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 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 students to spend 15 h 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 (2012–2015, 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.     

Service user or service provider? How social work and human services students integrate dual identities

Students studying undergraduate social work and human services (SWHS) degrees may have used health and human service agencies, before and during their university education. Using services provides them with insights that are useful for professional practice. However, this article identifies that they experience a fear of shame and stigma revealing this during their studies. In examining interview data from 15 undergraduate SWHS students they recounted how they integrated their experience of being a service user into their professional development. It is argued that insider knowledge of services can provide them with valuable insights for practice. Students spoke about how positive experiences motivated them to study and provided models of effective practice, exemplifying its potential power to assist those in need. Negative experiences of service use can also be beneficial for learning what ‘not to do’. Although students found the experience of service use invaluable, they felt it was never acknowledged within the curriculum. Consequently, students interviewed in this study identified service users as ‘others’. They feared disclosing their own use of services due to perceived shame and stigma. Failing to provide opportunity for students to integrate their service user experience into their professional development creates a false dichotomy which does not acknowledge the intersection of these dual identities.     

Recovery: experiences of resistance to disablism?

This article explores whether it is fruitful to use a service user/survivor approach to recovery, by seeing recovery as survival of social invalidation. That is survival of the psychosocial forces that were the source of the experience of mental distress, and as survival of social oppression by the psychiatric services and/or wider society. It could be argued that the participants in this study in the United Kingdom and Sweden recovered, and reclaimed and (re)constructed positive identities. They actively resisted experiences of disablism and rebuilt their lives. By approaching recovery from a service user/survivor perspective, one is focusing on the social, structural and political aspects of the recovery process, and one is resisting biomedical, deviant and reductionist notions of recovery.     

Reflections on Student,Service User and Carer Involvement in Social Work Research

This article will reflect on the experience of undertaking a participatory action research influenced study within a module of a social work degree programme. In doing so it will touch on some of the literature associated with student, service user and carer involvement in qualifying programmes, and in particular on research and module design. It will outline the history of service user and carer involvement in respect of a specific module within a singular degree course. It will provide an overview and some findings of the study, which sought to evaluate the involvement of an inherent service user and carer group within that degree course. However, as service user and carer involvement within degree programmes has had significant attention within the wider literature, the current study seeks to present a reflexive commentary on student, service user and carer involvement in research modules and participatory action research. Whilst the research presented here should be regarded as an initial foray with acknowledged limitations, it equally highlights some perspectives that lead to an understanding of how greater levels of student, service user and carer involvement within social work research might be achieved, in particular in the context of social work qualifying programmes.     

‘I'M NOT A PERFORMING MONKEY’: REFLECTIONS ON THE EMOTIONAL EXPERIENCE OF DEVELOPING A COLLABORATIVE TRAINING INITIATIVE BETWEEN SERVICE USERS AND LECTURER

In recent years there has been much interest in exploring how to meaningfully involve service users in social work education and training but there has been little attention paid to the emotional experience of such work. Working together involves emotional labour on the part of both the lecturer and the service user which is often overlooked in both the planning and evaluation of such work. Drawing on a collaborative training initiative undertaken by the authors on the subject of mental illness, this paper seeks to unpick some of the unconscious dynamics that can be at play. Using psychodynamic concepts such as transference, projection, reverie and containment, this paper aims to explore the emotional experience of service user and lecturer, as well as students, when working collaboratively. Assumptions and expectations underpinning service users' involvement in social work education will be unpicked with a view to facilitating an alternative understanding of experiences in the classroom and lecture theatre.     

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

This paper describes a teaching and learning initiative developed in a UK social work programme that has involved carers, service users, academic social work staff and practitioners. Post‐graduate student social workers spend 24 hours in agreed periods with family carers or people who use social work services. The paper explains the origins of this initiative, rooted in a model of service user and carer involvement established over a number of years within the social work programme at the University of Dundee, Scotland. The development of this teaching and learning method is outlined and an account is given by a family carer describing their experience of being involved in the programme. Findings from the evaluation of this first year of operation are reported.     

‘Building Bridges’

Abstract

‘Building bridges’ is a metaphor we have used to describe a collaborative research process involving social work academic and senior practitioners from government and non-government child protection and family service organizations in Victoria, Australia. The purpose of the research was to develop a ‘practice-generated approach to policy implementation’ in child protection practice. The research sought to explore the appropriateness of social constructionist approaches for child protection practice that might enhance the existing risk paradigm. This article aims to critically evaluate the process of ‘building bridges’ and its outcomes, by focusing on how potential and actual differences between organizational contexts, namely universities and various service-providing organizations, may influence relationships between theory and practice. We critically reflect on our research process comparing it with idealized forms of collaborative research discussed in the literature.     

