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Webinar

S22-601 Self Leadership and Management: Setting and Maintaining Priorities and Boundaries at Work


Total Credits: 6 including 6 Category I CE

Category:
600 Leadership and Management |  800 Online
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


Colby has over 10 years of nonprofit experience in operations, development, technology and design, program development, and, most recently, organizational assessment using advanced research and analytic techniques with both quantitative and qualitative data. In addition, she has experience in policy research, development, and analysis, to include research and analysis of Maryland’s disability policies for Heather Mizeur’s gubernatorial campaign in 2014. Colby has shared her talents with many nonprofits in both professional and volunteer capacities, including the Y of Central Maryland, the Light House Shelter in Annapolis, and the Boys and Girls Clubs of Annapolis and Anne Arundel County.

 

Colby received her Master’s and PhD in social work for the University of Maryland. For her dissertation, Colby developed the first multi-level leadership model and assessment tool rooted in social work values and created for human service organizations.

 

Colby’s passion for organizational and leadership skill development stems from her belief – supported by research and experience – that with the right communication skills, the application of human service-centered principles of leadership, and some creativity and open-mindedness, non-profit organizations can realize their goals while making the most of available time and resources.


Bibliography & References

BIBLIOGRAPHY & REFERENCES

Blome, W. W., & Steib, S. D. (2014). The organizational structure of child welfare: Staff are working hard, but it is hardly working. Children and Youth Services Review, 44, 181– 188. doi:10.1016/j.childyouth.2014.06.018

Booker, R. (2012). Leadership in children’s services. Children & Society, 26, 394–405.
doi:10.1111/j.1099-0860.2011.00355.x

Brimhall, K. L., & Lizano, E. L. (2014). The mediating role of inclusion: A longitudinal study
of the effects of leader–member exchange and diversity climate on job satisfaction and intention to leave among child welfare workers. Children and Youth Services Review, 40, 79–88. doi:10.1016/j.childyouth.2014.03.003

Dickinson, N. S. (2014). Child welfare leadership development to enhance outcomes for children, youth and families. Human Service Organizations: Management, Leadership &
Governance, 38, 121–124.

Foster, A. (2013). The challenge of leadership in front line clinical teams struggling to meet
current policy demands. Journal of Social Work Practice, 27, 119–131. doi:10.1080/02
650533.2013.798147

Gray, I., Parker, J., Rutter, L., & Williams, S. (2010). Developing communities of practice.
Social Work and Social Sciences Review, 14, 20–36.

Heraud, B.J. (2014). Sociology and Social Work: Perspectives and Problems. Jean P. Nursten 
(Ed.). Oxford: Pergamon Press.

Ingram, R. (2013). Emotions, social work practice, and supervision: An uneasy alliance? Journal of Social Work Practice, 27, 5–19. doi:10.1080/02650533.2012.745842

Knee, R. T., & Folsom, J. (2012). Bridging the crevasse between direct practice social work and management by increasing the transferability of core skills. Administration in Social Work, 36, 390–408. doi:10.1080/03643107.2011.604402

Lawler, J., & Bilson, A. (2013). Social work management and leadership: Managing complexity with creativity. New York, NY: Routledge.

Lazzari, M. M., Colarossi, L., & Collins, K. S. (2009). Feminists in social work: Where have
all the leaders gone? Affilia, 24, 348–359. doi:10.1177/0886109909343552

Peters, S.C. (2015). Validation of a set of principles for social work leadership (Doctoral Thesis). 

Peters, S.C. (2017a). Social Work Leadership: An Analysis of Historical and Contemporary Challenges. Human Service Organizations: Management, Leadership & Governance. DOI: 10.1080/23303131.2017.1302375

Peters, S.C. (2017b). Defining Social Work Leadership: A
Theoretical and Conceptual Review and Analysis. Journal of Social Work Practice DOI:
10.1080/02650533.2017.1300877.

Peters, S.C. and Hodorowicz, M. (2018). Conceptualizing social work leadership with a focus group of social workers. Submitted to Journal of Social Work Education February 2018, under review.

Peters, S.C. and Hopkins, K. (2018). Validation of a measure of social work leadership. Unpublished manuscript.

Ruch, G. (2012). Where have all the feelings gone? Developing reflective and relationshipbased
management in child-care social work. British Journal of Social Work, 42, 1315–
1332. doi:10.1093/bjsw/bcr134

Webster, M. (2012). Complexity approach to frontline social work management. Social Work and Social Sciences Review, 14, 27–46.

Spitzer, W., Silverman, E., & Allen, K. (2015). From organizational awareness to organizational competency in health care social work: The importance of formulating a “profession-in-environment” fit. Social Work in Health Care, 54, 193–211. doi:10.1080/00981389.2014.990131

Yliruka, L., & Karvinen-Niinikoski, S. (2013). How can we enhance productivity in social
work? Dynamically reflective structures, dialogic leadership and the development of
transformative expertise. Journal of Social Work Practice, 27, 191–206. doi:10.1080/0
2650533.2013.798157



 

 

Agenda & Learning Objectives

AGENDA:

00:00 Registration
00:00 - 00:00

Lecture:

00:00 - 00:00     Break
00:00 - 00:00

Lecture (Continued)

00:00 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.

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 {quantity} Category I Continuing Education Units for {ethics/supervision}. 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.

 

ASWB Approved

Course completion requirements: To earn CE credit, social workers must log in at the scheduled time, attend the entire course, and complete the online course evaluation located in your account. After the online course evaluation is completed, you are then able to download your certificate. Partial Credit will not be given for participants who arrive late or leave early.

 

Unversity of Maryland School of Social Work, Office of Continuing Professional Education, provider #1611, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. UMSSW Office of CPE maintains responsibility for this course. ACE provider approval period: 02/11/2021 to 02/11/2024. Social workers participating in this course receive {quantity} continuing education {ethics/supervision} credits.

 

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

Late Fees and Refunds

Fee & Registration:

Cost is $125 and includes CE credit. Registering after June 22, 2022 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

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

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

 

 

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.

Target Audience

Social Workers, LCPCs, and Psychologists

All those interested in Topic Welcomed

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