School of Social Work
Lea Tufford is Assistant Professor in the School of Social Work. She received her PhD from the Factor-Inwentash Faculty of Social Work in 2012. She obtained her Master’s in Counselling Psychology from Liberty University. Lea has a Bachelor of Education from the University of Windsor, a Master of Arts in French literature from McMaster University, and a Bachelor of Arts in English and French literature also from McMaster University.
Lea was the 2011 recipient of the Society of Social Work Research (SSWR) Doctoral Fellows Award. Her dissertation research focused on the mandatory reporting of child maltreatment within social work and will be featured in her upcoming book, Child Abuse and Neglect in Canada: A Guide for Mandatory Reporters published by Oxford University Press. Lea has direct practice experience as a psychotherapist with individuals, couples, families, and groups in community mental health, Employee Assistance Programs, and private practice.
Lea has taught social work at the undergraduate and graduate level in the areas of interviewing, work with individuals, couples, families, and groups, social work theory, child abuse and neglect, and the application of theory to practice. She has extensive expertise in using simulation to teach social work practice.
My research trajectory centres on three areas: child abuse and neglect, mindfulness, and simulation in social work education. Mandatory reporting of child abuse and neglect has been an interest since I became a clinician and was the subject of my doctoral dissertation. Mindfulness research builds upon my own mindfulness practice and understanding how mindfulness and affect regulation impact social work students and clinicians. My interest in simulation began during my doctorate when I participated in the Objective Structured Clinical Examination (OSCE) as a rater with MSW students. Given the many pedagogical benefits of simulation in health and allied health occupations my research includes using the OSCE with BSW students.
RESEARCH GRANTS AWARDED – PEER REVIEWED EXTERNAL AGENCIES
Royal Bank of Canada Graduate Fellowship in Applied Social Work Research (2018)
Katz, E. (PI)
Tufford, L. (Co-Investigator)
Developing a Model for Teaching the Competency of Reflection
Social Sciences and Humanities Research Council 2018
Tufford, L. (PI)
Lee, B., Wenghofer, E., & Bogo, M. (Co-Investigators)
Evaluating decision-making and relationship competence when reporting suspected child abuse and neglect
Human Resources Research Institute 2015
Tufford, L. (PI)
Dylan, A. (Co-PI)
Smallboy, B. (Collaborator)
The HR Needs of Aboriginal People in Northern Ontario
– Barriers and Solutions
Society for Social Work Research Doctoral Fellows Award 2011
Society for Social Work Research (SSWR)
RESEARCH GRANTS AWARDED – PEER REVIEWED UNIVERSITY ADMINISTERED
Laurentian University Research Fund 2017
Tufford, L. (PI)
Katz, E. (Co-I)
Exploring tools to strengthen the professional development of students studying social work: A mixed methods study incorporating mindfulness training into course work
Laurentian University Research Fund 2015
Lightfoot, N. (PI)
Tufford and others (Co-I)
Who cares - the impact of mining-related lung cancer on caregivers in Sudbury?
Basic Intervention Skills in Social Work Practice
Social Work Practice with Groups
Selected Methods of Direct Intervention
Social Work Practice with Individuals and Families
Integration Seminars for Social Work Practice
Field Instructor (3rd and 4th year research placements)
Faculty Consultant (3rd and 4th year placements)
Child Abuse and Neglect
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Tufford, L. (2019). Child abuse and neglect in Canada: A guide for mandatory reporters. New York, NY: Oxford University Press.
PUBLICATIONS - PEER REVIEWED CAMPBELL AND COCHRANE COLLABORATIONS
Shlonsky, A., Dennis, J. A., Devine, B., Tufford, L., Barlow, J., & Bjorndal, A. (2016). Mindfulness based parenting programs for improving psychosocial outcomes in children from birth to age 18 and their parents. Cochrane Database of Systematic Reviews, 11, Art. No.: CD012445.