Dialogue and Challenge: Involving Service Users and Carers in Small Group Learning with Social Work and Nursing Students

This paper examines the rationale for service user and carer involvement in professional education and reflects on an initiative in which social work and nursing students undertook a sequence of joint learning in relation to mental health theory and practice. Central to this initiative was the promotion of opportunities for dialogue, both between students from different professional disciplines and between students, service users and carers. To enable this, much of the learning took place in small groups facilitated by either a service user or a carer.

Evaluation of this initiative indicated that, for the majority of social work and nursing students, learning from this shared experience had a major impact on their professional development. However, a small but significant minority found it hard to enter into a dialogue with others on a basis of equality and a sharing of their human as well as their professional experience. Some students indicated that they would have preferred a focus on acquiring more specialist professional knowledge and skills. This raises important issues in relation to the changing expectations of professionalism and professional education—and what really makes someone ‘fit for practice’.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice. However, research evidence suggests their involvement in student assessments is underdeveloped and under researched. This study focused on the positioning of service users and carers in relation to other stakeholders involved in the assessments of social work students in England. Using narrative research methodology, 21 participants, including service users, carers, social work students, social work employers and social work educators, were offered a semi-structured individual interview. Participants’ narratives revealed different power relations among those involved in social work students’ assessments and a lack of confidence among service users and carers in making failed assessment recommendations. The paper concludes by arguing the case for social work educators and service user organisations to provide joint training to support service users and carers in their role as assessors of social work students.     

‘I am not your nutter’: a personal reflection on commodification and comradeship in service user and survivor research

Abstract

This article offers some personal reflections from a mental health service user/survivor researcher working in English academia. It is a critical examination of what mainstream clinical mental health researchers and funders appear to need us to be, and what some in the service user and survivor movement perceive us to be. The discussion examines questions about commodification and public and patient involvement and contemporary challenges for service user and survivor research as a separate discipline operating within and beyond academia in England. The article concludes by exploring potential strategies for collaborative activism for service user and survivor researchers in academia based on the concepts of social capital and situated solidarity.     

‘It's People's Whole Lives’: Gender,Class and the Emotion Work of User Involvement in Mental Health Services

The concept of emotion work has been widely applied to the study of service work. Yet its use in understanding the social dynamics of user involvement in public services remains under explored. Drawing on a study of user involvement in mental health service development, I show its utility for understanding this social and political realm. The article discusses findings from a critical discursive and contextual emotional labour perspective, taking into account organizational and institutional factors as well as social structural dimensions of gender and social class. It shows how discourses on emotion, constructed through articulation of personal experiences of service usage both reflected and constructed the ideological and structural positionings of women service users, while emotional discourse — displays of anger in user involvement forums — worked to constitute traditionally male and ideologically masculine elements of the field, as well as the working‐class identities of some participants. These forms of emotion work, and the ways in which they elicited further emotion management from service users and workers alike, are located in relation to the rules of engagement of user involvement and the bureaucratic institutional forms within which this took place. The article concludes that the emotion work of user involvement ultimately helped to reproduce the dominant institutional and social order, including its gender and class dimensions. Implications for policies and practices of user involvement in mental health services are provided.     

Working with the enemy? Social work education and men who use intimate partner violence

This article examines service user involvement in social work education. It discusses the challenges and ethical considerations of involving populations who may previously have been excluded from user involvement initiatives, raising questions about the benefits and challenges of their involvement. The article then provides discussion of an approach to service user involvement in social work education with one of these populations, men who use violence in their intimate relationships, and concludes by considering the implications of their involvement for the social work academy.     

Critical social work and competency practice: a proposal to bridge theory and practice in the classroom

Social work education in North America is increasingly focused on competency criteria and micro skills training for future practitioners. Market forces are transforming the nature of social work practice in Canada, and social work regulators are concerned about the lack of evidence-based competencies in social work education. Since the Controlled Act of Psychotherapy was proclaimed in 2017, social work practitioners are in a position to offer psychotherapy services; as a result, universities are under greater pressure to shift to competency-based learning that meets the requirements of a regulated profession. This has raised concerns about the narrowing focus on critical social work theory in preparing students for practice. The divergence between anti-oppressive and direct practice schools is widening with the result that many students have difficulty bridging the gap between critical theory and competency-based practice. This paper attempts to integrate both traditions by offering students a course that directly links critical analysis of structural barriers and client centered interventions. The course is part of a developing critical competency curriculum that focuses on methods of facilitating empowerment and change in the helping process by articulating key relational components between service user and practitioner from a critical-competency perspective.     

