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This article is dedicated to the description of integral theory of leadership, developed by J. Scouller (the three levels of leadership model) and the way it can be used for the program of development of leadership qualities among high school students. Main features and structure of this model are described; main characteristics of each level are mentioned. James Scouller suggests three levels of leadership: public, private and personal. These three levels are carefully described and explained in the article. Basic behaviour patterns and personal characteristics of each level are described. Such key terms of the concept as: leadership presence, technical knowhow, dimensions of leadership etc are explained. In this article we pay attention to explain leadership as a process which consists of four components: motivating purpose, task progress and results, upholding group unity, attention to individuals. Possibilities of practical side for the model of leadership development high school students are analyzed. Main modules of the program are stated and topics are listed. List of skills and qualities which supposed to be developed among participants of the program are indicated. References Bendas, T. (2009). Psikhologiia liderstva: Uchebnoe posobie [Psychology of Leadership: tutorial]. Sankt-Peterburg : Piter [in Russian]. George, B. (2003). Authentic Leadership: Rediscovering the Secrets to Creating Last Value. San Francisco, CA : Jossey-Bass. Hernez-Broome, G., & Hughes, R.L. (2004). Leadership development: Past, present, and future. Human Resource Planning, 27(1), 24-32. Retrieved from https://pdfs.semanticscholar.org/2ecd/68eb8a38dd7d17341541ec71a7f9edf313cc.pdf?_ga=2.66135726.188184519.1580930842-571898374.1580503917 Mango, E. (2018). Rethinking Leadership Theories. Open Journal of Leadership, 7, 57-88. https://doi.org/10.4236/ojl.2018.71005 Posner, J.M., & Kouzes, B.Z. (2003). The Leadership Challenge. Hoboken, New Jersey : John Wiley & Sons. Scouller J. (2016). The Three Levels of Leadership: How to Develop Your Leadership Presence, Knowhow and Skill. Oxford : Management Books 2000 Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature. Journal of Psychology, 25(1), 35-71. https://doi.org/10.1080/00223980.1948.9917362 Watt, W.M. (2009). Facilitative social change leadership theory: 10 recommendations toward effective leadership. Journal of Leadership Education, 8(2), 50-71. Retrieved from https://pdfs.semanticscholar.org/032c/c33fa4db0cfa2819e8006e57800eb109b72c.pdf

We use mental files theory to provide an integral theory of children’s diverse dual naming problems and why these problems are overcome when children pass the false belief test. When an object is encountered under different appearances or given different verbal labels, two distinct representations (mental files) may be deployed for that single object. The resulting files refer to the same object but capture different perspectives on the object. Such coreferential files can thus be used to represent people’s differing perspectives (e.g., belief). Typically the existence of different files indicates the existence of two separate objects. To mark that only a single object is involved, coreferential files need to be linked. Development of the ability to link files provides a powerful developmental explanation for success on dual labelling and perspective tasks at the same age, around 4 years: processing identity statements, overcoming mutual exclusivity (accepting different labels for an object), visual perspective taking, and understanding differences of belief. Mental files also provide a new framework for understanding conceptual pacts and their relation to mutual exclusivity in children and adults.

In this essay I argue that an adequate understanding of addiction and its recovery should be informed by an existential understanding of human nature. I provide a brief overview of an existential perspective/foundation of addiction and recovery, which will contextualize the remainder of the essay. I then present a case study of how the six-step philosophical practice method of Logic-Based Therapy can assist with issues that often arise in addiction treatment framed through an existential perspective.

Orientation: Research communicated in this article contributes to the fields of neuroleadership and work engagement, and explores the use of Integral Theory’s All Quadrants All Lines (AQAL) four-quadrant model. It also applies the General Method of Theory-Building research in applied disciplines. Research purpose: The aim of this article is to determine the role that neuroleadership plays in improving work engagement. Motivation for the study: Human resource development lacks focus in theoretical research because of a lack of clarity of the connections between research and practice and a lack of interest in abstract theoretical issues (Storberg-Walker, 2006 ). Recent technological advances providing an insight into the biological and physiological bases of social interaction have presented new information on being engaged at work. Research approach/design and method: The researcher applied the General Method of Theory-Building in applied disciplines to structure the qualitative research approach (Lynham, 2002 ). Main findings: Findings deduced from the case study show how organisations apply work engagement. Findings from meta-triangulation and bracketing present an EngageInMind framework for neuroleadership and work engagement. Overall findings confirmed that the EngageInMind framework is relevant and can be applied. Findings further include the review of the application in business and recommendations for improvement. Practical/managerial implications: The insights derived from this research propose that neuroleadership improves work engagement through its psychological, neurobiological, sociological and organisational dimensions, as presented in the EngageInMind framework. Contribution/value-add: The EngageInMind framework is the key contribution of this article.

