Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Summary of Principles* of Psych Rehab and Recovery
Recovery
 Recovery is the ultimate goal of PsyR, and is unique for each person.
 PsyR practices support full community integration and assist individuals in taking on valued
social roles in the living, learning, working, and social environments of their choice.
 PsyR practices facilitate the development of personal support networks.
 PsyR practices promote health and wellness.
Choice and Voice
 PsyR practices promote self-determination and empowerment.
 All individuals have the right to make their own decisions, including services and supports.
 PsyR practitioners are partners of service recipients.
Respect
 PsyR practices build on the strengths of individuals.
 Practitioners convey hope that recovery is possible; that all individuals can learn and grow.
 Practitioners treat all individuals and their customs with dignity and respect.
 Practitioners make conscious and consistent efforts to eliminate labeling and discrimination.
Individualization
 PsyR practices are consistent with individuals’ values and norms.
 PsyR practitioners believe that culture, community, and ethnicity play an important role in
recovery. They are sources of strength and enrichment for individuals and their communities.
Quality Services
 PsyR services are well coordinated and integrated with other treatments and practices.
 PsyR practice emphasizes evidence-based, promising, and emerging services.
 PsyR programs incorporate structured mechanisms for evaluation and quality improvement.
 PsyR practitioners maintain and continually improve their knowledge and skills.
*Note: This list is based on the revised USPRA principles (2009)
The 10 Components of Recovery (SAMHSA)*
1. Self-Direction
6. Non-Linear
2. Empowerment
7. Peer Support
3. Responsibility
8. Strengths-Based
4. Individualized and Person-Centered
9. Respect
5. Holistic
10. Hope
*From the National Consensus Statement on Recovery (www.samhsa.gov)
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Activity: Implications of Principles for Practice
1. Start with one psych rehab principle or one SAMHSA component of recovery (e.g., selfdetermination). Write it here:
2. Identify one service, service type, or program model that interests you (e.g., acute
inpatient setting, clubhouse, PACT, supported employment). Write it here:
3. Imagine you are designing a program or service from scratch. Assume that you have no
financial or regulatory constraints. Consider how you might develop a program or
service that honors the principle or recovery component you selected. Briefly describe at
least one concrete example of how the following aspects of your program or service
would implement that principle or recovery component.
Example: To honor self-determination on a forensic inpatient unit, we would need to
offer meaningful choices that would still maintain order and discipline.
Item: Activities and Events (how people using the program spend their time)
Item: Staffing (how many, what expertise, shifts/schedule)
Item: Staff Development (how service providers are trained, supervised, evaluated)
Item: Space (the physical location, including size, types of rooms, style of décor)
Item: Documentation (assessments, plans, progress notes)
Item: Decision-making (how policies and procedures are established)
Item: Quality Assurance (the process of monitoring and evaluating services)
4. If time remains in the practice segment, go back through the items above and identify a
specific measure of success for each one. Consider both outcome measures (how to
demonstrate that service users have benefited) and process measures (how to determine
that staff are honoring the principle/component).
Example: Each person committed to our forensic inpatient unit will design an
individualized weekly schedule by choosing from a menu of at least 3 activity or group
options that are offered within each half-day block (a minimum of 10 choices).
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
The Role of the Leader
Articulate a vision of recovery
 Be hopeful; expect success.
 Make the vision statement simple, but powerful.
 Promote commitment (not compliance): A shared vision uplifts, builds aspirations, sparks
excitement, and creates unity.
 Use the vision to guide and evaluate the organization (see wkkf.org; search for “logic model).
Create policies that sustain and elevate all members of the organization
 Consider universal design: Make policies equitable, flexible, simple and intuitive,
informative, tolerant of error, affordable (in time and energy, not just money).
 Support “the dignity of risk.”
Institute procedures that support the process of rehabilitation and recovery
 Design services to be person-centered and trauma-sensitive.
 Use processes and models supported by evidence, when evidence is available.
