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Papers by Michelle Lefevre

Research paper thumbnail of Setting the scene - Chapter One of 'Innovation in Social Care'

Innovation in Social Care: New Approaches for Young People affected by Extra-Familial Risks and Harms, Feb 26, 2024

Chapter one of 'Innovation in Social Care' starts this book with a critique of how and why innova... more Chapter one of 'Innovation in Social Care' starts this book with a critique of how and why innovation is increasingly the framework of choice in the UK for finding new and better ways of responding to difficult social problems that have been difficult to address via conventional practice models and systems. We note that there is neither a shared definition of what constitutes innovation in the UK social care sector nor a comprehensive understanding of what might be expected within innovation projects at different stages in their journeys. This chapter sets out how the authors have sought to address these gaps in understanding through a novel ethnographic study (the Innovate Project) of how six statutory safeguarding services and third sector organisations introduced new approaches to addressing extra-familial risks and harms affecting young people. The study methodology is introduced, and the three frameworks upon which innovations were built (Contextual Safeguarding, Transitional Safeguarding and Trauma-informed Practice) are described. Finally, an outline is provided of what the ensuing chapters will cover.

Research paper thumbnail of A facilitating context for practice with children and young people

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Involving and engaging children and young people in assessments

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Some theoretical perspectives on the nature of communication

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Appraising your capabilities and learning needs

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Evaluating the Teaching and Learning of Communication Skills for use with Children and Young People

This paper demonstrates a way in which the outcomes of learning communication skills for use with... more This paper demonstrates a way in which the outcomes of learning communication skills for use with children and young people can be measured within the qualifying social work curriculum. A two-year prospective longitudinal evaluation of this aspect of the qualifying MA Social Work degree curriculum at the University of Sussex is summarised. The Sussex approach is based on earlier research by this author and colleagues, which posits that effective communication with children requires not just a set of methods, techniques and micro skills, but additionally calls for ‘core capabilities’ to be learned by and developed in the student through a range of experiences and interventions throughout the two year programme. Initial fi ndings from the evaluation are considered, but the main focus is on the instrument developed to evaluate this ‘whole programme approach’, the key component being the completion of vignettes, rated against the ‘core capabilities.’ Further evaluation by other programmes is encouraged to increase understanding of how specifi c pedagogical approaches, in varied contexts, help different kinds of students to develop their communication skills.

Research paper thumbnail of Communicating with children and young people

... section is to explore the issues of communicating specifically with children and young people,... more ... section is to explore the issues of communicating specifically with children and young people, it is always in the context of communication with the whole family (Coyne 2006 ... Kelsey and Abelson-Mitchell (2007) discuss how the type of language used can influence a conversation ...

Research paper thumbnail of Some ethical considerations in psychotherapy with children

This article addresses a number of issues facing therapists who work with religious women. Both r... more This article addresses a number of issues facing therapists who work with religious women. Both religiously oriented and secular therapists should be sensitive to both the basic philosophies of religious teaching and the effects of the women's movement on the patient. Ethical as well as practical considerations are discussed in terms of individual and group treatment. At a time when women are coming into their personhood in increasing numbers, the religious woman is emerging from her insulated world of the religious establishment to seek help in solving life problems and in making important decisions. Such women are turning more now to secular as well as to religious psychotherapists and counselors. Yet, there may be a basic problem of trusting those outside their religious persuasions with highly confidential information (Doughtery & Worthington, 1982). These women may think that they are betraying God, their religious leaders, or both by seeking psychological intervention. Further, as with many religious persons, they may view having difficulties as punishment for some sin, and they may thus experience guilt in dealing with their problems. Counselors and psychotherapists themselves have disagreed on some of the relevant issues involved in seeing religious patients. Walls (1980) has argued against referring to religious values as authoritative when practicing psychotherapy. Others have commented that value-free psychotherapy is not possible (Bergin,

Research paper thumbnail of Skills in direct work with looked after children, their carers and families

Learning Matters eBooks, Jan 19, 2011

Research paper thumbnail of Creating the conditions for innovation to flourish

Policy Press eBooks, Feb 26, 2024

Research paper thumbnail of Teaching, Learning and Assessing Communication Skills with Children and Young People in Social Work Education

