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A Critical Reflection of My Leadership and Engagement Skills within Global Health

Contexts

Student’s name

Institutional affiliation

Date
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During a workshop that I conducted in Accra, Ghana, for mental health for women with

disabilities, I had the opportunity to exercise my leadership and engagement skills. The

workshop aimed to empower women with disabilities by providing them with mental health

support and education. As the workshop leader, I had to engage with the participants, coordinate

with the team, and ensure that the workshop ran smoothly. I also had to organize the workshop

logistics and ensure the participants received the best care possible (Gandolfi & Stone, 2018).

Throughout the workshop, I engaged with the participants and their caregivers to understand

their needs better and provide appropriate support. I found that some of the participants had

multiple disabilities, which made it challenging for them to communicate their needs effectively.

This experience made me realize the importance of taking a person-centered approach and being

more sensitive to the individual needs of each participant (Northouse, 2019).

During the workshop, I also encountered some challenges with the logistics, such as a

shortage of resources and unexpected changes in the schedule. This experience made me realize

the importance of adaptability and problem-solving skills in a global health context. As a leader

of the mental health workshop for women with disabilities in Accra, Ghana, I had to take

personal responsibility for the program's success (Cashman, 2017). This involved reflecting on

my assumptions and actions and taking accountability for the consequences of my decisions. One

of the key areas where I had to exercise personal responsibility was ensuring that the workshop

was culturally appropriate and respectful of the local community's values and traditions (Mfaofo-

M'Carthy & Grishow, 2017). I had to be mindful of the potential cultural barriers that could

impact communication and engagement with the participants. This required me to proactively

learn about the local culture and customs and adjust the workshop's content and approach to be

more culturally sensitive.

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In addition, I had to take responsibility for the safety and well-being of the participants

and the team (Miscenko et al., 2017). This included taking precautions to minimize the risk of

infection and injury, ensuring the team was properly trained, and providing adequate resources

and support. I had to be vigilant and ready to address any issues that arose during the workshop

(Gipson et al., 2017). Looking back on the workshop, I realize I could have done better in certain

areas. I realized that I made assumptions about the participants' needs and did not consider their

individual experiences. Additionally, I could have taken more responsibility for the

consequences of my actions and their impact on the participants (Ariyani, & Hidayati, 2018).

Taking personal responsibility for the workshop's success and the well-being of the

participants and the team required me to be proactive, accountable, and thoughtful in my

approach to leadership and engagement in a global health context (Gandolfi & Stone, 2018). My

reflection focuses on my leadership and engagement skills in a specific global health context,

mental health for women with disabilities in Accra, Ghana. Reflecting on my leadership and

engagement skills within a global health context, I focused on a specific period during the mental

health workshop for women with disabilities in Accra, Ghana. I selected this focus because it

allowed me to explore the challenges and successes of my leadership and engagement skills in a

real-world global health context (Adeani et al., 2017).

In selecting this focus, I also identified themes I wanted to explore in my reflection, such

as cultural sensitivity, person-centered care, adaptability, and problem-solving skills (Adu-

Gyamfi, 2017). These themes provided a direction for my reflection, allowing me to delve

deeper into each theme and analyze how they influenced my leadership and engagement skills.

To structure my reflection, I used a model that helped me to identify and analyze each theme in a

structured manner. The model also helped me connect my experiences to relevant theoretical
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standpoints, research, ethical principles, SDGs, policy, and practice in global health (Hashemi et

al., 2017). This approach allowed me to comprehensively understand the core emerging issues in

my leadership and engagement skills in a global health context. Through this reflection, I aim to

delve deeper into my experiences, gain deeper insights, and broaden my applications for the

future. I aim to challenge myself and think critically about the issues that emerged during the

workshop. Although I had experience conducting workshops, this was my first time working

with women with disabilities in a global health context. This experience challenged me to reflect

on my leadership style, assumptions, and responsibility to the participants.

Reflecting critically on my leadership and engagement skills within a global health

context required me to confront difficult issues and situations during the mental health workshop

for women with disabilities in Accra, Ghana. This required me to step out of my comfort zone

and examine my assumptions, values, and beliefs that may have influenced my actions and

decisions during the workshop (Issah, 2018). One of the most challenging aspects of the

workshop was navigating the cultural differences and language barriers between myself and the

workshop participants (Oti-Boadi, 2017). As a leader, it was important for me to be culturally

sensitive and to prioritize person-centered care, but at times I found myself struggling to connect

with the participants in a meaningful way.

