Michelle Lefevre
Dados Biográficos
| ID | 4415042 |
|---|---|
| NOME | Michelle Lefevre |
| PRENOMES | Michelle |
| SOBRENOME | Lefevre |
| ASSINATURA | LEFEVRE M |
| AFILIAÇÕES | University of Sussex |
| ORCID | 0000-0003-0166-9788 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 55 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
Value for whom? Rethinking cost-effectiveness from young people’s perspective
Background: This article re-envisions the concept of value in relation to safeguarding and welfare services to young people who are experiencing adversity, risk and disadvantage. Current use of the terms ‘cost-effectiveness’ and ‘value for money’ within the policy and practice sectors is dominated by the concept of financial costs, most particularly with respect to the goals of producing organisational efficiencies and providing lower cost servic…
A line in the sand
For over a decade, UK policymakers have responded to global ambitions to protect children from exploitation and other forms of extra-familial risks and harms by recommending that social workers coordinate local responses. This has required a significant shift in the design and delivery of social care services. In this article, we report findings from a three-year Institutional Ethnography of six social care sites that used three innovation framew…
Creating a Conducive Zone for Innovation in Children’s Social Care
Innovation activity in child and family services has accelerated over the past 2 decades, particularly in England, where substantial government investment in pilots, diffusion activities and evaluations has created an emerging body of literature on effective approaches and characteristics of efficient practice systems. However, the literature on the interplay of enabling or impeding factors and processes at a local and national level tends toward…
Shipping containers and speed boats
Purpose This paper aims to present a mixed methods study of child criminal exploitation (CCE), particularly in the form of “county lines”, in three local authorities in southeast England. The data is analysed using a framework constructed from two relevant contextual and relational theories to understand experiences of CCE and the safeguarding responses undertaken to protect young people from harm. Design/methodology/approach Data were drawn from…
Known to services’ or ‘Known by professionals’
Efforts to shift from criminal justice to welfare-based responses to exploitation and other forms of extra-familial risks and harms, have centred relational approaches. In particular, the role that relationships between professionals and young people can play in providing a sense of safety as well as a route to wider support services when young people come to harm beyond their families is under consideration. In parallel, trauma-informed practice…
Innovating in the Time of Covid
This paper explores how seven organisations from the children's social care sector in England adapted their service during the Covid‐19 pandemic restrictions to better meet the needs of young people experiencing extra‐familial risks and harms. Particularly, it focuses on these organisations' experience of attempting to transform services in a unique crisis context and considers what insights this situated study offers into the processes of innova…
Contextual Safeguarding
Towards a Synthesised Directional Map of the Stages of Innovation in Children’s Social Care
There has been substantial investment by governments and charities in the UK in the development, diffusion and evaluation of innovative practice models and systems to safeguard and support vulnerable children, young people and families. However, understandings of the processes of innovation within the sector are still at a relatively early stage—for example, in relation to what might be expected or planned for at each stage of an innovation journ…
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Considerations in the use of local and national data for evaluating innovation in children’s social care
Purpose This paper aims to explore the possibilities in using such national, statutory data sets for evaluating change and the challenges of understanding service patterns and outcomes in complex cases when only a limited view can be gained using existing data. The discussion also explores how methodologies can adapt to an evaluation in these circumstances. Design/methodology/approach This paper examines the use of data routinely collected by loc…
Towards a framework for ethical innovation in children’s social care
Purpose Substantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper rev…
Beyond the Power and Control Wheel
Mobile phone ownership has become almost universal, with smartphones the most popular consumer electronics device. While the role of technologies and digital media in the domestic abuse of women is gaining international attention, specific information regarding how mobile phones, and their various ‘apps’, may assist perpetrators in the coercive control of their current or former partners is still a relatively unexplored area in the research liter…
Unaccompanied Young Females and Social Workers
This article considers the role and importance of the intersubjective practice space created between social workers and unaccompanied young females (UYFs)—girls and young women under eighteen years of age, who arrive in a country, not in the care of a parent or guardian, and claim asylum in their own right. The voices of UYFs are under-represented in the literature and there is very little research which considers social work with this marginalis…
