Differing knowledges: comparing the contribution of drama students and service users in role-plays preparing social work students for practice

Duffy, Joe; Montgomery, Lorna; Murphy, Paul; Davidson, Gavin; Bunting, Lisa

doi:10.1080/02615479.2020.1717461

Cited by 10 publications

(6 citation statements)

References 34 publications

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“…Strategies for SUC involvement included role plays (e.g. Duffy et al, 2021); interviews (Smith, 2011); one-to-one conversations (Cabiati and Raineri, 2016); small group discussion (e.g. Quinney and Fowler, 2013); involvement in learning groups (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…Students felt they had a better understanding of the link between the concept of empowerment and the practices of empowerment, their relational competence had developed and they learnt to be more open and inclusive (Askheim, 2012). Additional learning outcomes reported by students included the importance of listening (Hitchin, 2016); increased confidence in interacting with service users (Duffy et al, 2021); improved communication (Skilton, 2011) and questioning skills (Lucas and Thomas, 2021).…”

Section: Resultsmentioning

confidence: 99%

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Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Stanley

Webber

2022

The British Journal of Social Work

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Service user and carer involvement in social work education is well established in the UK and other countries. There has however been limited research on the outcomes of this for social work practice and its subsequent impact on service users and carers. This has been noted in a previous systematic review involving one of the current authors. The current review aimed to synthesise literature from the previous decade (2011–2020) and follows on from the earlier review. PRISMA scoping review guidelines were followed and twenty-eight papers met the inclusion criteria that were framed. Data were extracted and tabulated according to the framework for the evaluation of educational programmes used in the previous review and analysed using narrative synthesis. A ten-item critical appraisal checklist was used to assess the rigour of all papers. The findings were similar to the earlier review. Most studies were from the UK and few evaluated change in students’ skills or subsequent practice; none evaluated subsequent outcomes for service users and carers. All stakeholders were positive about the perceived benefits of service user and care involvement. Future research needs to use more robust evaluation methodologies and evaluate skills development for students and outcomes for service users and carers.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Stanley

Webber

2022

The British Journal of Social Work

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“…However, a central feature of this module has been the involvement of teaching partners who are service users, carers, drama students/ actors. The input from these partners is considered a core element of teaching, and the relative merits of each partner has been evaluated (Duffy et al, 2021). Co-produced teaching is seen to concur with the policy trajectory in the UK, where service users and carers are expected to have a significant role in informing policy and practice developments.…”

Section: Discussionmentioning

confidence: 99%

Social work teaching and learning in the era of COVID-19: Lessons for the future

Mackle¹,

Montgomery²,

Kelly³

2023

JPTS

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In 2020, the UK and Ireland, and indeed most countries across the globe, found themselves unprepared to deal with a worldwide pandemic (BASW, 2020; Mellish et al., 2020). Indeed, in the UK and Ireland, health and social care workers had to respond to unprecedented situations and adapt quickly and extensively to the health, social and economic dimensions of the crisis (Egan et al., 2020; BASW,2020). It is timely, then, to consider the role of the social worker and the impact on social work training for undergraduate students in light of the changes that have taken place as a result of the global pandemic. The COVID-19 restrictions led to the rise of new forms of social engagement and interaction, as well as the need for professionals, including social workers, to develop new digital skills. This paper will draw on the findings from an online survey (using qualitative and quantitative question sets) conducted with 30 undergraduate social work students in 2021. The survey explored student experiences of online teaching during their ‘preparation for practice learning’ module and the extent to which this online teaching prepared them for their practice learning opportunity (PLO) that followed during a time of strict COVID-19 measures, including social distancing. Recent research has been conducted that highlights the benefits of blended learning (online and face-to-face) as a strong pedagogical approach (Finlay et al., 2022; Karma et al., 2021). As we transition back to face-to-face teaching and learning, this paper will consider the implications of online learning for social work students, analyse the benefits and limitations of this to the learning and practice environment and capture the lessons to hold on to for the future.

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“…The inclusion and exclusion criteria were challenging because of the undefined terminology and broad understanding for this area of social work education for example most of the studies reviewed required student social workers to take on a role and 'act out' scenarios or situations as part of the learning, therefore they were included. There were also hybrid models and approaches identified and included among them drama and social work students in the study from Duffy et al, (2021). The review excluded applied drama methods and health as it is already extensively used over many decades in allied health education 'Drama has been incorporated in various medical education modules, due to its ability to actively engage its audience' (Reeves et al, 2022, p.362).…”

Section: Criteria For Inclusion and Exclusionmentioning

confidence: 99%

“…This was not an unanticipated finding given the participatory nature of this type of learning, but it reinforces the continued need for students to experience learning in both the classroom environment as well as in the practice field or placement setting. Dewey (1913) contends that the best way of learning is by 'doing' blending movement, thinking and emotion in learning (Askeland, 2003, p.364). Reflective practice is a wellestablished core element for social work education and practice (Watts, 2019;Ferguson, 2018).…”

Section: Experiential Learning and Reflectionmentioning

confidence: 99%

A scoping review on applied drama methods used in social work education

McMullin,

Maguire,

McFadden

2023

JPTS

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This article presents the findings from a scoping review on the occurrence of applied drama used in social work education. Evidence from the last decade has highlighted the efficacy and use of simulation-based learning and role-play in social work education to prepare students for practice, but less is known regarding applied drama methods. The review focused on identifying the use of applied drama and interdisciplinary learning that exists in social work education. There were fifty-three articles retrieved and forty-eight papers in total included in the review but only nine used applied drama techniques and five of which evaluated or specified the use of theatre of the oppressed. This paper will focus on the methods and findings of the application of drama in social work education, as this area has had less attention than simulation-based learning and role-play methods, which the other thirty-nine articles reviewed addressed. This paper only focuses on the findings relating to applied drama methods and the small but burgeoning interest in the use of theatre of the oppressed approaches developed by Augusto Boal in the 1970s. The review identifies a gap in current research on the use of applied drama and how it might potentially enable further development of skills and competence for social work students.

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Differing knowledges: comparing the contribution of drama students and service users in role-plays preparing social work students for practice

Abstract: Bunting, L. (2020). Differing Knowledges: Comparing the contribution of drama students and service users in role plays preparing social work students for practice. Social Work Education.

Cited by 10 publications

References 34 publications

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Social work teaching and learning in the era of COVID-19: Lessons for the future

A scoping review on applied drama methods used in social work education

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