Additionally, I encountered several unexpected challenges during the workshop, such as

technical difficulties with the presentation equipment and unexpected medical emergencies that

required quick thinking and problem-solving skills (Johnson & Hackman, 2018). These

challenges pushed me to think creatively and adapt my leadership and engagement skills to meet

the needs of the participants. While reflecting on these challenges was difficult, it allowed me to

better understand my leadership and engagement skills within a global health context. By
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examining my actions and decisions critically, I identified areas for improvement and developed

strategies for overcoming future challenges. The challenge of critical reflection allowed me to

grow as a leader and improve my practice in global health.

In preparation for the workshop, I drew on relevant theoretical standpoints, research,

ethical principles, and practice in mental health for women with disabilities in global health

contexts (Retief & Letšosa, 2018). This helped me to understand the participants' needs better

and provide them with appropriate support. My reflection on my leadership and engagement

skills within a global health context was informed by relevant theoretical frameworks, research

studies, ethical principles, SDGs, policies, and practices in mental health for women with

disabilities (Hashemi et al., 2017). In preparing for the workshop, I conducted a literature review

to understand better the cultural, social, and economic factors that impact the mental health of

women with disabilities in Ghana. I also reviewed research studies on effective leadership and

engagement strategies in global health contexts and ethical principles and policies related to

providing mental health care in low- and middle-income countries.

The literature review informed my practice as a leader during the workshop, allowing me

to develop culturally sensitive and person-centered care strategies grounded in evidence-based

practices. I also drew on ethical principles, such as non-maleficence and beneficence, to guide

my decision-making and ensure that the needs and rights of the workshop participants were

prioritized (Dhar, 2018). Furthermore, the reflection allowed me to critically examine the

broader social and political issues that impact the provision of mental health care in low- and

middle-income countries. This included examining the impact of poverty, stigma, and

discrimination on mental health outcomes and the role of global health policies and initiatives in

addressing these issues.

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Drawing on relevant theory and research, I could develop a deeper understanding of the

context within which I was working and make informed decisions as a leader during the

workshop (Retief & Letšosa, 2018). As I reflected on my leadership and engagement skills

within the context of the mental health workshop for women with disabilities in Accra, Ghana, I

made a concerted effort to approach my experiences with a critical eye. This meant challenging

my assumptions, interrogating my biases, and considering alternative perspectives (Sarwar et al.,

2020). For example, I reflected on my interactions with workshop participants and considered

how my cultural background and previous experiences influenced my communication style or

approach. I also considered how power dynamics might have impacted the workshop, including

the potential for marginalization or silencing of certain voices within the group.

I used criticality to reflect beyond surface-level observations, delving deeper into my

initial thoughts and insights to understand the issues at play better. I challenged myself to think

creatively and consider alternative approaches, even facing complex or difficult issues

(Miscenko et al., 2017). Through this critical reflection process, I identified areas where I could

have improved as a leader, including the need to listen more actively and ensure that all voices

were heard. I also gained a deeper understanding of the challenges faced by women with

disabilities in accessing mental health care in Ghana and to consider how broader social and

political factors contribute to these challenges.

Overall, the process of critical reflection allowed me to go beyond surface-level

observations and gain a more nuanced understanding of my experiences as a leader within a

global health context. By challenging my assumptions and interrogating my own biases, I was

able to identify areas for growth and improvement, as well as gain a deeper understanding of the

broader social and political factors that impact mental health care provision in low- and middle-
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income countries Through this reflection, I have gained a deeper understanding of my leadership

and engagement skills in global health contexts. I realize that I need to be more aware of my

assumptions and take responsibility for the impact of my actions on the participants. In the

future, I will use this reflection to improve my leadership skills and be more engaged with the

participants' needs. Overall, this experience has been a valuable learning opportunity for me to

become a more effective leader in global health contexts.

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References

Adeani, I. S., Febriani, R. B., & Syafryadin, S. (2020). USING GIBBS REFLECTIVE CYCLE

IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL

Journal, 6(2), 139-148.

Adu-Gyamfi, S. (2017). Mental health service in Ghana: A review of the case. International

Journal of Public Health Science, 6(4), 299-313.

Ariyani, N., & Hidayati, S. (2018). Influence of transformational leadership and work

engagement on innovative behavior. Etikonomi, 17(2), 275-284.