 Evaluate processes as well as outcomes (see the Recovery Self-Assessment in Davidson et al., 2009)
 Adapt procedures as needed to meet individual needs and be culturally relevant.
Attend to the environment and surrounding community
 Make settings accessible and welcoming to all people and all cultures.
 Whenever possible, take the services to the person, not the person to the services.
 Build bridges to the larger community—open doors, create relationships, and become an
organization of active and involved citizens who enrich the lives of their neighbors. (Thanks
for this to Dennis Rice and colleagues at Alternatives, Whitinsville, MA)
Build a learning organization (Senge, 2006)
 Expect and appreciate that the only constant is change.
 Open communication lines: Encourage conversations that increase awareness of thinking
biases and limitations, and how existing ways of operating are contributing to problems.
 Create a sustainable workforce development program that integrates recruitment, hiring,
orientation, training, supervision, and performance evaluation.
 Focus on building competencies, not just knowledge.
 Emphasize discovery of knowledge, not simply information transfer.
Provide leadership
 Good leaders “liberate the leader in everyone.” (Kouzes & Posner)
 Model hope, uncertainty, teaching, learning, apologizing, goal-setting, and listening.
 Celebrate accomplishments.
REFS
Maximize involvement and participation
 Include all stakeholders in all aspects of service design, delivery, and evaluation.
 When inclusion is not possible, provide information and opportunities to react and discuss.
Davidson, L., Tondora, J., et.al. (2009). A practical guide to recovery-oriented practice.
Kouzes, J., & Posner, B. (2007). The leadership challenge (4th ed.).
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.).
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Activity: Assessing Your Organizational Culture
Identify what part of your organization (program, department) you are rating:
RATE your rehab/recovery orientation (circle one):
A
B
C
D
F
o If your rated your organization on the PsyR principles and recovery components,
what percentage do you really live by (teach about, implement, evaluate)?
RATE your mission and vision (circle one):
A
B
C
D
F
o If you asked everyone in your organization (CEO to maintenance staff) about the
agency mission and vision, what percentage would get it right?
o If you asked funders, customer, vendors, and neighbors about your mission and
vision, what percentage would get it right?
RATE whether you are a learning organization (circle one): A
o
o
o
o
o
B
C
D
F
Is your training, supervision, and performance evaluation process fully integrated?
Do you have a leadership development or mentorship program?
Do you offer frequent internal learning development opportunities to all staff?
Do you support your staff in participating in external learning opportunities?
Do you explicitly expect growth and change for all staff, programs, departments?
MARK where you fall on this “organizational relationships” continuum:
Bounded; rigid; controlled by policies,
procedures, and structure
Informal, roles overlap or are poorly
defined, lines of authority are unclear
DESCRIBE your communication patterns (mark all that apply):
o Top down o Formal
o Bottom up o Informal
o Horizontal o Open and flexible
o Allows broadcasts
o Expects rapid response
o Flow is manageable
o Repository of info
o Clearly differentiates
important from trivial
Other:
DESCRIBE your organization’s traditions:
o What tradition or regular event is unique to your organization (part of your identity)?
o What stories, myths, facts, or other organizational lore helps define who you are?
CONTINUE (and brag)
Next Steps
EXAMINE (for change)
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Leader Competencies
A great leader draws differently upon the arrows in his or her quiver of knowledge depending
on the situation and is able to be flexible and creative in their use. (Bienecke & Spencer, 2007)
The Great Man Theory posits that leaders are born, not made.
Trait Theories believe that certain individuals have natural abilities to lead.
Behavioral Theories indicate there is one best way to lead.
Situational Contingency Theories suggest leaders act different depending on the situation.
Transactional and Transformational Leadership contrast motivation as either (1) the exchange of
one thing for another (contingent rewards), or (2) the desire of staff to satisfy higher needs—to
work for the good of the organization, a “higher” purpose than self-interest.
