Book reviews

This article reviews the development of an experiential learning exercise at Kingston University, designed to involve service users and carers in assessing students' readiness to practise. The new social work degree places increased emphasis on practice learning and equipping social workers with the knowledge, skills and tools for the job. This article draws out some of the strengths and advantages of involving ‘experts by experience’ in helping students to develop awareness of self, their impact on others and effective communication skills, ultimately promoting an understanding of reflective practice early in their training. It also acknowledges some of the problems and dilemmas in providing an equitable experience for all students. The students are provided with this learning/assessment experience as part of a module in the first year of the undergraduate social work degree programme and have to pass this element of the module, in addition to the academic component, in order to progress to level two.

The terms ‘service users’ and ‘carers’ and ‘experts by experience’ are used interchangeably in this article. The Steering Group at Kingston University, involved in the development of the exercise discussed, are aware of the power and impact of language and have expressed preference to being referred to as ‘experts by experience’.     

Curtain Down on Act One: Practice Learning in the First Year of the New Social Work Award

The curtain has come down on the first year of the new social work degree in England. This paper presents the findings of a survey of social work educators in academic and practice settings to find out how practice learning in this year has been experienced and the shape of plans for the rest of the new degree. The paper reflects on the enormous diversity of arrangements for practice learning, in terms of patterns of delivery, assessment, funding, and service user and carer involvement. One pattern that is emerging strongly is a more experimental flavour to this first year, with new practice learning sites being developed, and the use of group arrangements to supervise and support students. However, there is also the potential for inconsistency in standards, especially in the ways that students are judged as ‘fit for practice learning’. There are concerns that the new partnerships are increasingly driven by universities and colleges, with some agency partners unclear about what is happening and why. There are also indications that the postgraduate programmes will have less room for experimentation than the three‐year undergraduate courses and this may become a source of divergence between the two routes.     

Not Just Social Work Academics: The Involvement of Others in the Assessment of Social Work Students

University regulations typically assume that the assessment of students is essentially a task for paid academic staff. However, this is a far cry from much of the current literature about assessment in social work education, of which one of the distinguishing features is the not infrequent references to stakeholders beyond the individuals who are to be assessed and the academic staff employed to teach them. This paper reviews some of the recent literature on the involvement of persons other than social work academics, including students, practice teachers and service users, in assessing students studying in social work programmes. Implications for programme providers of using non‐academic assessors are explored.     

Building Capacity for Service User and Carer Involvement in Social Work Education

Requirements set out for the social work degree and post‐qualifying framework specify the involvement of service users and carers on a number of levels. Research indicates that service user and carer involvement can benefit students, professionals and service users and carers themselves. To keep up with demands placed on service users and carers by higher education institutions and other social work bodies, the issue of capacity needs to be addressed. This paper describes a programme (Getting Involved) designed by Skills for Care to build capacity to participate among service users and carers new to social work education. It describes the experience of piloting the programme in Dorset by a team at Bournemouth University consisting of service users and carers and staff from the Centre for Post‐Qualifying Social Work. Getting Involved is a welcome development and the outcomes of the pilot have been extremely positive for all involved. The process of undertaking and evaluating the pilot raised issues concerning setting up programmes, project management, service users and carers as co‐researchers and sustainability. These are discussed in terms of our experience and how they link with the literature. Lessons learnt and implications for similar work in the future are highlighted.     

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’.     

农村发展项目中的村干部能动行为分析——基于宁夏张村的个案研究

文章以宁夏南部张村为案例研究地点,采取参与观察、问卷调查、个案访谈的方式收集资料,针对一个政府主导下的发展项目干预过程,分析了村干部在不同阶段与村民、政府部门的互动.研究发现,村干部以“为村民着想”、“选择性翻译”的方式争取项目;以“咨询村民意见”、“召开村民会议”等方式使决策过程具有合法性,启动并实施了项目;利用“混合的公私关系”成立合作社并实现了从政治精英向经济精英的角色拓展.整个过程中,村干部都在多元利益需求之间寻求平衡,并同时扮演着多重角色.     

Who does (not) want to engage in internal social media? Employees’ segmentation into different user types

By integrating internal social media as a form of digital networking, organizations can establish ties to their digitally aware employees and foster social and communicative interactions and digital collaboration. This study is the first to segment and identify different user types according to their attitudes towards internal social media. A representative nationwide survey was conducted online with 500 German employees of different types of organizations in October 2020. Individual, technological, social, and organizational factors were used to perform a cluster analysis. In the end, four different user types were identified: Basic Rejecters, Average Users, Active Supporters, and The Reserved.     

Dynamic path analysis—a new approach to analyzing time-dependent covariates

In this article we introduce a general approach to dynamic path analysis. This is an extension of classical path analysis to the situation where variables may be time-dependent and where the outcome of main interest is a stochastic process. In particular we will focus on the survival and event history analysis setting where the main outcome is a counting process. Our approach will be especially fruitful for analyzing event history data with internal time-dependent covariates, where an ordinary regression analysis may fail. The approach enables us to describe how the effect of a fixed covariate partly is working directly and partly indirectly through internal time-dependent covariates. For the sequence of times of event, we define a sequence of path analysis models. At each time of an event, ordinary linear regression is used to estimate the relation between the covariates, while the additive hazard model is used for the regression of the counting process on the covariates. The methodology is illustrated using data from a randomized trial on survival for patients with liver cirrhosis.     

‘Providing a Link with the Real World’: Learning from the Student Experience of Service User and Carer Involvement in Social Work Education

Social work has long placed an emphasis on involving users and carers in the education of practitioners, an emphasis driven by service users and carers themselves, the value base of social work, and by policy and legislation from successive governments and regulatory bodies. Recent changes in regulation and professional standards in social work suggest a continuing commitment to service user and carer involvement. This paper argues that in order to ensure a sustainable commitment, there needs to be greater evidence of the value and purpose of such involvement. Whilst there is a considerable body of literature on this issue in social work education, little focus is on any impact on current and future practice of social work students. The paper discusses a research project addressing this issue from the perspective of social work students. Findings suggest that the involvement of service users and carers in their training was perceived by students as overwhelmingly positive, should be enhanced and that they believed that these experiences were taken forward in their practice. The paper also identifies key points that could inform best educational practice.