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The purpose of this paper is to present a case for reflective practice with an intersectional focus in supporting practitioners working with gender-based violence (GBV). It is argued that GBV increases women’s experiences of social exclusion requiring support systems that are inclusive and alert to intersecting forms of oppression. Some challenges to inclusive practice are identified and some supportive practices are suggested.

Reflective practice examples are drawn from UK-based advocacy and therapeutic work involving women experiencing GBV.

Three critical challenges to inclusivity are identified: poor knowledge of intersectionality, misuse of power and over-reliance on the scope of empathy.

These themes are drawn from case examples gained from work-based practice with services in London and the southeast of England. The findings have limited scope but could be used to stimulate further research.

If health and social care services are to achieve a more inclusive response to women who experience GBV then reflective practice needs to shift the focus to a broader inquiry into women’s experiences. Whilst reflective practice cannot overturn the power invested in the health and social care sector it can help individual practitioners to respond to the inequalities they observe.

It is argued that providing a regular reflective space is an effective mechanism for fostering inclusive practice responses to women experiencing GBV.

Intersectionality, power and empathy are identified as central themes for improving practitioner responses to GBV. How these themes apply to interactions between practitioners and abused women is demonstrated through examples from reflective practice sessions.

The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program.

The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders.

The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work.

As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert.

This paper presents four dimensions of an effective leadership development strategy.

Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

Alisha, a native of the United States, has lived in Kampala, Uganda, for 12 years leading a team of Ugandan teachers daring to impact their community for good. She and her team birthed an organization that educates, develops leaders, and creates opportunities. One hundred children and youth train at Terra Nova Soccer Club and Academy, and 50 have earned athletic scholarships to attend high school. In 2013, they opened a preschool with 32 students and now serve 250 students from nine countries and their families.

This chapter explores the fiery transformation of a founder and her staff from a collective yet leader-centric culture to a power-with culture in which multiple leaders follow the invisible leader of common purpose. Other theoretical lenses include the expatriate transformation process and intercultural communication competence, the impact of white fragility on cultural dialog, integrative conflict, four skill sets of courage, and collective courage as a predictor of a successful organizational culture, leadership, and mission fulfillment.

Alisha’s courage grew as she waged war with realities of her outsider status and her white body privilege in an African context, and the harm that can inflict on a community. She learned that it was in staying but not staying the same that allowed her to integrate her blended marriage, her responsibility as a mother to three daughters of color, and her passion to lift young women on their journeys of community development and leadership into her truest self.