Building Capacity for Service User and Carer Involvement in Social Work Education

Brown, Keith; Young, Natasha

doi:10.1080/02615470701381491

Cited by 39 publications

(42 citation statements)

References 20 publications

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“…In a study conducted in Northern Ireland, social work students and other key stakeholders were surveyed and the results indicated that empathy was a skill area that the user perspective could influence. Brown and Young (2008) similarly found that social work students are facilitated, through user involvement, to make better links between theory and practice as well as practising a range of social work skills.…”

Section: User Involvement In Social Work Educationmentioning

confidence: 99%

Innovative Approaches to Involving Service Users in Palliative Care Social Work Education

Agnew¹,

Duffy²

2010

Social Work Education

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Section: User Involvement In Social Work Educationmentioning

confidence: 99%

Innovative Approaches to Involving Service Users in Palliative Care Social Work Education

Agnew¹,

Duffy²

2010

Social Work Education

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“…An extensive literature provides detailed description, commentary and inquiry into such involvement covering student selection, face to face teaching, curriculum planning, course validation and evaluation (see Wykurz & Kelly 2002, Felton & Stickley 2004, Bassett et al 2006, Beresford et al 2006, Lathlean et al 2006, Repper & Breeze 2007, Brown & Young 2008, Morgan & Jones 2009, Towle et al 2010, McKeown et al 2010, Dix et al 2014). In tandem with this focus on teaching and learning has been a concomitant increase in involvement in research practices (see Church 2005, Hanley 2005, Involve 2007, Frankham 2009.…”

Section: Service User Involvement In University Settingsmentioning

confidence: 99%

Service user involvement in practitioner education: Movement politics and transformative change

McKeown

Dix

Jones³

et al. 2014

Nurse Education Today

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This paper will attempt to both celebrate key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service users activists for change. The approach is largely that of a discussion paper but we illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making.

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“…Bosnia and Herzegovina calls for social work education to move away from hegemonic ownership of knowledge and knowledge creation, and to open up a space for other knowledges including the voices of service users and carers to be valued in social work education, through the adoption of a broader view of knowledge (Brown and Young, 2008). A critique of this 'broader view' is pertinent here to make sense of which voices are/aren't being heard in SUCI.…”

Section: Work Inmentioning

confidence: 99%

Outcomes focused user involvement in social work education: applying knowledge to practice

Levy

Aiton

Doig

et al. 2016

Social Work Education

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This paper discusses an innovative approach connecting service user and carer involvement (SUCI) in social work education to social work practice. The research team, comprised of service users, carers, social work students and module leader, worked collaboratively democratising the research process. At the University of Dundee a core social work module facilitates for students to spend 15 hours with a service user and/or carer (host) gaining a unique insight into their everyday lives. During this time hosts and students discuss two policy practice questions, responses to these questions are generating annual qualitative data, with study findings being disseminated at local and national level. The experiential learning students acquire from spending time with their host becomes the site of knowledge creation through involvement that is applied to practice. This paper reports on the narratives emerging from the longitudinal data (2012-15, n = 90) on the changing landscape of social care in Scotland and the dissemination of project findings. We explore the intersection where the voices of service users and carers, student learning and social work practice coalesce. A model of outcomes focused SUCI is introduced as a template for meaningful, sustainable and outcomes focused SUCI in social work education. Key Words: Social work education; User involvement; Knowledge; Outcomes; Social work practice IntroductionDebate around service user and carer involvement (SUCI) in social work education is maturing as the process of involvement is problematized. The context of involvement is being revisited through calls to broaden the focus on the 'how' of involvement to also include the 'impact' of involvement on student learning, social work practice and, ultimately the lives of service users and carers. The genesis of the SUCI in social work education debate is threefold, located in the mandatory requirement for SUCI in social work education (Scottish Executive, 2003), epistemological debates around knowledge production and what is valued as knowledge for social work education and practice (Beresford and Boxall, 2012), and outcomes of involvement in practice. Robinson and Webber's (2013) review of the SUCI literature found no empirical evidence on outcomes in practice, however, a recent paper by Tanner et al. (2015) has begun to address this omission.

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Building Capacity for Service User and Carer Involvement in Social Work Education

Cited by 39 publications

References 20 publications

Innovative Approaches to Involving Service Users in Palliative Care Social Work Education

Innovative Approaches to Involving Service Users in Palliative Care Social Work Education

Service user involvement in practitioner education: Movement politics and transformative change

Outcomes focused user involvement in social work education: applying knowledge to practice

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