Section A.
Leadership Pillar.
The idea of transformational leadership and the framework of adaptive leadership—which prioritize empowerment, teamwork, and change management—are integrated into the leadership pillar. By tying corporate objectives to shared values and creating a common vision for bringing about good change, transformational leaders encourage followers to take on an empowered mentality (Bader, Gielnik & Bledow, 2023; Quinteros & Covarrubias, 2023). They provide positive role models, foster creativity, assist followers in becoming more capable leaders, and cater to personal developmental needs. All of these things contribute to an increase in work engagement and motivation (Bader, Gielnik & Bledow, 2023). Diagnose issues, mobilize individuals to take on difficult tasks via teamwork and delegated leadership duties, and redistribute power as circumstances dictate (Kuluski, Reid & Baker, 2021).
According to Khan (2017), adaptive leaders encourage lifelong learning and adaptability in tactic modifications in response to feedback and experience. In order to overcome opposition to change initiatives and navigate challenging discussions, both strategies need emotional intelligence (Görgens-Ekermans & Roux, 2021). Connecting transformational and adaptive leadership to DEIPAR tenets, an antiracist position identifies structural injustices and aggressively dismantles racist social institutions by strengthening disadvantaged groups and fighting for equitable legislation (Ladkin & Patrick, 2022). By promoting cooperation, addressing resistance from those hesitant to give up control, and increasing the ability of historically marginalized groups to exert more influence, power analysis analyzes oppressive systems that concentrate authority with dominant groups with the goal of democratizing decision-making power (Giurge, Van Dijke, Zheng & De Cremer, 2021). In line with inclusive leadership ideals, an antiracist, power-sharing strategy encourages diversity, topples repressive structures, and helps bring about revolutionary social change.
Teaching/Education Pillar
The Universal Design for Learning (UDL) framework and learner-centered theory are integrated into the teaching/education pillar. Both approaches stress inclusive, student-directed learning that is customized to each learner’s requirements and background. By creating learning experiences based on each person’s unique talents, interests, abilities, and cultural identities, learner-centered theory puts students at the center of the educational design process and prioritizes their voice and choice in curriculum choices (Badjadi, 2020). It encourages hands-on, contextualized learning experiences that take into account many viewpoints and methods of knowledge construction. By using inclusive teaching strategies and resources to accommodate a range of learning styles and abilities via a variety of representation, interaction, and expression channels, universal design for learning seeks to optimize learning chances for everyone (Seo & Richard, 2021). This encourages flexibility in the way knowledge and skills are exhibited, and information is presented, which empowers students with different learning styles or requirements
In order to create welcoming environments for diverse communities, inclusive policies and practices that help every student feel valued, heard, and supported are necessary. This connects these theories to the DEIPAR tenants. Diversity involves recognizing neurodiversity along with cultural, linguistic, ability, and other differences (Deanna M. Blackwell, 2010). In order to achieve equity, it is necessary to remove prejudices, hurdles, and differences in educational experiences, results, and access. To do this, accommodations and specially designed opportunities must be offered, with the goal of enabling every student to realize their full potential. By challenging deficit-focused narratives about the abilities and value of historically oppressed groups and demolishing discriminatory cultural practices, an equity-focused, learner-centered, and UDL-aligned approach to education renders it anti-ableist and antiracist.
Advanced Clinical Practice Pillar
African-centered paradigm theory and intersectionality theory—both of which acknowledge the detrimental effects of systematic oppression on wellbeing—are included in the advanced clinical practice pillar. The African-centered paradigm highlights the experiences of persons within the African diaspora, stressing spirituality, communalism and holism in the conception of health and healing (Mickel, 2002; Graham, 1999). It makes use of culturally appropriate therapies that acknowledge the interdependence of one’s physical, mental, and spiritual health. According to Howard (2020), intersectionality studies how overlapping systems of discrimination and disadvantage shape experiences and access to care. It also looks at the intersections of race, class, gender, sexual orientation, and other identities. Interlocking obstacles in the fields of health, law, society, and culture are highlighted by an intersectional perspective. A paradigm of inclusion, which links to the principles of DEIPAR, guarantees that care spaces, curriculum, and policies consciously accommodate the knowledge of disadvantaged cultures while soliciting input from affected populations to address needs with dignity. In particular, an antiracist clinical position refuses to pathologize reactions to trauma or oppression or place the responsibility for suffering brought on by unfair social systems on people. Instead, it acknowledges and addresses the structural causes of physical and mental health disparities (Cardenas, 2017). It goes beyond petty cultural sensitivity in favor of real solidarity, power sharing, and material redistribution. In order to promote empowerment and communal healing that acknowledges the whole individual within their social environment, an intersectionally aware, African-centered approach sheds light on the repressive forces inhibiting wellbeing.