SOCIAL WORK EDUCATION iv 2.3 Research message 2: What constitutes effective teaching, learning an... more SOCIAL WORK EDUCATION iv 2.3 Research message 2: What constitutes effective teaching, learning and assessment of communication skills with children and young people in qualifying social work education? 2.3.1 Sources of evidence 2.3.2 Thematic analysis 2.3.2.1 Conceptualising 'skilled communication' with children in social work education 2.3.2.2 Learning aims and outcomes and teaching methods 2.3.2.3 Impact and effectiveness of teaching, learning and assessment of communication skills with children 2.3.2.4 In summary 3 Practice survey 3.1 Aims and objectives 3.2 Challenge of programme development 3.3 Survey design 3.4 Sampling and data collection 3.4.1 Social work education survey 3.4.2 Allied professionals survey 3.5 Data analysis 3.6 Results and representativeness of sample 3.6.1 Survey of social work programmes 3.6.2 Survey of allied professionals 3.7 Findings 1: Survey of social work programmes 3.7.1 Curriculum design 3.7.2 Learning outcomes and teaching methods 3.7.2.1 Learning outcomes 3.7.2.2 Teaching methods 3.7.3 Involvement of children 3.8 Findings 2: Survey of allied professions programmes 3.8.1 How communication skills with children are thought about in professional education v Contents 3.8.2 Communication with children as a basic and fundamental skill 3.8.3 Communication with children as as advanced level skill 3.8.4 Communication with children as a therapeutic tool 3.8.5 How communication skills with children are taught and assessed in allied professional education 4 Summary of knowledge review findings and implications for curriculum development 4.1 Summary of findings 4.2 Implications for curriculum development 4.3 Identifying a children's lead and a 'whole programme' approach 4.4 Reviewing assumptions about, and arrangements for, teaching and assessing generic and specialist skills 4.5 Clarifying and integrating aims, learning objectives and teaching and assessment methods 4.6 In conclusion 5 References

Research paper thumbnail of Counting children and chip shops

Policy Press eBooks, Jul 20, 2023

Research paper thumbnail of Counting children and chip shops: dilemmas and challenges in evaluating the impact of Contextual Safeguarding

Policy Press eBooks, Jul 20, 2023

Research paper thumbnail of Knowledge Review: Necessary Stuff - The Social Care Needs of Children with Complex Health Care Needs and their Families

Research paper thumbnail of Finding the key: containing and processing traumatic sexual abuse

Arts in Psychotherapy, 2004

Research paper thumbnail of Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum

Child & Family Social Work, Apr 30, 2013

Integrating the teaching, learning and assessment of communication with children within the quali... more Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum Article (Accepted Version) http://sro.sussex.ac.uk Lefevre, Michelle (2015) Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum. Child and Family Social Work, 20 (2). pp. 211-222.

Research paper thumbnail of Playing with sound: The therapeutic use of music in direct work with children

Child & Family Social Work, Nov 1, 2004

Children rarely have the language or the cognitive development to process and convey their experi... more Children rarely have the language or the cognitive development to process and convey their experiences solely through words, so spontaneously complement these with symbolic forms of expression and communication, such as play, metaphor and a variety of visual, auditory and kinaesthetic imagery. Consequently, social workers need to supplement verbal methods of assessment and intervention with more symbolic modes of communication and engagement when working directly with children. The play therapy literature has been a key source of guidance and the expressive arts therapies, such as art and drama therapy, are now well represented in the literature and training of social workers in 'direct work with children'. However, principles and practice from music therapy are under-represented. The writer, who is a social worker, psychotherapist and musician, shares her reflections on introducing techniques and theoretical approaches from music therapy into her own therapeutically orientated direct work. Suggestions are made as to how other practitioners (both musically trained and not) could develop the use of music as a further 'tool' in their direct work with children. Music therapy in direct work with children M Lefevre

Research paper thumbnail of Improving interagency collaboration

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of A framework for analysing the evidence

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of Changing contexts of harm

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of Setting the scene - Chapter One of 'Innovation in Social Care'

Innovation in Social Care: New Approaches for Young People affected by Extra-Familial Risks and Harms, Feb 26, 2024

Chapter one of 'Innovation in Social Care' starts this book with a critique of how and why innova... more Chapter one of 'Innovation in Social Care' starts this book with a critique of how and why innovation is increasingly the framework of choice in the UK for finding new and better ways of responding to difficult social problems that have been difficult to address via conventional practice models and systems. We note that there is neither a shared definition of what constitutes innovation in the UK social care sector nor a comprehensive understanding of what might be expected within innovation projects at different stages in their journeys. This chapter sets out how the authors have sought to address these gaps in understanding through a novel ethnographic study (the Innovate Project) of how six statutory safeguarding services and third sector organisations introduced new approaches to addressing extra-familial risks and harms affecting young people. The study methodology is introduced, and the three frameworks upon which innovations were built (Contextual Safeguarding, Transitional Safeguarding and Trauma-informed Practice) are described. Finally, an outline is provided of what the ensuing chapters will cover.