Cashman, K. (2017). Leadership from the inside out: Becoming a leader for life. Berrett-Koehler

Publishers.

Daft, R. L. (2022). The leadership experience. Cengage Learning.

Dhar, S. (2018). Gender and sustainable development goals (SDGs). Indian Journal of Gender

Studies, 25(1), 47–78.

DuBrin, A. J. (2022). Leadership: Research findings, practice, and skills. Cengage Learning.

Gandolfi, F., & Stone, S. (2018). Leadership, leadership styles, and servant leadership. Journal

of Management Research, 18(4), 261-269.

Gipson, A. N., Pfaff, D. L., Mendelsohn, D. B., Catenacci, L. T., & Burke, W. W. (2017).

Women and leadership: Selection, development, leadership style, and performance. The

Journal of Applied Behavioral Science, 53(1), 32-65.

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Hashemi, G., Kuper, H., & Wickenden, M. (2017). SDGs, inclusive health, and the path to

universal health coverage. Disability and the global South. Disability and the Global

South, 4(1), 1088-1111.

Issah, M. (2018). Change leadership: The role of emotional intelligence. Sage Open, 8(3),

2158244018800910.

Johnson, C. E., & Hackman, M. Z. (2018). Leadership: A communication perspective. Waveland

Press.

Mfaofo-M'Carthy, M., & Grimshaw, J. D. (2017). Mental illness, stigma and disability rights in

Ghana. Afr. Disability Rts. YB, pp. 5, 84.

Miscenko, D., Guenter, H., & Day, D. V. (2017). Am I a leader? Examining leader identity

development over time. The Leadership Quarterly, 28(5), 605-620.

Northouse, P. G. (2019). Introduction to leadership: Concepts and practice. Sage Publications.

Oti-Boadi, M., (2017). Exploring the lived experiences of mothers of children with intellectual

disabilities in Ghana. Sage Open, 7(4), p.2158244017745578.

Retief, M., & Letšosa, R. (2018). Models of disability: A brief overview. HTS Teologiese

Studies/Theological Studies, 74(1).

Ryu, G., & Shim, D. C. (2020). Developmental leadership, skill development, and work

engagement. International Review of Public Administration, 25(1), 64-79.

Sarwar, H., Ishaq, M. I., Amin, A., & Ahmed, R. (2020). Ethical leadership, work engagement,

employees’ well-being, and performance: a cross-cultural comparison. Journal of

Sustainable Tourism, 28(12), 2008-2026.

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Zaccaro, S. J., Green, J. P., Dubrow, S., & Kolze, M. (2018). Leader individual differences,

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Appendix

CV

Objective:

To lead and conduct research in the field of global health, with a focus on mental health and

disability inclusion.

Education:

Doctor of Public Health (DrPH) in Global Health

Harvard University, May 2022 - present

Master of Public Health (MPH) in Health Policy and Management

University of Oxford, May 2018 – October 2021

Bachelor of Science (BS) in Public Health,

University of Glasgow, September 2012 – December 2017

Professional Experience:

Research Director, National Institute of Mental Health (NIMH), December 2022 - present

Responsibilities: Led research projects on mental health and disability inclusion in low-resource

settings, managed research teams, developed and implemented policies and programs, mentored

and trained junior researchers, and communicated research findings to key stakeholders.

Global Health Advisor, World Health Organization (WHO), July 2019

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Responsibilities: Provided technical assistance and strategic guidance to global health programs

focused on mental health and disability inclusion, developed partnerships with local and

international organizations, and advocated for policy and programmatic changes to improve

access to mental health services for people with disabilities.

Research Fellow, Africa Mental Health Research and Training Foundation, January 2018- April

2019

Responsibilities: Conducted research on the social determinants of mental health in vulnerable

populations, developed research proposals, collected and analyzed data, and published research

findings in peer-reviewed journals

Skills and Expertise:

Research design and methodology

Data collection and analysis

Program and policy development and implementation

Leadership and team management

Mentoring and training

Communication and advocacy

Publications:

Advocacy for mental health, disability, and human rights (2019) WHO

Measurement of violence against women and disability: protocol for a scoping review (2020).

Honors and Awards:

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Research grant, WHO. 2019

Professional Memberships:

American Public Health Association (APHA)

International Society for Infectious Diseases (ISID)

Consortium of Universities for Global Health (CUGH)

References:

Available upon request.