Section B.
Leadership Theories/Frameworks
According to Bader, Gielnik, and Bledow (2023), transformational leadership theory is centered on encouraging followers to take on an empowered attitude by connecting corporate objectives to shared values and creating a common vision for bringing about good change. Sullivan (2016) highlights that the program’s merits include its focus on empowerment, capacity to inspire teamwork, and ability to drive creativity. In order to increase work engagement and motivation, transformational leaders should provide an example of desirable behaviors, promote creative thinking, assist followers in becoming capable leaders, and respond to their own developmental needs (Bader, Gielnik & Bledow, 2023). Its shortcomings, however, include the possibility of relying too much on a charismatic leader and its incapacity to resolve intricate systemic problems on its own. High emotional intelligence is required for transformational leadership in order to handle challenging discussions and opposition to change initiatives (Görgens-Ekermans & Roux, 2021). To address blind spots in leaders and guarantee that marginalized voices are fully included in the process of setting the vision and making decisions, transformational leadership would benefit from explicitly incorporating inclusion, diversity, equity, and antiracist training in addition to the DEIPAR tenants (Quinteros & Covarrubias, 2023). Ongoing examination of organizational power dynamics is similarly vital, since concentrated authority hinders transformational leadership’s empowering ability (Giurge, Van Dijke, Zheng & De Cremer, 2021). The change agent function of transformational leadership might be strengthened by evaluating gaps via an equitable lens and developing critical awareness skills.
The framework of adaptive leadership emphasizes issue diagnosis, teamwork, and diversified leadership duties in order to mobilize individuals to tackle difficult challenges. It also allows for the situational redistribution of power as required (Kuluski, Reid & Baker, 2021). Adaptive leaders encourage lifelong learning and flexibility in changing tactics in response to feedback and experience (Khan, 2017). Benefits include developing resilience, being adaptable in emergencies, and identifying locally relevant solutions. One of the main areas of weakness is the time commitment required for stakeholder involvement and consultation procedures.
Furthermore, having the necessary skill sets—such as cultural competency, power literacy, systems analysis, and conflict resolution skills—is essential for adaptive leadership (Khan, 2017). Systemic injustices run the danger of being reproduced in the issue diagnosis and solution prescription process if appropriate training and capacity development are not provided in fields such as liberation psychology. Connecting specifically to DEIPAR tenets, adaptive leadership could be supplemented by applied critical race praxis and participatory action research techniques led by disadvantaged groups to perform deeper power analyses (Bornstein, 2019).
In keeping with the principles of DEIPAR, learner-centered procedures need to be periodically evaluated via inclusive advisory councils and participant surveys to guarantee that a range of learning identities, requirements, and styles are appropriately included (Robinson, 2022). When evaluating classroom activities, reading materials, leadership opportunities, and teacher/student demographics, it is also important to consider how well they represent inclusivity and cultural relevance, particularly for historically excluded groups. Regular audits of policies and procedures that challenge racism and ability are equally necessary for learner-centered education in order to remove systemic obstacles and deficit ideas that impede participation and a sense of belonging (Sherwood & Kattari, 2023). Disaggregated data evaluations for progress tracking make it possible to pinpoint persistent equity disparities that impede students’ ability to reach their full potential.
Through a variety of representational, engaging, and expressive strategies, the Universal Design for Learning (UDL) framework enhances learning chances for all students by utilizing inclusive teaching strategies and resources to suit a range of skills and learning challenges (Seo & Richard, 2021). Gains include more adaptability, individualized resource layouts, and improved accessibility that supports learners with different requirements or learning styles. UDL encourages choice in the way that knowledge and skills are presented and demonstrated, which contributes to making education anti-ableist. Developing specialized resources like captions or visuals, modifying evaluation systems, and redesigning classes and curricula, all entail significant time expenditures that hinder adoption. Additionally, UDL depends largely on specialized teacher knowledge and institutional support, which needs to be resolved via increased training programs and the introduction of specific UDL coordinator posts (Seo & Richard, 2021). By making a clear connection to the principles of DEIPAR, UDL should prioritize the continued and fair involvement of historically disadvantaged students, disability justice advocates, and other affected groups as stakeholders in order to improve inclusion. It is similarly important to conduct regular UDL equity audits with an anti-racism and anti-ableism emphasis to identify any gaps. Diversifying instances, including cultural context, bolstering accommodations for internet access, and incorporating participatory monitoring processes are a few examples of necessary modifications.
