ABSTRACT
Through storytelling and reflection, this chapter provides a discussion of psychological, organisational and practice theories and learning processes that have application for practitioners working directly with vulnerable children and families. The focus is on the practitioners’ experience and what they have found useful in leadership roles or when supported by leaders. This chapter paints a clear picture of real-world Child and Family Practice contexts as well as providing ‘real-time’ insights into the impact of theoretical and practice wisdom and supervision on practice decisions and leadership capacity. In the context of vulnerable and at-risk children and their families, vignettes are used to illustrate the relationship between theory and practice. Bringing together key lessons from their professional experiences, the authors argue that, if our physical and emotional state impacts our capacity to think, learn and behave, it also impacts our ability to lead. Being self-aware of our state and what influences this state are skills that require practice, reflection and honesty.