PUBLICATIONS - PEER REVIEWED
Tufford, L., Evans, C., & Katz, E. (in-press). BSW Students and Interviewing: Physiological, Psychological, and Pedagogical Perspectives from Canada. Social Work Education: The International Journal.
Lightfoot, N., MacEwan, L., Tufford, L., Holness, D. L., Mayer, C., Kramer, D. M. (2019). Who Cares? The Impact of Suspected Mining-Related Lung Cancer on Caregivers. Current Oncology, 26(4), e494-e502.
Tufford, L., Bogo, M., Katz, E., Lee, B., & Ramjattan, R. (2019). Reporting suspected child abuse and neglect: Educating social work students in decision-making and maintaining the relationship. Journal of Social Work Education, 55(3), 579-595.
Tufford, L., & Lee, B. (in-press). Decision-making factors in the mandatory reporting of child maltreatment. Journal of Child & Adolescent Trauma.
Tufford, L., & Morton, T. (2018). Social work perspectives of the Children’s Aid Society. Critical Social Work, 19(1), 86-102.
Tufford, L., Asakura, K., & Bogo, M. (2018). Simulation versus role-play: Perspectives of BSW Students. Journal of Baccalaureate Social Work, 23, 249-267.
Tufford, L., Bogo, M., & Katz, E. (2017). Examining metacompetence in graduating BSW students. Journal of Baccalaureate Social Work, 22(1), 93-110.
Tufford, L. (2016). Reporting suspected child maltreatment: Managing the emotional and relational aftermath. Journal of Family Social Work, 19(2), 100-112.
Tufford, L., Bogo, M., & Asakura, K. (2015). How do social workers respond to potential child neglect? Social Work Education, 34(2), 229-243.
Katz, E., Tufford, L., Bogo, M., & Regehr, C. (2014). Illuminating students’ pre-practicum conceptual and emotional states: Implications for field education. Journal of Teaching in Social Work, 34, 96-108.
Tufford, L. (2014). Repairing alliance ruptures in the mandatory reporting of child maltreatment: Perspectives from social work. Families in Society: The Journal of Contemporary Social Services, 95(2), 115–121.
Mishna, F., Tufford, L., Cook, C., & Bogo, M. (2013). Examination of cyber counseling competencies within a Master of Social Work (MSW) curriculum. Journal of Social Work Education, 49, 515-524.
Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Towards understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32(2), 259-273.
Shera, W., Muskat, B., Delay, D., Quinn, A., & Tufford, L. (2013). Using the AASWG Group Work Practice Standards to assess the outcomes of a ‘Social Work Practice with Groups’ course. Social Work with Groups, 36(2-3), 174-190.
Tufford, L., Newman, P., Brennan, D., Craig, S., & Woodford, M. (2012). Conducting research with Lesbian, Gay, and Bisexual populations: Navigating research ethics board reviews. Journal of Lesbian and Gay Social Services, 24, 221-240.
Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating an Objective Structured Clinical Examination (OSCE) adapted for social work. Research on Social Work Practice, 22(4), 428-436.
Williams, C. & Tufford, L. (2012). Professional competencies for promoting recovery. Psychiatry: Interpersonal and Biological Processes, 75(2), 189-200.
Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative Social Work, 11(1), 80-96.
Bogo, M., Paterson, J., Tufford, L., & King, R. (2011). Supporting front-line practitioners' professional development and job satisfaction in mental health and addiction. Journal of Interprofessional Care, 25, 209-214.
Bogo, M., Paterson, J., Tufford, L., & King, R (2011). Interprofessional clinical supervision in mental health and addiction: Toward identifying common elements. The Clinical Supervisor, 30(1), 124-140.
Tufford, L. (2011). Helping couples through the crisis of infertility. Psychologica, 33(1), 24-30.
Tufford, L., Mishna, F., & Black, T. (2010). Mandatory reporting and child exposure to domestic violence: Issues regarding the therapeutic alliance with couples. Clinical Social Work Journal, 38(4), 426-434.
Tufford, L. (2009). Healing the pain of infertility through poetry. Journal of Poetry Therapy, 22(1), 1-9.