Modern leadership…..is a dynamic process that emphasizes the need for quality, flexibility,
adaptability, speed and experimentation. (Kanji & Sa, 2001)
Seven Hills Foundation Leadership Framework (Jordan, 2006)
Leadership Characteristics
Emotional Intelligence
Determined Resolve
“Other” interest
Passion of Ideals
Vision
Systems Thinker
Desire to Nurture and
Develop others
Leadership Skills
and Competencies
Coaching and Mentoring
Ability to Manage Change
Effective Communicator
Conceptual Skills
Analytical Skills
Ability to Motivate Others
Self-reflection
Leadership Behaviors and
Actions
Leads by Example
Exhibits Moral/Ethical Behavior
Acts with Humility
Maintains a Positive Attitude
Honest with Self and Others
Empowers Others
References
Beinecke, R., & Spencer, J. (2007). Examination of mental health leadership competencies across IIMHL countries
(Workshop #3). Leading the Future of the Public Sector: The Third Transatlantic Dialogue, Newark Delaware.
Jordan, D.A. (2006). A framework of leadership for Seven Hills Foundation. Seven Hills Foundation. Worcester,
MS: Seven Hills Foundation.
Kanji, G.K., & Sa, M.E. (2001). Measuring leadership excellence. Total Quality Management, 12 (6), 701-718.
Rivard, J. (2006). The role of leadership in mental health system transformation. The National Association of State
Mental Health Program Directors Research Institute (NRI), retrieved from http://www.nriinc.org/reports_pubs/2006/EBPLeadershipMHRivard2006.pdf
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Activity: Self-Assessment
Instructions: Rate yourself on a scale of 1 (Rarely), 2 (Sometimes), or 3 (Almost Always)
1.
In a discussion, I can see areas of agreement among differing opinions.
1
2
3
2.
I lead by example, not just by words.
1
2
3
3.
I notice good work and I give staff positive feedback.
1
2
3
4.
I recognize the value of humor in the workplace.
1
2
3
5.
I have a vision of where the agency/center/project I lead is going and can
communicate it to others.
1
2
3
6.
When something is not going right for one of my staff members, I take the time
to help them think it through and develop an approach to solving it.
1
2
3
7.
I am comfortable telling others when I don't know the answer to a particular
question.
1
2
3
8.
I make sure we celebrate as a team when we meet milestones.
1
2
3
9.
I have ways of handling the pressures of my position that allow me to think and
strategize even in the midst of crisis.
1
2
3
10.
I focus the work of the agency/center/project I lead around the people we serve.
1
2
3
11.
I make sure people know that it is safe to share their opinions and to say what
they really think and feel.
1
2
3
12.
I encourage people to let me know what they need in order to work well, and
whenever possible, ensure that they get it.
1
2
3
13.
I gather input from others and involve staff in decision-making. I devolve
decision-making whenever appropriate.
1
2
3
14.
I make opportunities to stay current about issues in the field.
1
2
3
15.
I think before I act.
1
2
3
16.
I meet regularly with the staff who report to me.
1
2
3
17.
I solicit feedback from my staff about my own performance.
1
2
3
18.
I have a mentor or supervisor in the organization.
1
2
3
Excerpted/adapted from:
Parlakian, R., & Seibel, N. L. (2001). Being in charge: Reflective leadership in infant/family programs.
Washington, DC: ZERO TO THREE.
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Best Practices for Leadership in PsyR
Transformational Leadership seems to have an overall positive effect on team functioning.
(Corrigan, Diwan, Campion, & Rashid, 2002).
Transformational leadership theory (Bass, 1985) focuses how the leader affects followers, who
are intended to trust, admire, respect, and be inspired by the transformational leader.
TRANSFORMING OTHERS

Increasing their awareness of task importance and value, building commitment.

Getting them to focus first on team or organizational goals, rather than their own interests.

Activating their higher-order needs and expecting excellent performance.
QUALITIES MOST LINKED TO EFFECTIVE TRANSFORMATION

Evoking strong emotions.

Causing identification of the followers with the leaders (stirring appeals and/or quieter
methods such as coaching and mentoring).
