 12:00 

Lecture Continued 

12:00 - 1:00 

Lunch 

1:00 - 2:30 

Lecture Continued 

2:30 - 2:45 

Break 

2:45 - 4:30 

Lecture Continued 

4:30 

Questions & Adjournment 

 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

 

  • Differentiate between the concepts of self-leadership and self-management 

  • Identify professional situations that call for self-leadership and self-management 

  • Explain why setting boundaries at work is essential to burnout prevention, as well as personal and organizational success 

  • Describe an effective process for setting and maintaining effective priorities and boundaries in their professional life 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Barrett, L. F., Mesquita, B., & Gendron, M. (2011). Context in emotion perception. Current Directions in Psychological Science, 20(5), 286-290.

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and practice, 11(3), 230.

Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of rational-emotive and cognitive-behavior therapy, 24(1), 29-43.

Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. Mindfulness, 4(3), 255-268.

Crisan, S., Canache, M., Buksa, D., & Nechita, D. (2022). A Comparison Between Self-compassion and Unconditional Self-acceptance: Interventions on Self-blame, Empathy, Shame-, Guilt-Proneness, and Performance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 1-17.

Falkenstein, M. J., & Haaga, D. A. (2013). Measuring and characterizing unconditional self-acceptance. In The strength of self-acceptance (pp. 139-151). Springer, New York, NY.

Klussman, K., Curtin, N., Langer, J., & Nichols, A. L. (2022). The importance of awareness, acceptance, and alignment with the self: A framework for understanding self-connection. Europe's Journal of Psychology, 18(1), 120.

Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2021). The effectiveness of mindfulness-based stress reduction on the psychological functioning of healthcare professionals: A systematic review. Mindfulness, 12(1), 1-28.

Lindner H., Kirkby R., Wertheim E. & Birch P. (1999) A brief assessment of irrational thinking: the shortened general attitude and belief scale. Cognitive Therapy and Research 23, 651–663.

MacInnes, D. L. (2006). Self‐esteem and self‐acceptance: an examination into their relationship and their effect on psychological health. Journal of psychiatric and mental health nursing, 13(5), 483-489.

Peters, S. C. (2016). The Validation of a Set of Principles for Social Work Leadership (Doctoral dissertation, University of Maryland, Baltimore).

Peters, S.C. (2020). Model of Occupational Stress, Burnout & Turnover: Causes & Effects. Unpublished document, YouTube video

Peters, S. C. (2018). Defining social work leadership: a theoretical and conceptual review and analysis. Journal of Social Work Practice, 32(1), 31-44.

Peters, S. C., & Hopkins, K. (2019). Validation of a measure of social work leadership. Human Service Organizations: Management, Leadership & Governance, 43(2), 92-110.

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386.

Sutton, A. (2016). Measuring the effects of self-awareness: Construction of the self-awareness outcomes questionnaire. Europe's journal of psychology, 12(4), 645.

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for {6} Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

All those interested in Topic Welcomed

Late Fees and Refunds

Fee & Registration:

Cost is $130 and includes CE credit. Registering after 4/28/23  will incur an additional $20 late fee.

*Cancellations must be received 24 hours in advance prior to the live interactive webinar to receive a refund or a credit letter.

 

*All cancellations will be subjected to a $35.00 administration fee

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through two platforms: Zoom and WebEx.

Both platforms offer high quality and user-friendly webinar platforms for our registrants.

 

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

 

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129