2008
DOI: 10.1111/j.1365-2206.2007.00529.x
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Abstract: 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 those components of skilled communication with children that should… Show more

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Cited by 33 publications
(23 citation statements)
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References 47 publications
(49 reference statements)
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“…Morrison (2007) particularly identifies the importance of emotional competence, arguing that ‘the handling of emotion and the process of care are inextricably linked’ (p. 248). Lefevre et al . (2008) also demonstrate the desirability of effective and meaningful training, outlining a clear training strategy involving key core conditions, which they recommend should be an integral part of the social work qualification.…”
Section: Resultsmentioning
confidence: 99%
See 2 more Smart Citations
“…Morrison (2007) particularly identifies the importance of emotional competence, arguing that ‘the handling of emotion and the process of care are inextricably linked’ (p. 248). Lefevre et al . (2008) also demonstrate the desirability of effective and meaningful training, outlining a clear training strategy involving key core conditions, which they recommend should be an integral part of the social work qualification.…”
Section: Resultsmentioning
confidence: 99%
“…Morrison (2007) particularly identifies the importance of emotional competence, arguing that 'the handling of emotion and the process of care are inextricably linked' (p. 248). Lefevre et al (2008) also demonstrate the desirability of effective and meaningful training, outlining a clear training strategy involving key core conditions, which they recommend should be an integral part of the social work qualification.These include the importance of ethical and emotional engagement and the development of child-centred communication skills. It would seem that the existence of this training framework would significantly help to address the emotional labour needs of social workers by helping to clarify their role, giving them techniques and skills to use, thereby facilitating rather than inhibiting the development of effective worker/client relationships.…”
Section: O N C L U S I O Nmentioning
confidence: 98%
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“…Systematic reviews conducted by this author and colleagues have previously reported the evidence base for both the practice approaches that support effective communication and the pedagogical strategies most likely to promote students' development of capability (Luckock et al 2006). A follow-up paper (Lefevre et al 2008) refined this further to evolve a taxonomy of the key capabilities needed for communication with children (abbreviated here as CCWC) and how these might be taught across the curriculum. The CCWC are categorized within domains of 'knowing' (underpinning understanding of children and what affects their communication), 'doing' (skills, methods and techniques for practice) and 'being' (use of self, encompassing [i] ethical commitments/values and [ii] personal qualities and emotional capacity).…”
Section: A N I N T E G Ra T E D a P P Ro A Ch T O I N C L U D I N G Cmentioning
confidence: 99%
“…Currently, social work students' experiences of working and communicating with children are ad hoc, much depending on the nature of the agency in which they undertake their practice learning and the particular interests and expertise of their teachers. Lefevre et al (2008) argue for introducing a http://eprints.whiterose.ac.uk/11165/ 8 standardised and planned element of communicating with children onto the curriculum for social work students, specifying the inclusion of the skills needed to communicate with disabled children.…”
Section: Social Work Trainingmentioning
confidence: 99%