Research paper thumbnail of A facilitating context for practice with children and young people

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Involving and engaging children and young people in assessments

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Some theoretical perspectives on the nature of communication

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Appraising your capabilities and learning needs

Policy Press eBooks, Apr 18, 2018

Research paper thumbnail of Evaluating the Teaching and Learning of Communication Skills for use with Children and Young People

This paper demonstrates a way in which the outcomes of learning communication skills for use with... more This paper demonstrates a way in which the outcomes of learning communication skills for use with children and young people can be measured within the qualifying social work curriculum. A two-year prospective longitudinal evaluation of this aspect of the qualifying MA Social Work degree curriculum at the University of Sussex is summarised. The Sussex approach is based on earlier research by this author and colleagues, which posits that effective communication with children requires not just a set of methods, techniques and micro skills, but additionally calls for ‘core capabilities’ to be learned by and developed in the student through a range of experiences and interventions throughout the two year programme. Initial fi ndings from the evaluation are considered, but the main focus is on the instrument developed to evaluate this ‘whole programme approach’, the key component being the completion of vignettes, rated against the ‘core capabilities.’ Further evaluation by other programmes is encouraged to increase understanding of how specifi c pedagogical approaches, in varied contexts, help different kinds of students to develop their communication skills.

Research paper thumbnail of Communicating with children and young people

... section is to explore the issues of communicating specifically with children and young people,... more ... section is to explore the issues of communicating specifically with children and young people, it is always in the context of communication with the whole family (Coyne 2006 ... Kelsey and Abelson-Mitchell (2007) discuss how the type of language used can influence a conversation ...

Research paper thumbnail of Some ethical considerations in psychotherapy with children

This article addresses a number of issues facing therapists who work with religious women. Both r... more This article addresses a number of issues facing therapists who work with religious women. Both religiously oriented and secular therapists should be sensitive to both the basic philosophies of religious teaching and the effects of the women's movement on the patient. Ethical as well as practical considerations are discussed in terms of individual and group treatment. At a time when women are coming into their personhood in increasing numbers, the religious woman is emerging from her insulated world of the religious establishment to seek help in solving life problems and in making important decisions. Such women are turning more now to secular as well as to religious psychotherapists and counselors. Yet, there may be a basic problem of trusting those outside their religious persuasions with highly confidential information (Doughtery & Worthington, 1982). These women may think that they are betraying God, their religious leaders, or both by seeking psychological intervention. Further, as with many religious persons, they may view having difficulties as punishment for some sin, and they may thus experience guilt in dealing with their problems. Counselors and psychotherapists themselves have disagreed on some of the relevant issues involved in seeing religious patients. Walls (1980) has argued against referring to religious values as authoritative when practicing psychotherapy. Others have commented that value-free psychotherapy is not possible (Bergin,

Research paper thumbnail of Skills in direct work with looked after children, their carers and families

Learning Matters eBooks, Jan 19, 2011

Research paper thumbnail of Creating the conditions for innovation to flourish

Policy Press eBooks, Feb 26, 2024

Research paper thumbnail of Teaching, Learning and Assessing Communication Skills with Children and Young People in Social Work Education

