https://thecare-network.com/care-event-2026/

The International Association of Schools of Social Work

Social Dialogue is published by The International Association of Schools of Social Work (IASSW). It is the copyright of IASSW and published three times a year and distributed worldwide.
ISSN: 2221-352X

Read the publication here >>

We look back on three successful days on learning from and working with experiential knowledge both in social work and nursing education and in practice. A special thanks to our host Windesheim University of Applied Sciences and partnership Experiential Knowledge.

Introduction

‘Mend the Gap’ is a model for the effective involvement of people who are at the receiving end of services, together with those who provide professional support. PowerUs is an international network of service users, students, academics, researchers and practitioners who use this model in education and practice. (www.powerus.eu)

The aim of this approach is to promote an equal learning environment where people can share knowledge and experiences about their roles. Mend the Gap courses have shown that when we identify ‘gaps’ between people we open up a dialogue which challenge barriers and discrimination.

This chapter is about a mend the gap programme with single asylum-seeking parents and social work students which was identified with the help of two local community organisations, Investing in People and Culture (IPC) and The Other Perspective CIC that exist to promote the social and economic inclusion and equal rights of marginalised communities including refugees and asylum seekers in the North east region. It is the third gap mending programme which took place in 2019 building on the work of the first programme in 2017 with adult refugees and asylum seeker groups and the second in 2018 with unaccompanied minors. The value of this approach to learning led to the establishment of ‘mend the gap’ as an educational model within the North East Social Work Alliance (NESWA) Teaching Partnership led by The Open University

The programme was co-delivered by an Open University educator who is including the work and findings within a broader research project as a part time PHD student at Durham University.

Fourteen parents took part in the programme out of sixty single parents living in two hostels with children under five years old. Ten other participants included social work students, a qualified practitioner, educator and IPC project manager. Key gaps had been identified prior to the programme commencing by parents which is a unique feature of the gap-mending approach, for those in the most marginalised position to set the agenda instead of professionals. The gaps identified informed the themes for dialogue.

The main gaps identified were around housing, finance, female genital mutilation, domestic violence, mental health, education and safeguarding. All contexts where social workers have a role and influence yet a general lack cultural understanding was seen to be the main reasons why parents were not accessing the support they need.

This chapter was written over the eight-week period when parents were participating in the gap mending programme, to explore in more depth gaps around their strong negative feelings and reflect on how this could change through the programme. It is written from the conversation which took place between four mothers, one father, a social work practitioner, social work educator and IPC project manager.

The starting point was agreement that everyone would least like to have a social worker coming to their home. The reasons for this were explored around the key theme of power. Parents described having a very clear perception in the community shared widely amongst refugee asylum seeker parents that even when struggling they would not want to see a social worker. They would rather struggle than put themselves in this ‘danger’.

Putting themselves forward to try to overcome these barriers with social workers and students, parents admitted that after the first session where people came together it was ‘an eye opener’, ‘not that bad’.  People began to explore some of the mis conceptions of the social work role. One woman had been contacted by a social worker to arrange a home visit, she decided that she would rather return to Syria than risk the social worker coming to her home as she believed to remove her son. This level of fear is very common. It is standard that a social worker will make contact with a Syrian family arriving in the UK to ensure they have the support they require but this is not understood. The Syrian mother was terrified of losing her son from the moment she was contacted. Such mis-conceptions of the social work role come from the community who believe that social workers hold the most power over them. If social workers were more immersed in the local community building relations with BME organisations they would be welcomed to come and meet with parents to explain their role. Social workers need to make time for this and be supported by their agencies.

Another example shared was of a parent who had left her children alone with the oldest eight in charge of the youngest, two. When she returned from the local shop with her baby she was met by a social worker and police officer in her home who removed all three children. The distress that followed and the long delay with getting her children back could have all been avoided had she understood that what was culturally acceptable in her home village in Africa was against the law in the UK. It is important that parents in the community are aware of safeguarding legislation to prevent problems.

Parents found that religious and cultural viewpoints are often dismissed during social work assessments which results in them being viewed as bad parenting. If social workers had better cultural understanding, assessments could be very different. Research conducted by Community Care supports this;

‘Culturally competent practice can result in positive outcomes for service users, particularly in areas such as mental health, where cultural competence has been found to have had positive impact on service users from ethnic minority groups. This is due to workers being able to understand every aspect of the person’s concerns, thereby enabling them propose interventions and care that are more likely to succeed (Thyer et al, 2010)’ in Community Care,(2018)..

Local authorities are seen by parents and organisations working to support the BME community to be institutionally racist due to a basic lack of awareness of cultural and religious importance. One mother described how upset she was that her social worker arranged her visits on ‘her way home’ on a Friday afternoon, presumably having the added bonus of an earlier finish. Fridays, ‘Jumah’ are the most important day of the week for Muslims to prayer. Why isn’t there a standard sign in every social services office illuminating such facts to ensure that visits aren’t arranged on such days? Parents feel too afraid to challenge anything the authorities do for fear this will impact negatively on them. Parents feel powerless when it comes to appointments and making arrangements, a good practice message echoed across all professions is to ask the person receiving the service  when would be good for them to meet. A starting point to empower parents would be to give options to meet, with information about the purpose of the meeting so that people do not feel terrified like the Syrian mother that they are coming to remove their children.