Advanced Clinical Practice Theories
The African-centered paradigm focuses on the experiences of individuals within the African diaspora, giving particular importance to spirituality, communalism, and holism when it comes to understanding wellbeing (Mickel, 2002). The key advantages of this culturally based and holistic approach lie in its focus on community healing techniques derived from ancient wisdom traditions, as well as its acknowledgment of the interdependence between emotional, physical, and spiritual aspects of wellbeing. This theory helps to uncover how these systems contribute to health inequities experienced by different groups (Crenshaw, 1989; Bowleg, 2012; Hankivsky & Christoffersen, 2008). The assets of this complex conceptual framework include revealing the combined influence of intersecting prejudices and power structures that impair comprehensive wellbeing at both individual and communal levels. The constraints that restrict the practicality of intersectionality arise partly from its intricate complexity but mostly from the resistance to efforts to deconstruct current systems of privilege (Carbado, 2013). Although intersectionality demonstrates proficiency in critical analysis, it would be advantageous for it to enhance its abilities in practical intervention creation, participatory action protocols, and healing-centered methods that are rooted in the firsthand experiences of afflicted communities. Explicitly engaging with DEIPAR tenants, the intersectionality framework has the most significant effect when promoting systemic change through grassroots activism and policy agendas that prioritize equitable treatment for individuals facing oppression at multiple intersecting identities (Bowleg, 2012; Hankivsky & Christoffersen, 2008). To enhance the implementation of intersectionality praxis, it is crucial to establish leadership pipelines focused on healing justice. This should be accompanied by the transfer of power and redistribution of resources, which participatory budgeting efforts may facilitate.
Section C.
As I began my Ph.D. studies, my goal was to improve my skills in providing therapeutic services that are sensitive to other cultures, as well as using intervention methods that promote social change rooted in anti-racism and healing justice principles. Nevertheless, I had difficulties in implementing this vision since I had yet to completely understand the complex connections between different parts of liberatory praxis inside various systemic domains. The three main components of my curriculum, which focus on leadership, teaching, and advanced practice, were crucial in developing comprehensive frameworks and models for implementation. During this diverse learning experience, I saw the rising significance of creating healing-focused, antiracist, multidisciplinary community wellness groups while considering the growth of my private practice with a group.
The foundational courses on adaptive and transformative leadership provided a clear understanding of the necessary skills for managing uncertainty and guiding stakeholders toward a new vision for the future (Heifetz & Linsky, 2017; Sullivan, 2016). Adaptive leadership prioritizes the ability to adapt, work together, and constantly acquire knowledge, which are crucial abilities when seeking to challenge the existing state of affairs in healthcare (Khan, 2017). With my improved leadership skills, I am able to effectively assist stakeholders through the intricate process of altering established practice paradigms. Furthermore, the use of transformational leadership concepts has improved my capacity to inspire a shared vision of promoting antiracist healing justice and to push multidisciplinary teams towards meaningful and intentional transformation (Bass & Riggio, 2006). Within my work, this emphasized the need to implement decentralized authority systems that promote the development of leadership pathways for developing healers, in addition to including those with disadvantaged knowledge. By taking courses that covered various aspects of cultural competence, such as culturally responsive evaluation and assessment, as well as participatory action protocols, I gained the necessary skills to lead community-led assessments of regional wellbeing needs.
Additionally, I generated support for the interdisciplinary collective care model. (Frierson, Hood & Hughes, 2010; LaFrance & Crazy Bull, 2009). The expansion of my knowledge of the benefits and drawbacks of various change management strategies undeniably enhanced my ability to design interventions
The teaching and education aspect, which prioritizes pedagogies that bring about significant changes, perfectly aligns with the necessity of healing justice that strongly resonates with my vision of practice. The exposure to critical pedagogy, restorative justice, and peace education frameworks emphasized the need to prioritize learner-centered co-creation and healing-centered care while working with historically marginalized communities (Ginwright, 2016; Zembylas & Bekerman, 2012). I acknowledged the need to implement an asset-based strategy that empowers community people to actively participate in their learning and development rather than portraying disadvantaged groups only as passive beneficiaries of education (Yosso, 2005). This necessitated a profound dedication to the equitable distribution of authority and the collaborative creation of knowledge within the community. The pillar’s primary objective is to address and eliminate systematic oppression and microaggressions by creating inclusive learning environments. This initiative offers essential antiracist and anti-bias professional development strategies that may be used in multidisciplinary wellness team governance. Studying critical race and intersectionality theories revealed the constant dangers of cooptation and commercialization, which made me more aware of the need to prevent shallow appropriation of traditional traditions (Crenshaw, 1989; Mayorga & Picower, 2018). This pillar solidified my beliefs in prioritizing the wellbeing of the community based on their own decisions rather than focusing on individualized therapeutic methods that are disconnected from the collective reality.