Components of transformational leadership:
 Inspirational motivation through a clear vision
 Idealized influence through serving as a role model
 Intellectual stimulation through challenge, creativity, opportunities to learn
 Individualized support and encouragement of followers
How might this theory be valuable for mental health leaders?
How would this model apply to transforming services to evidence-based treatments and
interventions and to a person-centered recovery-oriented approach?
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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Setting Your Compass: Leadership in Recovery Oriented Services
PSR-RPS Canada Conference, September 2012, Vancouver, BC
Summary and Next Steps
What did you discover during this workshop?
What is the “take away” message that you will share with someone else?
What is a goal for you to develop further as an organizational leader?
What is your next step?
This should be a small thing that you will be able to do immediately and without permission.*
Resources
Aarons, G. A. (2006). Transformational and transactional leadership: Association with attitudes toward
evidence-based practice. Psychiatric Services, 57(8), 1162-1169.
Anthony, W., & Huckshorn, K. A. Principled leadership. Boston, MA: Center for Psychiatric Rehabilitation.
Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press.
Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership. NY: Simon & Schuster.
Beinecke, R., & Spencer, J. (2007). Examination of mental health leadership competencies across IIMHL
countries. Presented at Leading the Future of the Public Sector, Newark Delaware, May 31-June 2.
Retrieved from www.ipa.udel.edu/3tad/papers/workshop3/Beinecke.pdf
Bunker, D. R., & Wijnberg, M. H. (1988). Supervision and performance: Managing professional work in
human service organizations. San Francisco: Jossey-Bass, Inc. Publishers.
Cameron, K., & Quinn, R. (1999). Diagnosing and changing organizational culture. Upper Saddle River, NJ:
Prentice-Hall.
Corrigan, P., Diwan, S., Campion, J., & Rashid, F. (2002). Transformational leadership and the mental health
team. Administration and Policy in Mental Health and Mental Health Services Research, 30(2), 97-108.
Corrigan, P., Lickey, S., & Campion, J. (2000). Mental health team leadership and consumers’ satisfaction and
quality of life. Psychiatric Services, 51, 781–785.
Fadwa Rashid, B. A., Johnson, W. B., & Ridley, C. R. (2004). The elements of mentoring. NY: Palgrave
MacMillan.
Jordan, D.A. (2006). A framework of leadership for Seven Hills Foundation. Seven Hills Foundation.
Worcester, MS: Seven Hills Foundation.
Kanji, G.K., & Sa, M.E. (2001). Measuring leadership excellence. Total Quality Management, 12 (6), 701-718.
Koestenbaum, P. (1991). Leadership: The inner side of greatness. San Francisco: Jossey-Bass, Inc. Publishers.
Kouzes, J. M., & Posner, B. Z. (1987). The leadership challenge. San Francisco: Jossey-Bass, Inc. Publishers.
Kouzes, J. M., & Posner, B. Z. (1993). Credibility: How leaders gain and lose it, why people demand it. San
Francisco: Jossey-Bass.
Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge: How to keep getting extraordinary things
done in organizations. San Francisco: Jossey-Bass.
Rivard, J. (2006). The role of leadership in mental health system transformation. The National Association of
State Mental Health Program Directors Research Institute (NRI), retrieved from http://www.nriinc.org/reports_pubs/2006/EBPLeadershipMHRivard2006.pdf
Parlakian, R., & Seibel, N. L. (2001).Being in Charge: Reflective leadership in infant/family programs.
Washington, DC: ZERO TO THREE.
Sashkin, M. (1988). The visionary leader. In J.A. Oonger & R.A. Kanongo (Eds.), Charismatic leadership:
The elusive factor in organizational effectiveness (pp. 122-156). San Francisco: Jossey-Bass, Inc.
Schein, E. H. (1990). Organizational culture. American Psychologist, 45(2), 109-119.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). NY:
Doubleday.
*Bishop, R. (2010). Workarounds that work: How to conquer anything that stands in your way at work. NY:
McGraw-Hill.
Developed by Amy Spagnolo (spagnoam@umdnj.edu) and Pat Nemec (www.patnemec.com)
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