DECONSTRUCTING PROBATION: RISK AND DEVELOPMENTS IN PRACTICE

This article aims to explore the effects of the transition toward risk analysis in terms of the work of practitioners within the criminal justice system, particularly the probation service of England and Wales, and allied professions such as social work. The focus here will be on the impact this shift from traditional casework methods to risk assessment has had in terms of the image of the organisation, the image of the offender, and the impact on practice and interventions. It will be argued that the main effect is the deskilling of the practitioner. During this process practitioners have lost their therapeutic role oriented to the whole person and their biography. They have lost the ability to tolerate ambiguity or suspend judgment. This article will argue that they have become ‘Taylorised’ deskilled or re‐skilled in order to accommodate those competencies embodied within risk assessment applying rules and criteria laid down by centralising bureaucracy. However this new practitioner's role will be shown to be full of contradictions.     

Facilitating Shared Online Group Learning between Carers,Service Users and Social Work Students

We report on our progress in developing a pilot online group teaching innovation with 14 participants, including five service users and carers, and nine social work students. Enhancing student learning by providing shared educational opportunities between students, service users, and carers can be a challenge to organise but the project demonstrates some success in doing so. The evaluation suggests that even the smallest level of service user and carer involvement can enhance student learning and personal development during social work education and training.     

Mending the gaps in social work education and research: two examples from a Swedish context

ABSTRACT

The gap-mending concept is an analytical tool that helps teachers and researchers in social work to reflect upon what, in their practice, increases, maintains or mends gaps between professionals and service user groups. The article suggests a theoretical background on how gaps in social work practice can be challenged. This includes theories about power and recognition. It then moves on to describe the development of gap-mending strategies in research and education at the School of Social Work at Lund University. Lund University was one of three partners that took the initiative to the international network PowerUs that has focused on gap-mending strategies in social work education. The authors have been working over 10 years in collaboration with service user participation in the education of social workers and in different research projects. In the article, they give examples of gap-mending practices and of challenges that they have faced. The first example is an experimental course that has been given since 2005 where social work students study together with students from service user organizations in a university course. The second example is an attempt to combat homelessness in several Swedish municipalities. Supported by researchers, the development project has been a collaboration between homeless groups, politicians and social workers.     

The Extent and Nature of Practitioners,Encounters with Alcohol and Other Drug Use in Social Work and Social Care Practice

This article considers the extent and nature of social work and social care practitioners' experience of working with service users whose lives are affected by the problematic use of alcohol or other drugs (AOD). It draws on the findings of a national study of ‘working with alcohol and drug use’ which was conducted in England in 2010–2011. The study reported here comprised an online survey of front-line practitioners (n = 597), complemented by 12 practitioner focus groups and interviews with 21 key informants from participating local authorities and substance use treatment services. This paper focuses primarily on data from one element of the survey. Findings indicate that the great majority of staff encountered service users who are affected by AOD problems at some level, although there were differences between groups of practitioners in the extent and nature of AOD problems for different groups of service users. The differential experiences of staff according to their client groups underlines the need for education and professional development not only to provide training on working with AOD but to ensure that training is contextualised and relevant to practitioners across the range of social work and social care services.     

Social Workers and Social Justice During a Period of Intensive Neoliberalization: A Preliminary Investigation From the Republic of Ireland

Despite the championing of social justice within the discourse of social work, some express concern that there has been a dilution in the profession’s practical commitment to seeking a more just society. The article begins by defining social justice and then refers to a number of studies that have endeavored to identify whether or not social justice is being pursued by practitioners. It is argued that renewing efforts to achieve social justice is particularly relevant in times of intensive neoliberalization. In this context, we discuss the comments of a small number of Irish practitioners. This preliminary study indicates that social workers are struggling to achieve limited social justice gains in organizationally difficult and fraught situations. The findings suggest that some practitioners, located in stultifying working environments, are blunted in their capacities to pursue social justice demands for their clients and for themselves. However, a more wide-ranging research project, composed of a more substantial and diverse sample of respondents, would need to be formulated to further explore this theme.     

Lessons from a comparative study of user involvement

Abstract

Grounded in the context of the significant differences in service user involvement in social work education and research between the UK and Israel, a joint project between Anglia Ruskin University in the UK and Tel-Hai College in Israel was developed. Its aim was to develop a comparative research methodology to evaluate the outcomes of service user involvement in social work education. A main tenet of our research methodology consisted of partnering with a group of older people who used health and social care services as co-researchers from each country. This co-researching methodology together with the evaluation tools worked effectively in the two respective countries. The key findings highlight that while students in both countries valued the involvement of service users in their training, this occurred more so in Israel, where this is a very new development. Students in both countries developed rich concept maps illustrating the complexity of such an involvement. Yet, while the responses of both groups to vignettes describing user involvement scenarios reflected the positive impact of such an involvement, the UK students focused on the negative impact of potential risk more so than the Israeli students.