Introduction
This essay explores my professional background in the field of counselling, selects a leadership style that aligns with my personality from the autocratic, democratic, and laissez-faire approaches, and critically applies this style to address Equity, Diversity, and Inclusion (EDI) in facilitating a group session for the first time. As a student pursuing a degree in Counselling, I draw on foundational theories and practical insights to demonstrate how leadership can foster inclusive therapeutic environments. The discussion is structured around my current context, style selection, and its application to EDI, supported by academic sources. This analysis highlights the relevance of leadership in promoting equitable counselling practices, particularly in group settings where diverse backgrounds intersect. By examining these elements, the essay underscores the importance of adaptive leadership in supporting mental health advocacy.
Professional Contextualization: Current Background and Advocacy Context
As an undergraduate student in Counselling at a UK university, my professional background is primarily academic and experiential, shaped by coursework, placements, and volunteer work. Currently, I am in the second year of my BSc in Counselling and Psychotherapy, where I have completed modules on therapeutic techniques, ethics, and group dynamics. This educational foundation is complemented by practical experience gained through a voluntary role at a local mental health charity in London, where I assist in peer support sessions for young adults facing anxiety and depression. In this capacity, I observe qualified counsellors and occasionally contribute to group discussions, adhering to guidelines from the British Association for Counselling and Psychotherapy (BACP).
My work advocacy context revolves around promoting mental health accessibility, particularly for marginalised communities. I advocate for inclusive practices that address barriers such as cultural stigma, socioeconomic disparities, and discrimination, which can prevent individuals from seeking help. For instance, in my volunteer role, I have witnessed how underrepresented groups, including ethnic minorities and LGBTQ+ individuals, often face additional challenges in accessing counselling services. This aligns with broader UK advocacy efforts, as outlined in official reports from the National Health Service (NHS), which emphasise the need for culturally sensitive mental health support (NHS England, 2019). However, I must note that while I am aware of these reports, specific dates or detailed statistics from recent NHS publications beyond 2019 are not within my verified knowledge, so I cannot provide further elaboration on evolving data.
Furthermore, my advocacy is informed by personal experiences and a commitment to social justice, drawing on theories like person-centred therapy developed by Carl Rogers (1951), which emphasises empathy and unconditional positive regard. In practice, this means supporting initiatives that integrate EDI principles into counselling, such as antiDiscrimination training. Arguably, this context positions me as an emerging professional who bridges academic learning with real-world application, though limitations exist due to my student status, including restricted independent practice under supervision. Overall, my background fosters a advocacy-driven approach aimed at equitable mental health support, recognising the field’s evolving nature and the need for ongoing professional development.
Leadership Style Selection: Alignment with Personality
From the three classic leadership styles—autocratic, democratic, and laissez-faire—identified in Kurt Lewin’s seminal 1939 study (Lewin et al., 1939), the democratic style most naturally aligns with my personality. Autocratic leadership involves centralised decision-making with little input from others, which can be efficient but often stifles creativity and fosters dependency. In contrast, laissez-faire leadership offers minimal guidance, allowing group members full autonomy, which may suit highly motivated teams but risks disorganisation in unstructured settings like counselling groups. Democratic leadership, however, encourages participation, shared decision-making, and collaboration, balancing authority with inclusivity.
This style resonates with me due to my empathetic and collaborative nature, honed through counselling studies and volunteer experiences. For example, in group sessions at the charity, I naturally gravitate towards facilitating discussions where participants contribute ideas, reflecting a democratic approach that values diverse voices. Personality traits such as openness and agreeableness, as discussed in psychological literature (McCrae and Costa, 1997), further support this alignment; I prefer environments where consensus-building enhances group cohesion rather than imposing directives.
Critically, while democratic leadership promotes engagement, it has limitations, such as potential delays in decision-making during crises, as noted by Gastil (1994). Nonetheless, in counselling contexts, it aligns with ethical standards from the BACP (2018), which advocate for client empowerment. Selecting this style is not without consideration of alternatives; laissez-faire might appeal to my non-interventionist tendencies in low-stakes scenarios, but it feels misaligned in therapeutic settings requiring structure. Therefore, democratic leadership best suits my personality, offering a foundation for inclusive practice.
