Key details
Dr Tessa Godfrey
Lecturer
Tessa is a qualified social worker with extensive experience of working in the statutory and voluntary sectors, primarily working with children and families. In addition to working in frontline and leadership roles in social work, Tessa has been involved with social work research at University of Bedfordshire and has significant experience of teaching and supporting social work students, through the Frontline programme from 2016 and at University of Greenwich since February 2024. She has expertise in teaching relational social work, particularly systemic approaches, motivational interviewing and trauma-informed parenting approaches.
Tessa has a particular interest in action research and the use of this methodology to support social work practice. She has recently completed a social work doctorate carrying out her own action research study with the aim of using the voices and experiences of students to improve the development and delivery of an MA programme.
Currently Tessa works as a Social Work Lecturer at University of Greenwich, where she is the Programme Leader for the MA Social Work course.
Posts held previously:
2024 - Present Social Work Lecturer University of Greenwich
2020-2024 Curriculum Lead, Frontline
2018-2020 Principal Practice Tutor, Frontline
2016 -2018 Practice Tutor, Frontline
2015-2016 Research Fellow, University of Bedfordshire
2014-2015 Service Manager, Southwark Newpin
2014- 2008 Service Manager, Action for Children
2008 -2002 Senior Project Worker, Action for Children
2000-2002 Social Worker, Saffron Sure Start
1996 -2000 Child Protection Social Worker, Leicester City Council
1987 -2000 Community Social Worker, Leicester City Council
Responsibilities within the university
- Programme Leader for MA Social Work
Recognition
- Systemic Expert Working Group (Coram) 2024
- Fellow of the Higher Education Academy
- Registered social worker with Social Work England.
Research / Scholarly interests
- First-person action research as a method of developing social work practice
- Using student narratives to develop and improve course design and delivery
- Developing archival knowledge from student narratives to support student well-being.
Recent publications
Bostock, L., Forrester, D., Patrizio, L., Godfrey, T., Zonouzi, M., Antonopoulou, V., Tinawo, M. (2017). Scaling and Deepening the Reclaiming Social Work Model: an evaluation. London: Department of Education.
Bostock, L., Patrizio, L., Godfrey, T., Forrester, D., & Munro, E. (2019). How do we assess the quality of group supervision: developing a coding framework. Children and Youth Services Review, 515-524.
Bostock, L., Patrizio, L., Godfrey, T., & Forrester, D. (2019). What is the impact of supervision on direct practice with families? Children and Youth Services Review, Volume 105.
Bostock, L., Patrizio, L., Godfrey, T., Forrester, D. (2022) Why does systemic supervision support practitioners’ practice more effectively with children and families? Children and Youth Services Review, 1-8