SOCIAL WORK EDUCATION iv 2.3 Research message 2: What constitutes effective teaching, learning an... more SOCIAL WORK EDUCATION iv 2.3 Research message 2: What constitutes effective teaching, learning and assessment of communication skills with children and young people in qualifying social work education? 2.3.1 Sources of evidence 2.3.2 Thematic analysis 2.3.2.1 Conceptualising 'skilled communication' with children in social work education 2.3.2.2 Learning aims and outcomes and teaching methods 2.3.2.3 Impact and effectiveness of teaching, learning and assessment of communication skills with children 2.3.2.4 In summary 3 Practice survey 3.1 Aims and objectives 3.2 Challenge of programme development 3.3 Survey design 3.4 Sampling and data collection 3.4.1 Social work education survey 3.4.2 Allied professionals survey 3.5 Data analysis 3.6 Results and representativeness of sample 3.6.1 Survey of social work programmes 3.6.2 Survey of allied professionals 3.7 Findings 1: Survey of social work programmes 3.7.1 Curriculum design 3.7.2 Learning outcomes and teaching methods 3.7.2.1 Learning outcomes 3.7.2.2 Teaching methods 3.7.3 Involvement of children 3.8 Findings 2: Survey of allied professions programmes 3.8.1 How communication skills with children are thought about in professional education v Contents 3.8.2 Communication with children as a basic and fundamental skill 3.8.3 Communication with children as as advanced level skill 3.8.4 Communication with children as a therapeutic tool 3.8.5 How communication skills with children are taught and assessed in allied professional education 4 Summary of knowledge review findings and implications for curriculum development 4.1 Summary of findings 4.2 Implications for curriculum development 4.3 Identifying a children's lead and a 'whole programme' approach 4.4 Reviewing assumptions about, and arrangements for, teaching and assessing generic and specialist skills 4.5 Clarifying and integrating aims, learning objectives and teaching and assessment methods 4.6 In conclusion 5 References

Research paper thumbnail of Counting children and chip shops

Policy Press eBooks, Jul 20, 2023

Research paper thumbnail of Counting children and chip shops: dilemmas and challenges in evaluating the impact of Contextual Safeguarding

Policy Press eBooks, Jul 20, 2023

Research paper thumbnail of Knowledge Review: Necessary Stuff - The Social Care Needs of Children with Complex Health Care Needs and their Families

Research paper thumbnail of Finding the key: containing and processing traumatic sexual abuse

Arts in Psychotherapy, 2004

Research paper thumbnail of Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum

Child & Family Social Work, Apr 30, 2013

Integrating the teaching, learning and assessment of communication with children within the quali... more Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum Article (Accepted Version) http://sro.sussex.ac.uk Lefevre, Michelle (2015) Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum. Child and Family Social Work, 20 (2). pp. 211-222.

Research paper thumbnail of Playing with sound: The therapeutic use of music in direct work with children

Child & Family Social Work, Nov 1, 2004

Children rarely have the language or the cognitive development to process and convey their experi... more Children rarely have the language or the cognitive development to process and convey their experiences solely through words, so spontaneously complement these with symbolic forms of expression and communication, such as play, metaphor and a variety of visual, auditory and kinaesthetic imagery. Consequently, social workers need to supplement verbal methods of assessment and intervention with more symbolic modes of communication and engagement when working directly with children. The play therapy literature has been a key source of guidance and the expressive arts therapies, such as art and drama therapy, are now well represented in the literature and training of social workers in 'direct work with children'. However, principles and practice from music therapy are under-represented. The writer, who is a social worker, psychotherapist and musician, shares her reflections on introducing techniques and theoretical approaches from music therapy into her own therapeutically orientated direct work. Suggestions are made as to how other practitioners (both musically trained and not) could develop the use of music as a further 'tool' in their direct work with children. Music therapy in direct work with children M Lefevre

Research paper thumbnail of Improving interagency collaboration

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of A framework for analysing the evidence

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of Changing contexts of harm

Policy Press eBooks, Oct 13, 2022

Research paper thumbnail of Routledge international handbook of social work education

The Routledge International Handbook of Social Work Education provides an authoritative overview ... more The Routledge International Handbook of Social Work Education provides an authoritative overview of current understanding through coverage of key debates, exploring the state of play in particular social work education fields and reflecting on where the future might be taking us. The overall aim of the Handbook is to further develop pedagogic research and scholarship for social work education. Drawing on medical education as an exemplar, the contributions view social work education as a specialism and a field of expertise that counts in the same way as research programmes in more traditional areas of social work practice.

The chapters are concerned with the theory and practice of social work education at all levels; they are accessible, conceptually clear, research based where appropriate, critically reflective and ethically underpinned. The Handbook is organised into seven sections that reflect the proposed themes and sub-themes covering:

* Social work education in context: the western drivers
* Emerging and re-emerging social work education
* The scholarship of learning and teaching
* New insights into field education
* New directions in learning and teaching
* Future challenges in social work education

This handbook presents a contribution to the process of exchange and dialogue which is essential to global social work education. It brings together professional knowledge and lived experience, both universal and local, and will be an essential reference for social work educators, researchers, students and professionals.