Feedback giving makes an important part in the context of higher education thesis writing, in particular, doctoral thesis writing supervision. In the past decade, European level standardization higher education policies have encouraged a pedagogy paradigm shift towards a more student-centered learning approach. Within the Nordic context of higher education, feedback giving from supervisor to student has often been studied from the perspective of the supervisor, as a small part of the overall doctoral degree program. This study uses findings from foundational pedagogy literature in the field of Nordic pedagogy studies in combination with empirical data findings from interviews, and maps elements of the doctoral thesis writing feedback system from an integral pluralism approach. The integral model of a feedback system to a doctoral thesis supervision is novel for the Nordic pedagogy literature and it is meant as complement to the current canon of literature on Nordic pedagogy.

Contemporary psychiatry has become increasingly focused on biological treatments. Many critics claim that the current paradigm of psychiatry has failed to address the escalating mental health-care needs of our communities and may even be contributing to psychopathology and the burden of mental illness. This article describes the foundations of Integral Theory and proposes that this model offers a framework for developing integral psychiatry and a more effective and compassionate mental health-care system. An integral model of psychiatry extends biopsychosocial approaches and provides the scaffolding for more effective approaches to integrative mental health care. Furthermore, rather than focusing on psychopathology, the Integral theory model describes the emergence of human consciousness and supports a mental health-care system that addresses mental illness but also promotes human flourishing.

Generativity involves supporting the thriving of present and future generations. The use of integral maps and transdisciplinary methods increases the potential for effectiveness in our projects and strategies. Using distinctions to conceptualize what is required for the leadership of these generative and transdisciplinary efforts is proposed as a precursor to defining leadership within contexts.

Upon completion of The Ecology of Spirituality: Meanings, Virtues, and Practices in a PostReligious Age (Bregman 2014), and eager to talk about it, I shared the book with a friend, a life coach with a spiritual bent who walked away from institutional religion years ago and aligned himself with Ken Wilber’s Integral Theory and other formulations of postmodern spirituality critiqued by the author. My friend called Lucy Bregman’s book Ba lesson in humility and a revelation,^ saying, BThe uncovering/revealing of assumptions in my spiritual thinking and functioning doesn’t tweak my path, it wrenches it. This book is a kick-ass corrective and substantiation of my own explorations and practices.^ A spirited conversation ensued. We use the term Bspirituality^ for everything today, both within and outside of religious contexts. The personal identifier Bspiritual but not religious^ commonly implies that one has kept all the deep, personal, and beautiful elements of religion but left behind the dogma and fundamentalist rules of the institution. In The Ecology of Spirituality, Bregman explores how spirituality has evolved as a concept and challenges the ways it is being used by a wide variety of individuals and groups, including corporations, associations, and religious organizations. Her goal is an Bunglowing analysis^ for the purpose of understanding this ill-defined concept, now promoted as a cure for so many personal and societal problems. She argues that many North Americans are very comfortable with the term Bspirituality,^ despite its ambiguity, because of its positive connotations, and she calls out the use of the word by those who are Blargely clueless about its intellectual antecedents or implications^ (p. 4). Bregman wants people to clarify and to understand what is actually meant when Bspirituality^ is talked about and applied in so many diverse ways, and she is concerned that its uncritical and unexplored use will end up leaving a legacy of Bmush and confusion^ (p. 5). Bregman first traces the origins of the numerous (92 and still counting) definitions of spirituality. She frames her exploration in the intellectual ecologies of psychology, religious studies, and the sociology of religion, defining ecologies as the Benvironment and configuration of interacting species^ (p. 61). In the second section, she explores three Bniches^ where spirituality is being called on today to solve very real problems: health care, the workplace, and recreation. Pastoral Psychol (2015) 64:903–905 DOI 10.1007/s11089-015-0662-4

Some 20 years after the dawn of participative democracy, there is little noticeable or substantial change in the living conditions of the average South African. The country remains divided by race, class and economics. Poverty, inequality and racial enmity remain looming challenges to human flourishing and social transformation. Some have begun to ask whether forgiveness for the sins of colonialism and apartheid are possible. This article engages with the (im)possibility of forgiveness as it is presented in Matthew 18:15-35. In particular, it does so from the bilingual perspective of a public theological engagement with the text and its contemporary readers in South Africa. By reading the text from an integral All Quadrants All Levels (AQAL) approach this article extrapolates a textured understanding of forgiveness that 'possibilises' the (im)possiblity of forgiveness between racially and socially divided groups of readers.

