Academic Leaders: In-Role Perceptions and Developmental Approaches

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and well-being. To address this, we explored via interviews with academic leaders how academic leadership is defined and conceptualised and what their developmental needs are. Participants (N = 23) came from junior, middle and senior management levels. Findings suggest that their notions of leadership as well as any developmental needs/activities perceived useful, differ according to their leadership level. While junior leaders were more concerned with procedural elements of leading, senior leaders focused on mentoring, social expectations and knowledge of academia. These findings have important implications for a wider theoretical conceptualisations of academic leadership, which are typically focused on individual senior leaders. Further, our findings inform leadership development programmes, as universities’ dealings with academic leaders tend not to consider the differing requirements of junior, middle and senior academic leaders

Adult Attachment and Transgender Identity in the Italian Context: Clinical Implications and Suggestions for Further Research

Introduction: Although attachment theory has been recognized as one of the main references for the study of the general well-being, little research has been focused on the attachment styles of transgender people. Attachment styles are deeply influenced by the earliest relationships with caregivers, which, for gender-nonconforming children, are often characterized by parental rejection. Consequently, transgender children and adults likely internalize societal stigma, developing internalized transphobia. The current research was aimed to explore the link between adult attachment and internalized transphobia. Method: Twenty-five male-to-female (MtF) and 23 female-to-male (FtM) transgender people participated in the survey filling in two self-report questionnaires: the Attachment Style Questionnaire and the Transgender Identity Survey. A cluster analysis, t-test, and multiple regression analysis were conducted to explore the link between attachment styles and internalized transphobia. Results: A greater prevalence of secure attachment styles was detected. Participants with secure attachment styles reported higher levels of positive transgender identity than those with insecure attachment styles. Secure attachment styles significantly affect positive transgender identity, while insecure attachment styles influence internalized transphobia. Conclusions: A clinical focus on the redefinition of the internal working models of transgender people can inform psychologically focused interventions that transgender people can benefit from