John Cavener
Biographic Data
| ID | 4422171 |
|---|---|
| NAME | John Cavener |
| GIVEN NAMES | John |
| FAMILY NAME | Cavener |
| SIGNATURE | CAVENER J |
| AFFILIATIONS | Northumbria University |
| ORCID | 0000-0002-0333-8969 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Enhancing ‘Best Practice’ in trauma-informed police education
This paper presents findings of a study highlighting police educators’ and student officers’ experiences of teaching and learning trauma-material in the classroom. Study participants included six police educators and eight student officers. Methodology included educator semi-structured interviews, student self-reporting surveys and deductive analysis. Comparable textual data coded as themes indicative of trauma-informed teaching included: (1) ens…
Enhancing ‘best practice’ in trauma-informed social work education
This paper reports findings of a study exploring educator and student experiences of teaching and learning trauma-material. Two participant samples were recruited. Sample one included seven educators teaching trauma-material across two Higher Education Institutes (HEIs) delivering Social Work Programmes approved by Social Work England. Sample two included eight student social workers enrolled at the HEIs. Methods included educator semi-structured…
Exploring the Impact of Stigma on Health and Wellbeing
Stigmatisation is the process by which an individual is devalued based on their attributes, characteristics, and/or behaviour, with this often leading to prejudice, social and health-related harms, active discrimination, and microaggressions. The aim of this paper is to show how social harms can occur and how stigma is damaging to the health and wellbeing of a person in recovery. To do so, we focus on the harms that arise from the internalisation…
Cultivating Safe Spaces for Critical Reflection and Staff Care
This paper presents findings of a study which explored lived experience(s) of social workers responsible for supporting children and families during COVID‐19. To represent voices of practitioners while addressing a gap in qualitative data highlighting their day‐to‐day experience(s) the study aims and objectives were to: (1) develop insight into personal and professional challenges practitioners faced during COVID‐19 and (2) consider lessons learn…
Professionals’ understanding of the County Lines phenomenon
Making sense of sense-making in child protection
This paper presents findings of a study exploring social workers' sense-making and practice of personal reflexivity. Situated within one local authority in England data was collected through observation and semi-structured interviews with 15 (n = 15) social workers. Informed by the Archer's theory of reflexivity, a deductive-inductive data analysis identified differing 'modes' of personal reflexivity contributed to practitioners' sense-making. Si…
Enhancing Educator by Experience led social work training
This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term ‘Educator-by Experience', Led social work teaching and training. The paper illustrates development of the project and the approach taken to agree the project remit and undertake the work. We discuss the project guiding principles and some challenges we encountered within the…
Enhancing knowledge and practice of ‘personal reflexivity’ among social work students
This paper presents findings of a pedagogical strategy for enhancing social work students’ knowledge and practice of ‘personal reflexivity’. Twenty-five MA students in England were presented ideas about ‘reflective practice’, ‘critical reflection’ and ‘reflexivity’ and encouraged to examine different interpretations including Archer’s theory of reflexivity as ‘internal conversation’. Archer’s Internal Conversation Indicator (ICONI) was used to de…
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Enhancing knowledge and practice of ‘personal reflexivity’ among social work students
This paper presents findings of a pedagogical strategy for enhancing social work students’ knowledge and practice of ‘personal reflexivity’. Twenty-five MA students in England were presented ideas about ‘reflective practice’, ‘critical reflection’ and ‘reflexivity’ and encouraged to examine different interpretations including Archer’s theory of reflexivity as ‘internal conversation’. Archer’s Internal Conversation Indicator (ICONI) was used to de…
Enhancing Educator by Experience led social work training
This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term ‘Educator-by Experience', Led social work teaching and training. The paper illustrates development of the project and the approach taken to agree the project remit and undertake the work. We discuss the project guiding principles and some challenges we encountered within the…
Enhancing ‘best practice’ in trauma-informed social work education
This paper reports findings of a study exploring educator and student experiences of teaching and learning trauma-material. Two participant samples were recruited. Sample one included seven educators teaching trauma-material across two Higher Education Institutes (HEIs) delivering Social Work Programmes approved by Social Work England. Sample two included eight student social workers enrolled at the HEIs. Methods included educator semi-structured…
Exploring the Impact of Stigma on Health and Wellbeing
Stigmatisation is the process by which an individual is devalued based on their attributes, characteristics, and/or behaviour, with this often leading to prejudice, social and health-related harms, active discrimination, and microaggressions. The aim of this paper is to show how social harms can occur and how stigma is damaging to the health and wellbeing of a person in recovery. To do so, we focus on the harms that arise from the internalisation…
Cultivating Safe Spaces for Critical Reflection and Staff Care
This paper presents findings of a study which explored lived experience(s) of social workers responsible for supporting children and families during COVID‐19. To represent voices of practitioners while addressing a gap in qualitative data highlighting their day‐to‐day experience(s) the study aims and objectives were to: (1) develop insight into personal and professional challenges practitioners faced during COVID‐19 and (2) consider lessons learn…
Professionals’ understanding of the County Lines phenomenon
Making sense of sense-making in child protection
This paper presents findings of a study exploring social workers' sense-making and practice of personal reflexivity. Situated within one local authority in England data was collected through observation and semi-structured interviews with 15 (n = 15) social workers. Informed by the Archer's theory of reflexivity, a deductive-inductive data analysis identified differing 'modes' of personal reflexivity contributed to practitioners' sense-making. Si…
Enhancing ‘Best Practice’ in trauma-informed police education
This paper presents findings of a study highlighting police educators’ and student officers’ experiences of teaching and learning trauma-material in the classroom. Study participants included six police educators and eight student officers. Methodology included educator semi-structured interviews, student self-reporting surveys and deductive analysis. Comparable textual data coded as themes indicative of trauma-informed teaching included: (1) ens…
Psychology (8 works) · Medicine (6 works) · Sociology (6 works) · Homelessness and Social Issues (5 works) · Pedagogy (5 works) · Social Work Education and Practice (5 works) · Mental Health and Patient Involvement (4 works) · Political science (4 works) · Social Work (4 works) · Child Abuse and Trauma (3 works)