This article discusses lessons learned from a study on mindfulness meditation (MM) within a substance abuse treatment agency. Parts of the study are cited as the source of lessons learned. Themes from the qualitative data include: scheduling, time factors, discomfort in the group setting, and group composition. Integral Theory (Wilber, 2006) is offered as a useful way to conceptualize spirituality-related interventions that incorporate the organizational context. The authors' experience calls for increased partnership with organizations, engaging the interest of providers in spirituality-related interventions that could be studied within the agency setting.

Refugees seeking to settle in a country other than their own are a fact of life in our global society today. A counsellor faced with supporting a client who is a refugee may be more effective by approaching this work from a point of view that is as inclusive and holistic as possible. This paper presents an approach to counselling refugee clients based on the Integral Theory and Psychology of Ken Wilber and associates, focusing on at least four basic dimensions of human experience. The four dimensions are the subjective and the objective of the individual and the collective, or the ‘I‘, ‘It‘, ‘We‘ and ‘Its‘ realms of reality, as they arise in the client's life. The counsellor is charged with assisting the refugee client to attain healthier functioning in every one of these four dimensions, while giving equal value to each and not privileging any one of them without good reason. It should be noted that, while Integral Theory is in itself not a new therapy, it allows the counsellor to situate anything that a...

The goal of this article is to present the integral researchers’ outlook on wisdom. Its integral context is associated with vertical developmental transformation processes, expressed, among others, by the growing ability to perceive multiple uncommon perspectives and to create multidimensional images of reality – a sort of advanced multidimensional systems. The article is summarised by guidelines towards education, so that its goal is to strive for wisdom. These are, for example, dissemination of knowledge supported by research on the development of post-formal abilities, the use of dialogical methods and meditation exercises in education as well as learning and practice of identifying perspectives and their intentional choice.

While for decades nursing has advocated for theory-informed practice, more recent attention has tended to focus on mid-range theory rather than the earlier focus on developing grand theory to encompass all of nursing practice. However, there has been continued interest in the holistic nursing community on grand theory and, in particular, on Integral Theory. Although Integral Theory's four-quadrant (AQAL) perspective is familiar in nursing, little is known about how it is being used by nurses in direct practice. The purpose of this interpretive descriptive study was to provide a practice-based perspective on Ken Wilber's Integral Theory in professional nursing practice. The following research question was investigated: How does Integral Theory assist nurses in describing and understanding their professional work? Nurses participating in this study used Integral Theory as a map or heuristic that gave structure to an inquiry process in professional nursing practice and in nursing education in a manner that was holonic, multiperspectival, and self-reflective. Challenges constraining nurses' use of Integral Theory included its intricacy, as well as contextual factors in practice environments. Implications for nursing practice and education for the use of Integral Theory's meta-framework are described.

A response to Eliason, Samide, Williams, and Lepore that outlines Jennings' view of the existential nature of much post-Hegalian philosophy and therapy, and recommends Wilber's Integral theory as a more unifying one than existentialism. More specific points note that existential issues in therapy encompass a limited client population, that a developmental and cross cultural perspective is important, and that specific techniques related to trauma and deep belief structures need to be used in conjunction with a strong therapeutic relationship.

The term recovery has become increasingly popular in the area of mental health care. Recently, it has been described by policy makers as the guiding vision for transforming the mental health system. Problematic, however, is that a lack of clarity continues to exist regarding how recovery is to be defined. Definitional attempts often appear to have competing opinions about what the concept exactly stands for. This causes confusion for both professionals and consumers desiring to adopt a recovery approach. Ken Wilber's integral theory is presented as a framework for organizing and connecting various viewpoints related to the “recovery” concept. Implications for social work are discussed.

This study assessed mental health experts' comparative evaluations of the two existing published idiographic intake instruments, the Adlerian-based Life-Style Introductory Interview (LI) and the Multimodal Life History Inventory (MI), along with Marquis' (2002; in press) newly developed Integral Intake (II), grounded in Ken Wilber's (1999d) integral theory. Fifty-eight counseling/psychotherapy educators and experienced mental health practitioners perused the three instruments and then used the author-developed Evaluation Form to respond to open-ended questions, as well as to rate and rank them on 11 dimensions: the instrument's overall helpfulness, comprehensiveness, and efficiency, and 8 fundamental dimensions of clients (thoughts, emotions, behaviors, physical aspects, culture, environmental systems, spirituality, and what is most meaningful to them). Respondents evaluated the LI consistently worst, and the II better than the MI on all three instrument dimensions and four of the eight client dimensions. We discuss the II's potential to become a standard in the field of mental health counseling.