The advanced clinical practice pillar provided a clear vision for implementing holistic, culturally rooted treatment methods via a collaborative multidisciplinary care team. The courses explored the relationship between psychological factors and health disparities, the fundamentals of integrative mental health/medicine, and therapeutic approaches informed by spirituality. These courses emphasized the connections between communal relationships, ancestral wisdom traditions, and the pursuit of desired futures (Edwards, Perry & Afolayan, 2020; Townes, 2006). My limited understanding of obstacles and enablers for diverse service integration has reinforced the justifications for incorporating community development priorities such as food justice, environmental stewardship, and creative placemaking into the interdisciplinary wellness collective (Mele, Archer & Pusch, 2020). The principles of culturally responsive care have improved my skills in integrating Western and traditional approaches, with a focus on community self-determination and communal wellness (Whitley, 2021). In addition, having a high level of proficiency in addressing decolonial techniques, as well as being aware of ethical issues related to traditional treatment systems, was very beneficial during the first stakeholder engagement phase discussions (Chilisa, 2020; World Health Organization, 2016). This pillar effectively transformed aspirations into tangible strategies.
Overall, as I advanced through the three pillars, I continuously honed my doctorate vision to extend the group practice. This process helped me develop diverse leadership skills, teaching techniques, and clinical insights that were directly aligned with my goals. The combination of interconnected and influential pillar experiences effectively created a framework for me to understand and establish the importance, practicality, and collaborative community approach to developing an interdisciplinary care collective focused on healing justice. At the conclusion of the program, any remaining concerns about integrating allopathic and traditional healing methods disappeared, replaced with a sense of potential based on well-earned determination. An analysis of leadership, teaching, and clinical pillars has resulted in a clear understanding of the path to be taken. Additionally, a useful set of strategies for promoting collaborative care has been developed, which will help advance this goal.
My enhanced skills in transformational leadership enabled me to effectively communicate an inspiring vision and bring together many stakeholders in pursuit of healthcare justice, as outlined by Quinones (2021). However, achieving repeated systems change requires careful attention to prevent the duplication of hierarchies. My enhanced understanding of adaptive leadership concepts has improved my skills in promoting shared decision-making and collaborative action across multidisciplinary wellness teams (Khan, 2017; Oke, 2019). Instead of enforcing strict norms, I used adaptable strategies and utilized input to tackle intricate community needs. This necessitated surrendering authority and placing faith in collective knowledge, a continuing process deliberated by intellectual activists such as Freire (2018).
Cultural competency has become a fundamental need for teaching and learning, influenced by the principles of critical race theory and ethnic studies frameworks (Yosso, 2005). Traditional clinical education often fails to provide an in-depth examination of intersectional identities, experiences of adversity, and institutional mechanisms that lead to marginalization. My enhanced proficiency in restorative pedagogies and peace education models allowed me to create inclusive learning settings that valued disadvantaged cultural traditions as valuable assets rather than shortcomings (Ginwright, 2016). This included consistently reflecting on one’s position, being aware of power imbalances, and being dedicated to achieving social and economic fairness.
The advanced practice pillar emphasized the need to integrate Western and traditional healing methods in order to comprehensively address the challenges and health inequalities faced by communities. My extensive therapeutic experience in psychological trauma, addiction, and social resilience has reinforced the concept that healing requires repairing damaged relationships within fair and equitable structures (Ginwright, 2016). Ancestral healing arts, solidarity economics, and youth participation action all arose as interconnected solutions. My enhanced skills in addressing decolonizing approaches have improved my ability to guarantee that research and assessment procedures are in line with cultural justice principles (Smith, 2021). I have developed a diverse set of skills as a change agent, which has allowed me to confidently facilitate the implementation of this collaborative care goal.
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