Both/And’ Not ‘Either/Or’
Analysis of data from a two-year evaluation of the piloting of a child-centred framework for addressing child sexual exploitation (CSE) in England revealed an intrinsic practice dilemma, whereby many practitioners experienced profound ontological, ethical, emotional and intellectual dilemmas in reconciling young people’s rights to voice, privacy and autonomy with their rights to safety, guidance and protection. ‘No-win’ scenarios left practitione…
Childhood, Michael Wyness
This engaging book, rooted in childhood studies, focuses on three main conceptual areas: children’s agency, globalisation and generation. Although a sociologist, Wyness explores the merits and challenges of interdisciplinarity, and seeks to integrate psychological and biological theories and insights with the sociological. This book should be helpful for social workers and other child-care professionals in several ways. Whilst Wyness confidently …
Building Trust with Children and Young People at Risk of Child Sexual Exploitation
Research with children and young people at risk of child sexual exploitation (CSE) has highlighted that professionals need to engage children in relationships of trust if they are to be most successful in enabling children to explore and address risky behaviours, situations and relationships. More needs to be understood about professional approaches to building such trusting relationships, particularly when children feel (often with good cause) t…
Becoming Effective Communicators with Children
Social workers employed within statutory settings in countries such as the UK are subject to legal and policy requirements to communicate directly and effectively with children and young people. Qualifying social work education is expected to prepare students so that they can practice competently. However, in England at least, practice and education are both falling short. While active attention is now being given to ways of facilitating improvem…
Learning and development journeys towards effective communication with children
There are continuing concerns about the quality of social workers' communication and engagement with children. This has led to a focus in England on whether qualifying courses prepare students sufficiently for practice. Although research has uncovered the capabilities social workers need to engage and communicate effectively with children, there has continued to be limited evidence in relation to which pedagogical approaches might best enable stu…
Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum
Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in E ngland are not consistent in the curriculum structures, content an…
Children's Agency, Children's Welfare
Developing social work students' communication skills with children and young people
Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding th…
Teaching and learning communication with children and young people
Twenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre‐registration award provides teaching and assessment in co…
Playing with sound
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…
Building Trust with Children and Young People at Risk of Child Sexual Exploitation
Research with children and young people at risk of child sexual exploitation (CSE) has highlighted that professionals need to engage children in relationships of trust if they are to be most successful in enabling children to explore and address risky behaviours, situations and relationships. More needs to be understood about professional approaches to building such trusting relationships, particularly when children feel (often with good cause) t…
Developing social work students' communication skills with children and young people
Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding th…
Teaching and learning communication with children and young people
Twenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre‐registration award provides teaching and assessment in co…
Playing with sound
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…
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Towards a framework for ethical innovation in children’s social care
Purpose Substantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper rev…
Learning and development journeys towards effective communication with children
There are continuing concerns about the quality of social workers' communication and engagement with children. This has led to a focus in England on whether qualifying courses prepare students sufficiently for practice. Although research has uncovered the capabilities social workers need to engage and communicate effectively with children, there has continued to be limited evidence in relation to which pedagogical approaches might best enable stu…
Towards a Synthesised Directional Map of the Stages of Innovation in Children’s Social Care
There has been substantial investment by governments and charities in the UK in the development, diffusion and evaluation of innovative practice models and systems to safeguard and support vulnerable children, young people and families. However, understandings of the processes of innovation within the sector are still at a relatively early stage—for example, in relation to what might be expected or planned for at each stage of an innovation journ…
Both/And’ Not ‘Either/Or’