Although far from unanimous, there seems to be a general consensus that neither mind nor brain can be reduced without remainder to the other. This essay argues that indeed both mind and brain need to be included in a nonreductionistic way in any genuinely integral theory of consciousness. In order to facilitate such integration, this essay presents the results of an extensive cross‐cultural literature search on the “mind” side of the equation, suggesting that the mental phenomena that need to be considered in any integral theory include developmental levels or waves of consciousness, developmental lines or streams of consciousness, states of consciousness, and the self (or self‐system). A “master template” of these various phenomena, culled from over one‐hundred psychological systems East and West, is presented. It is suggested that this master template represents a general summary of the “mind” side of the brain‐mind integration. The essay concludes with reflections on the “hard problem,” or how...

This paper examines the challenges and unintended consequences of an emphasis on National Standards in Education and presents a response to Education Secretary Arne Duncan’s call to “unleash energy for reform at the local level.” A review and comparison of AdvancEd (2011) standards and Kania and Kramer’s (2011) Collecitve Impact conditions finds a missing or not fully articulated component to assessing educational practices and student achievement, that of subjectivity, when observed through the lens of Wilber’s (2005) Integral Theory. The work of Zhao (2009), a sample mission and vision statement from a local school district, along with Waters, Marazano, and McNulty’s (2003) assessment of principal effectiveness form the basis for a proposed framework that captures the elusive nature of subjectivity in five domains: 21st Century Learning Skills, Self-esteem/Self-concept/Self-efficacy, Expressed Creativity and developmentally informed Talent Diversity. Each component in this framework is supported with a sample of research findings in education and other disciplines.

Ken Wilber is at times deemed to be one of the most prominent and intellectual integral thinkers of our time. His so-called ‘Integral Theory’ shows up with no minor claims: it alleges to have succeeded in integrating most of the insights elaborated by contemporary natural sciences such as biology and physics, together with those of the social sciences and humanities, especially with the deep truths found in religion as well as in philosophy from the ancient Greeks until today. Wilber started developing his theory in the late 1970s. Today, he presents his theory as a framework that claims to provide no less than a place for everything that exists, including the various scientific disciplines and approaches. The theory seems to provide a proper place for everything. That place is defined first of all by its level of development and its specific perspective, from which it perceives and describes the world. This makes Wilber praise his theory as a downright ‘theory of everything’, being able to provide the long needed integration of the manifold and fragmented bodies of knowledge in our post-modern world. From his holistic theory Wilber derives prac­tical suggestions for a more integral life, an integral practice which consists of meditation, physical exercises and social commitment. In this article the author examines in particular the method that Wilber applies in making up his theory. The main focus lays on the question how it realises the integration, that became the core concept and main label under which his theory is traded today.

This study is a theoretical inquiry into the meaning potentials of rhythm in improvisation, with implications for improvisational music therapy. A review of music therapy literature regarding assessment and treatment reveals that improvisation is a widely applied music therapy method, but that rhythm--found universally in all forms of clinical improvisational processes--has received little attention. Theories from the areas of music philosophy, psychology of music, social psychology of music, musicological studies of jazz, and music therapy are explicated and implications for potential meanings of rhythm for improvisation and improvisational music therapy are described. Concepts that are foundational to the ways that the various theories find meaning in music include symbolism, metaphorical conceptualization, and interpersonal interactions. Theoretical foci for analysis include improvised rhythm (i.e., the rhythmic products), an improviser or co-improviser's processes while playing, and the perspective of a listener. Differences between solo improvisation and co-improvisation processes are considered. An integral theory of rhythm in improvisation is proposed along with clinical implications. Potential benefits of the study for music therapy and musicology are proposed and considerations for future investigations regarding the topics of rhythm and improvisation are articulated.

The benefits of neuroscience to expand views of mental health appear both logical and inevitable. Neurobiological foundations, however, have often been eschewed by the counseling profession as reductionistic and dehumanizing. Various barriers have involved competing theoretical foundations, loyalty to epistemological assumptions, and lack of curricular frameworks to guide integration. As result, neuroscience has been poorly integrated into case conceptualization, treatment planning, and counselor training. The authors argue that integral theory (IT; Wilber, 2000) offers a useful theoretical framework for synthesizing the major epistemological approaches in counseling. A case vignette is provided that illustrates the use of IT’s four quadrant model. The authors suggest that infusing an integrally-informed model can enhance counselor training and recognize the contribution of neurobiological factors through fostering an appreciation of multiple perspectives.

Despite its empirical and normative strengths, the underlying conceptual base of the Comprehensive Rorschach System at times lacks clarity and an overarching theory of personality that can help psychodiagnosticians make more clinically relevant inferences. After reviewing the functions provided by an integral theory of personality, the author focuses on the EA:es index as a way of demonstrating how mechanistic jargon and lack of a guiding theory and conceptual clarity can lead to misleading and contradictory inferences. Case examples are provided, and some of the empirical foundations of the EA:es index are reviewed