Lessons from a comparative study of user involvement

Gutman, Carolyn; Ramon, Shulamit

doi:10.1080/02615479.2016.1221392

Cited by 8 publications

(4 citation statements)

References 24 publications

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“…Thus, to acknowledge the significance of experiential knowledge, there have been many attempts to involve experts-by-experience in both qualifying and post-qualifying social work education programmes across Europe and beyond in the last two decades (Gutman and Ramon, 2016. ; Urek 2017.; Cabiati and Raineri, 2016., .…”

Section: Service User Involvement In Social Work Education In England...mentioning

confidence: 99%

Experiences of Service User Involvement in Social Work Education in England and Slovenia

Fox

Videmšek

2023

ASW

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In this article we discuss the nature of service user involvement in Higher Education (HE) social work programmes in both England and Slovenia. This discussion is based on our experiences of supporting such programmes alongside evidence derived from the literature. Firstly, we present a discussion of the effective development of service user involvement in the respective HEIs in our two countries. Secondly, we explore how the involvement of experts-by-experience in HEIs benefits the learning of social work students. Thirdly, we investigate how the emergence of Covid-19 has influenced the delivery of social work education and the involvement of service users in our respective social work programmes. We conclude by noting that our social work programmes have been forced to adapt to the needs of students in an online community and have embraced inclusive education. As a result of this, we suggest that the needs of experts-by-experience should inform the development of social work education and that they should be consulted on how they choose to be involved in educational practice. Key words experiential knowledge, expertise-by-experience, service user involvement, England, Slovenia

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Section: Service User Involvement In Social Work Education In England...mentioning

confidence: 99%

Experiences of Service User Involvement in Social Work Education in England and Slovenia

Fox

Videmšek

2023

ASW

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“…The focus on student discourses is also pertinent given important discursive shifts in 'service user' identities taking place in social work education in the UK (in what was termed the 'quiet revolution' by Beresford, 2014) and internationally (Cabiati and Raineri, 2016;Driessens, et al, 2016;Gutman and Ramon, 2016). Drawing from neoliberal and emancipatory discourses (Beresford, 2012), the involvement of those with personal experience of services in the education of social work students aims to challenge traditional conceptualisations of service users as passive, dependent, lacking in knowledge or experience (Sadd, 2011).…”

Section: Social Work Students and 'Service User' Identitiesmentioning

confidence: 99%

‘Through no fault of their own’: Social work students’ use of language to construct ‘service user’ identities

Skoura-Kirk

2022

Qualitative Social Work

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The way social workers discursively construct ‘service user’ identities in everyday interactions (interviews, conversations and text) can affect quality of relationships and practice outcomes. Even though research has focused on the construction of ‘service user’ identities by professionals and service users, little has been done to explore such discursive formulations by pre-qualifying social work students. This is especially relevant, given the strengthening of the ‘expert by experience’ identity in social work education. This paper seeks to make visible mechanisms of student identity constructions as to ‘who a service user is’, and implications for practice through the examination of student written work pre- and post- a module focussing on lived experience. A critical discursive psychology approach was followed, recognising the interplay between localised professional encounters and wider contexts of power relations. The findings show a shift in the ‘service user’ identities employed by the students mainly based on individualistic discourses and deserving/undeserving themes (substance misuse the result of vulnerability, rather than selfishness, domestic abuse narratives denoting resilience rather than victimhood). The effect to practice showed shifts between the reflective, expert, person-centred and critical/radical practitioner, mainly stressing the need for professional growth at an individual level, with less emphasis on addressing social inequality. The paper argues that predominantly individualistic discourses can perpetuate de-politicised or oppressive categorisations of ‘service users’ and calls for further critical engagement with the discursive micro-practises enacted and developed in the social work classroom, if we are to unveil and challenge narrow, or stigmatising categorisations early on.

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“…Finally, user involvement in professional education has benefits for both sides. For professionals, to expand their knowledge base and for users to increase their confidence, selfrespect, and feelings of empowerment that support their ability to become active partners (40,41).…”

Section: "Knowing and Doing" Sdm: Bridging The Gapmentioning

confidence: 99%

SDM Training Modules for Health and Social Care Professionals in Israel

2021

Self Cite

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While the strategy of Shared Decision Making (SDM) originated in the medical field and was later adopted into the mental health arena, little attention has been paid to practice in the broader fields of the allied health and social care professions. These professions are grounded in the recognition of a need for practice that reflects the partnership and collaboration of the professional and the service user working together to further the health and well-being of the user. A pilot training module was developed to introduce and support students in their journey from exposure to the co-production ideology and the SDM strategy into clinical practice in the allied health and social care professions. The aim of the present article is to describe the students' experiences while learning about SDM and their use of this knowledge in their field practice in Israel. The students' experiences highlighted the complexity of integrating SDM into practice both at the individual student level as well as the macro environment. Moreover, it pointed to the need to further develop this co-production paradigm and the SDM strategy into the education of the allied health and social care professions.

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Lessons from a comparative study of user involvement

Cited by 8 publications

References 24 publications

Experiences of Service User Involvement in Social Work Education in England and Slovenia

Experiences of Service User Involvement in Social Work Education in England and Slovenia

‘Through no fault of their own’: Social work students’ use of language to construct ‘service user’ identities

SDM Training Modules for Health and Social Care Professionals in Israel

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