The Caring Experience: Learning about Community Care through Spending 24 Hours with People Who Use Services and Family Carers

Gee, Maggie; Ager, Wendy; Haddow, Anne

doi:10.1080/02615470802404200

Cited by 12 publications

(4 citation statements)

References 6 publications

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“…Experience-based knowledge also extends beyond the contact with psychiatric services to include the experience of living with, or being a carer to someone with a disability in society, considering external and internal stigma. The users' and carers' ideas of how they could contribute correspond well to how user and carer perspectives are described from a staff or researcher's perspective in previous research studies (Agnew and Duffy 2010;Anghel and Ramon 2009;Bornarova 2009;Gee, Ager, and Haddow 2009;Robinson and Webber 2012). This relative consistency in the definition of the meaning of user expertise could, in theory, facilitate collaboration among users, academic staff, and students (Agnew and Duffy 2010).…”

Section: Discussionsupporting

confidence: 60%

User and carer involvement in social work education: reasons for participation

Schön

2015

Scandinavian Journal of Disability Research

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In many countries, user involvement in social work (SW) education is common practice, while in other countries, initiatives for inclusion are currently expanding. No matter how far the progress of user involvement in education has come, issues on clarity, sustainability and accountability need to be addressed. In this paper, users' reasons for wanting to participate in SW education and the way they define their potential contribution are explored. These experiences can provide important information contributing to sustainable, meaningful, and accountable collaborations between users, university staff and students. Participants (n = 33) answered a questionnaire including demographic data and four open-ended questions about their expectations of participation in a SW programme at the University of Dalarna in Sweden. The results from the open-ended questions were analysed using qualitative content analysis. Results show that users' main reasons for wanting to get involved were to contribute through sharing their lived experience of SW education, to help improve services and also to obtain respect for their own personal knowledge and experience. The respondents described themselves both as carriers of valuable knowledge and as accountable experts on the subject.

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Section: Discussionsupporting

confidence: 60%

User and carer involvement in social work education: reasons for participation

Schön

2015

Scandinavian Journal of Disability Research

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“…The literature analysis and numerous studies confirm that the acceptance of multiculturalism enhances the integration of diverse societies (Cabiati and Raineri, 2016;Gee et al, 2009). Multiculturalism serves new forms of the desired social cohesion, which is a necessary condition for economic growth and social development in the requirements of the post-modern economy (Sadowski, 2016, p. 79).…”

Section: Edukacja Międzykulturowamentioning

confidence: 98%

Implementation of the DPA approach in an intercultural context on the example of the ACTTE project

Kowalczewska-Grabowska,

Borzucka-Sitkiewicz

2023

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Due to the emergence of new social problems resulting from weakening pro-integration moods regarding culturally, ethnically, or religiously diverse societies, the Acting in Context by Training the Trainers in Social Empowerment (ACTTE) project was prepared and implemented. The Polish National Agency of Academic Exchange (NAWA) financed the project as part of the International Academic Partnerships program. The project goals were: 1) shaping competencies/skills in the field of DPA (Developing the Power to Act) in organized training participants (NGO employees and academic teachers), 2) developing tools for intervention work based on the concept of Empowerment. Within the training, the research was carried out based on the action research methodology and the use of scaling and uncategorized interview. The article presents the excerpt of the research, which was aimed at determining the changes in the competencies related to the use of the DPA approach in the project’s participants, as well as their subjective understanding of the DPA. The presented research results show the legitimacy of the project implementation by partner institutions, which are universities and non-governmental organizations. The competences and skills acquired by the project participants can be used in academic and environmental work.

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“…Examples of CU group involvement include, sharing their experiential knowledge in lectures; role play; group work; joint presentations with students; assessment; recruitment; and the Chair of the Programme Board. One module, that is structured around the involvement of EBE is Caring within Integrated Services (Caring Module) (Cabiati and Levy, 2020;Levy et al 2020;Levy et al, 2016;Gee et al, 2009). The module enables students and CU group members to meet on a weekly basis over a semester to co-produce an assessed group presentation.…”

Section: Experts By Experience (Ebe) In Social Work Education In Scot...mentioning

confidence: 99%

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

Levy¹,

Cabiati²,

Dow³

et al. 2021

Involving Service Users in Social Work Education, Research and Policy

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For many years, Experts by Experience (EBE) have participated in the learning journeys of social work students at the University of Dundee (Scotland) and the Catholic University of Milan (Italy). This chapter draws on practices of user involvement at these two European Universities. Drawing on the voices of three EBE, as co-authors, and three undergraduate students, the chapter explores the experience and impact of user involvement on: student learning; challenging perceptions of service users, and at a personal level. Considering the increasing literature on models and the practice of service user involvement in social work education, understanding the impact of this involvement from the perspective of EBE and students is limited. This chapter contributes to addressing this lacuna, we use the concept of 'inspiring conversations' as a conduit for guiding the future inclusion of tacit knowledge in social work education across Europe.Acepted Manuscript version of: Levy, Susan et al. "Reflections on inspiring conversations in social work education: the voices of Scottish experts by experience and Italian students.". and Driessens, Kristel Lyssens-Danneboom, Vicky (editors).

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The Caring Experience: Learning about Community Care through Spending 24 Hours with People Who Use Services and Family Carers

Cited by 12 publications

References 6 publications

User and carer involvement in social work education: reasons for participation

User and carer involvement in social work education: reasons for participation

Implementation of the DPA approach in an intercultural context on the example of the ACTTE project

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

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