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

Abstract

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.

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

“…This hybrid approach can also help instil in social work students a sense that service users can work in real partnership in a joint learning endeavour. This can, therefore, convey important messages about trust, collaborative relationships and social justice rooted relationships which ultimately are at the core of and central to social work practice and which can transfer to the practice world (Levin, 2004;Baldwin and Sadd, 2006;Levy et al, 2018) particularly in terms of "modelling good practice for the future" (Driessens et al, 2016:741). Therefore, experiencing service users in such an important and elevated role can also help social work students continue to see service users through this positive lens as they endeavour to meaningfully achieve partnership relationships.…”

Listening to care experienced young people and creating audio-bites for social work education

“…Involving 'seldom-heard' service users, such as young people, in research and educa-tion requires skillful negotiations between service users, researchers and educators (Hernandez et al, 2008, p. 1). Levy et al (2016) argue that a broader knowledge base is required that embraces experiential knowledge and is inclusive of marginalized and silent voices.…”

Reflections on inspiring conversations in social work education: the voices of Scottish experts by experience and Italian students

“…Pedagogically this work is framed by approaches to integrating the voices, lived experiences and experiential knowledge of service users and carers into social work education. Whilst these voices are becoming less marginal within social work education, the contribution of service users and carers as co-authors in this literature is less visible (Bell et al, 2020;Levy et al, 2020Levy et al, , 2016Fox, 2016;McPhail, 2007). This chapter contributes to addressing this lacuna through being co-authored with three Scottish service users and/or carers, also called Experts By Experience (EBE).…”