Analysis of data from a two-year evaluation of the piloting of a child-centred framework for addressing child sexual exploitation (CSE) in England revealed an intrinsic practice dilemma, whereby many practitioners experienced profound ontological, ethical, emotional and intellectual dilemmas in reconciling young people’s rights to voice, privacy and autonomy with their rights to safety, guidance and protection. ‘No-win’ scenarios left practitione…
Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum
Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in E ngland are not consistent in the curriculum structures, content an…
Becoming Effective Communicators with Children
Social workers employed within statutory settings in countries such as the UK are subject to legal and policy requirements to communicate directly and effectively with children and young people. Qualifying social work education is expected to prepare students so that they can practice competently. However, in England at least, practice and education are both falling short. While active attention is now being given to ways of facilitating improvem…
Children's Agency, Children's Welfare
A line in the sand
For over a decade, UK policymakers have responded to global ambitions to protect children from exploitation and other forms of extra-familial risks and harms by recommending that social workers coordinate local responses. This has required a significant shift in the design and delivery of social care services. In this article, we report findings from a three-year Institutional Ethnography of six social care sites that used three innovation framew…
Considerations in the use of local and national data for evaluating innovation in children’s social care
Purpose This paper aims to explore the possibilities in using such national, statutory data sets for evaluating change and the challenges of understanding service patterns and outcomes in complex cases when only a limited view can be gained using existing data. The discussion also explores how methodologies can adapt to an evaluation in these circumstances. Design/methodology/approach This paper examines the use of data routinely collected by loc…
Unaccompanied Young Females and Social Workers
This article considers the role and importance of the intersubjective practice space created between social workers and unaccompanied young females (UYFs)—girls and young women under eighteen years of age, who arrive in a country, not in the care of a parent or guardian, and claim asylum in their own right. The voices of UYFs are under-represented in the literature and there is very little research which considers social work with this marginalis…
Playing with sound
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…
Teaching and learning communication with children and young people
Twenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre‐registration award provides teaching and assessment in co…
Developing social work students' communication skills with children and young people
Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding th…
Children's Agency, Children's Welfare
Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum
Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in E ngland are not consistent in the curriculum structures, content an…
Learning and development journeys towards effective communication with children
There are continuing concerns about the quality of social workers' communication and engagement with children. This has led to a focus in England on whether qualifying courses prepare students sufficiently for practice. Although research has uncovered the capabilities social workers need to engage and communicate effectively with children, there has continued to be limited evidence in relation to which pedagogical approaches might best enable stu…
Becoming Effective Communicators with Children
Social workers employed within statutory settings in countries such as the UK are subject to legal and policy requirements to communicate directly and effectively with children and young people. Qualifying social work education is expected to prepare students so that they can practice competently. However, in England at least, practice and education are both falling short. While active attention is now being given to ways of facilitating improvem…
Childhood, Michael Wyness
This engaging book, rooted in childhood studies, focuses on three main conceptual areas: children’s agency, globalisation and generation. Although a sociologist, Wyness explores the merits and challenges of interdisciplinarity, and seeks to integrate psychological and biological theories and insights with the sociological. This book should be helpful for social workers and other child-care professionals in several ways. Whilst Wyness confidently …
Building Trust with Children and Young People at Risk of Child Sexual Exploitation
Research with children and young people at risk of child sexual exploitation (CSE) has highlighted that professionals need to engage children in relationships of trust if they are to be most successful in enabling children to explore and address risky behaviours, situations and relationships. More needs to be understood about professional approaches to building such trusting relationships, particularly when children feel (often with good cause) t…
Both/And’ Not ‘Either/Or’
Analysis of data from a two-year evaluation of the piloting of a child-centred framework for addressing child sexual exploitation (CSE) in England revealed an intrinsic practice dilemma, whereby many practitioners experienced profound ontological, ethical, emotional and intellectual dilemmas in reconciling young people’s rights to voice, privacy and autonomy with their rights to safety, guidance and protection. ‘No-win’ scenarios left practitione…
