(1860) OVERCOMING BARRIERS TO LEARNING THROUGH LEADERSHIP: A CONCEPTUAL FRAMEWORK BUILT FROM AN ANALYSIS OF SELECTED ADVERSE CHILDHOOD EXPERIENCES OF U.S. WOMEN

摘要

We all experience some type of adversity as human beings. Whether it is a job loss, a serious illness, or a broken relationship, adversity is part of the lived experience. But the 30 women who shared their stories as a part of this study faced a different kind of adversity. They suffered adverse experiences as children that in many instances left them wounded during their crucial developmental years, with the potential of pain and negative long-term effects that could have reverberated throughout the rest of their lives. Yet these women - all accomplished in their various careers - did not continue to live lives as victims. This analysis furthers a previously-completed study which set out to find out why their paths were different, leading them to be able to overcome obstacles to learning through leadership. As stated previously, those facing adverse childhood experiences may confront greater barriers to positive outcomes and be at an increasingly higher risk of more hurdles to success [1]. Some two decades ago, the initial study of Adverse Childhood Experiences (ACE) showed that the women surveyed faced a somewhat higher level of adversity than the male participants. Luthans and Avolio observed that leadership applications to resilience have been “largely ignored" [2]. A systems thinking approach to the topic was adopted as part of this research A conceptual framework emerged from this analysis based on the results of the previous research [3] combined with key theoretical foundations pertaining to resilience and Authentic Leadership and other factors discerned from the literature. A total of 30 women were interviewed from various parts of the U.S. who experienced adverse childhoods and trauma. The analysis included the emergence of positive influencers that these women shared - described as “foundational influencers” including champions, work support, guiders, self-support, one's belief system and education - teachers, classes, and reading/self-development. The combination of these factors helped to lead those harmed as children to leadership roles - at various parts of their educational development - further helping to build resilience and protective factors.