Critical Application: Addressing EDI in Group Facilitation
Applying the democratic leadership style to facilitate a group for the first time, particularly in addressing Equity, Diversity, and Inclusion (EDI), involves intentional strategies to create a safe, equitable space. EDI in counselling refers to ensuring fair access, respecting diverse identities, and fostering inclusion, as defined by the UK government’s Equality Act 2010, which mandates protection against discrimination based on protected characteristics (UK Government, 2010). In a first-time group session, where participants may feel vulnerable, a democratic approach can mitigate power imbalances and promote belonging.
Specifically, I would begin by establishing group norms collaboratively, inviting members to contribute rules on confidentiality and respect, thereby addressing equity by empowering all voices equally. This counters potential exclusion, such as when dominant cultural narratives overshadow minorities, a concern highlighted in multicultural counselling literature (Sue and Sue, 2016). For instance, if facilitating a diverse group including individuals from varied ethnic backgrounds, I would encourage sharing personal experiences to build understanding, drawing on democratic principles to ensure no single perspective dominates. This application demonstrates problem-solving by identifying EDI challenges—like unconscious bias—and using participatory methods to resolve them.
Furthermore, to enhance diversity, I would incorporate inclusive activities, such as icebreakers that acknowledge cultural differences, supported by evidence from group therapy research showing that shared decision-making improves outcomes for marginalised participants (Yalom and Leszcz, 2005). Indeed, in a first session, this might involve voting on discussion topics, ensuring inclusion of underrepresented views, which aligns with NHS guidelines on culturally competent care (NHS England, 2019). However, a critical limitation is the risk of majority rule sidelining minorities, requiring me to actively facilitate balanced input, perhaps through targeted questions to quieter members.
In terms of inclusion, democratic leadership would facilitate accessibility adaptations, like providing materials in multiple languages or accommodating disabilities, reflecting advocacy for systemic equity. This is informed by studies on inclusive leadership in therapy, where participatory styles correlate with higher client satisfaction (Corey, 2017). Typically, in counselling, this means reflecting on my own biases to model inclusivity, ensuring the style’s application is ethical and effective. Overall, this critical application shows how democratic leadership can transform a first-time group into an EDI-focused space, though it demands ongoing reflection to address its constraints.
Conclusion
In summary, this essay has outlined my professional background as a counselling student with advocacy focused on mental health equity, selected democratic leadership as aligned with my personality, and critically applied it to EDI in initial group facilitation. By promoting collaboration, this style addresses equity through shared norms, diversity via inclusive activities, and inclusion by mitigating biases. The implications for counselling practice are significant, emphasising adaptive leadership to enhance therapeutic outcomes in diverse settings. However, limitations such as decision-making delays highlight the need for balanced application. Ultimately, this analysis reinforces the value of democratic approaches in fostering inclusive counselling environments, contributing to broader advocacy for equitable mental health support.
References
- British Association for Counselling and Psychotherapy (BACP). (2018) Ethical Framework for the Counselling Professions. BACP.
- Corey, G. (2017) Theory and Practice of Counseling and Psychotherapy. 10th edn. Cengage Learning.
- Gastil, J. (1994) ‘A meta-analytic review of the productivity and satisfaction of democratic and autocratic leadership’, Small Group Research, 25(3), pp. 384-410.
- Lewin, K., Lippitt, R. and White, R.K. (1939) ‘Patterns of aggressive behavior in experimentally created “social climates”‘, Journal of Social Psychology, 10(2), pp. 271-299.
- McCrae, R.R. and Costa, P.T. (1997) ‘Personality trait structure as a human universal’, American Psychologist, 52(5), pp. 509-516.
- NHS England. (2019) Implementing the NHS Long Term Plan: Universal Personalised Care. NHS England.
- Rogers, C.R. (1951) Client-Centered Therapy: Its Current Practice, Implications and Theory. Houghton Mifflin.
- Sue, D.W. and Sue, D. (2016) Counseling the Culturally Diverse: Theory and Practice. 7th edn. John Wiley & Sons.
- UK Government. (2010) Equality Act 2010. The Stationery Office.
- Yalom, I.D. and Leszcz, M. (2005) The Theory and Practice of Group Psychotherapy. 5th edn. Basic Books.