Beyond the Power and Control Wheel
Mobile phone ownership has become almost universal, with smartphones the most popular consumer electronics device. While the role of technologies and digital media in the domestic abuse of women is gaining international attention, specific information regarding how mobile phones, and their various ‘apps’, may assist perpetrators in the coercive control of their current or former partners is still a relatively unexplored area in the research liter…
Unaccompanied Young Females and Social Workers
This article considers the role and importance of the intersubjective practice space created between social workers and unaccompanied young females (UYFs)—girls and young women under eighteen years of age, who arrive in a country, not in the care of a parent or guardian, and claim asylum in their own right. The voices of UYFs are under-represented in the literature and there is very little research which considers social work with this marginalis…
Considerations in the use of local and national data for evaluating innovation in children’s social care
Purpose This paper aims to explore the possibilities in using such national, statutory data sets for evaluating change and the challenges of understanding service patterns and outcomes in complex cases when only a limited view can be gained using existing data. The discussion also explores how methodologies can adapt to an evaluation in these circumstances. Design/methodology/approach This paper examines the use of data routinely collected by loc…
Towards a framework for ethical innovation in children’s social care
Purpose Substantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper rev…
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Contextual Safeguarding
Towards a Synthesised Directional Map of the Stages of Innovation in Children’s Social Care
There has been substantial investment by governments and charities in the UK in the development, diffusion and evaluation of innovative practice models and systems to safeguard and support vulnerable children, young people and families. However, understandings of the processes of innovation within the sector are still at a relatively early stage—for example, in relation to what might be expected or planned for at each stage of an innovation journ…
Shipping containers and speed boats
Purpose This paper aims to present a mixed methods study of child criminal exploitation (CCE), particularly in the form of “county lines”, in three local authorities in southeast England. The data is analysed using a framework constructed from two relevant contextual and relational theories to understand experiences of CCE and the safeguarding responses undertaken to protect young people from harm. Design/methodology/approach Data were drawn from…
Known to services’ or ‘Known by professionals’
Efforts to shift from criminal justice to welfare-based responses to exploitation and other forms of extra-familial risks and harms, have centred relational approaches. In particular, the role that relationships between professionals and young people can play in providing a sense of safety as well as a route to wider support services when young people come to harm beyond their families is under consideration. In parallel, trauma-informed practice…
Innovating in the Time of Covid
This paper explores how seven organisations from the children's social care sector in England adapted their service during the Covid‐19 pandemic restrictions to better meet the needs of young people experiencing extra‐familial risks and harms. Particularly, it focuses on these organisations' experience of attempting to transform services in a unique crisis context and considers what insights this situated study offers into the processes of innova…
Value for whom? Rethinking cost-effectiveness from young people’s perspective
Background: This article re-envisions the concept of value in relation to safeguarding and welfare services to young people who are experiencing adversity, risk and disadvantage. Current use of the terms ‘cost-effectiveness’ and ‘value for money’ within the policy and practice sectors is dominated by the concept of financial costs, most particularly with respect to the goals of producing organisational efficiencies and providing lower cost servic…
A line in the sand
For over a decade, UK policymakers have responded to global ambitions to protect children from exploitation and other forms of extra-familial risks and harms by recommending that social workers coordinate local responses. This has required a significant shift in the design and delivery of social care services. In this article, we report findings from a three-year Institutional Ethnography of six social care sites that used three innovation framew…
Creating a Conducive Zone for Innovation in Children’s Social Care
Innovation activity in child and family services has accelerated over the past 2 decades, particularly in England, where substantial government investment in pilots, diffusion activities and evaluations has created an emerging body of literature on effective approaches and characteristics of efficient practice systems. However, the literature on the interplay of enabling or impeding factors and processes at a local and national level tends toward…
Political science (17 obras) · Psychology (15 obras) · Computer Science (12 obras) · Public relations (11 obras) · Sociology (11 obras) · Medicine (10 obras) · Social Work (9 obras) · Social Psychology (8 obras) · Interprofessional Education and Collaboration (7 obras) · Social Work Education and Practice (7 obras)