Only one male parent joined the group who explained how excluded men felt from conversations with social workers. He felt that focus was always placed on the mother as if men were in some way guilty of perpetrating something wrong. Where a family home is broken up i.e. where a child is removed, the father is asked to leave the home. Without any support it is very easy for fathers to become depressed, destitute. This parent described one father’s attempted suicide stating that there is an unreported growing number of asylum seeker fathers who have attempted to take their life and therefore a growing urgency to establish more support for men.

‘Men need to be involved in discussions affecting them and their families’.

Another gap explored was about banning the practice of Female Genital Mutilation. Social workers need to be able to have these discussions with men as well as women. Since the law was introduced banning FGM in 2003, the first prosecution in the UK took place in 2019. FGM is a much hidden taboo subject which continues to be practiced in many cultures.

A recent report has highlighted how FGM is ‘increasingly performed on UK babies’ – BBC News, (2019)

The discussion points for mending gaps centred on how do social workers raise the topic of FGM? It is important that practitioners have knowledge and cultural awareness of FGM and how girls and women can be protected. If someone is going away to a country where FGM is practiced, social workers can support them with having an emergency plan.

If it becomes suspected that a chid may be taken abroad to undergo FGM, social workers and the police can intervene and it is not uncommon for people to be stopped at the airport. People know this, therefore it becomes more hidden as people will be taken abroad without knowing why.

A scenario was discussed where someone wants to go abroad and arrives to discover a secret plan to take the child for FGM. What would you do? This opened up conversation about the importance of being prepared. Planning ahead should involve phone numbers for the foreign office, the local authority. It is important to have an escape route.

Housing was experienced as the biggest gap creating lots of stress, cultural clashes and other problems which could lead to social work involvement.

There are approximately 600 asylum seekers in Middlesbrough (asylum seeker statistics, 2018), three buildings of single mothers – approximately 30 women in each (two in Middlesbrough, one in Stockton) – with children under 11. Parents want their children to achieve more but would never seek help from social services.

‘Parents fear social workers and would not want their involvement at all’.

As on parent stated; ‘If you don’t have the language you cannot express your frustration. If you don’t have status you have no choices.’

This feeling of having no voice in processes was widely shared at the outset of joining mend the gap and over the weeks as people found their voices they expressed releasing their frustration and gaining more information about choices and their rights. The Immigration & Asylum Act 1999 (s95 & s4) entitles people to accommodation whereby people could be dispersed anywhere. Provision clearly states this is on a ‘no choice’ basis. This message of ‘no choice’ is one parents heard over and over again. They said they never heard any messages about their rights. G4S had a national contract with the government and they subcontract to private landlords. Experiences were shared of unsatisfactory accommodation, families being forced to share, cultural clashes and tensions which were not at all addressed or supported by the landlord.

Parents reported that the landlord’s employees enter the family’s rooms at any time unannounced which feels intrusive and disrespectful. The feeling is that they come to check up on them, catch them out to report them. The power they had over them, to determine whether or not they could stay in their accommodation made them live in a permanent state of fear.

One mother explained that her son has to go to bed early as he is up for school the next morning, but she shares a flat with a mother with a toddler who stays up all night and sleeps during the day. They each have a bedroom – mother and child sharing – the noise keeps her son awake so he is always tired for school.

Other parents described regular scenes where fights broke out due to insufficient space especially the kitchen which children witnessed. The police are called out regularly to deal with such disputes, but; ‘Nothing happens and nothing changes. No-one intervenes and helps’.

Unsuitable accommodation arrangements put huge stress upon parents and children. We identified through the gap mending programme that whilst it is a ‘no choice’ basis this does not mean parents do not have any rights. Further, social workers are best placed to support parents with understanding and gaining their rights. Social workers are best placed to fight, to challenge, to mend these gaps by referring to housing policy which stipulates that ‘people should receive fair treatment’. Clearly when they are not this should be reported;

 ‘Social workers need to find the right information and use their power to help those with no power’ .

The local provider housing policy is underpinned by the Home Office guidance on accommodation for asylum seekers. This was a very timely conversation for our group as the Home Office were about to review their guidance on accommodation also their guide to asylum seeker life in the UK. Hearing about our programme via the local migration support service who were most supportive of mend the gap, we were contacted by the home office so that parent’s experiences could inform their updated reports.  Also, the decision had been taken to end the Government’s national contract with G4S, three years after they were exposed for making people highly vulnerable by painting the door of properties where asylum seekers are placed red; The Guardian, (2016).

The Governments new contracts with a range of new providers provided an opportunity to end the local landlord contract and find a new local provider. Women’s voices informed this process as conversations took place over who would take this on in the region. There is a saying in Eritrea;

‘When the wolves are fighting the antelope escapes’.

In this context whilst landlords wrangled parents got an even better deal as the home office determined to ensure their situation improved. All parents have escaped the unsuitable, cramped housing conditions they had suffered for so long and have been provide with single housing accommodation, one house – not room – per family.

This outcome demonstrates how the biggest gaps can be mended when people come together to share their lived experiences. Home Office guidance makes many positive efforts to ensure people access suitable accommodation and exercise their rights to fair treatment and have their complaints heard and resolved within reasonable time periods. Unfortunately, the reality for parents on our programme was very different to this. The Home office listened to parent’s experiences and new solutions were found. Mending gaps with policy makers is an essential way forward to improving outcomes for some of the most marginalised people in our society

‘Whatever the perceived or actual challenges associated with cultural competence, social workers are required to acknowledge the importance of it in their engagement with service users and also recognise their professional commitment of ‘respect for diversities’ and promotion of social justice and human rights, themes which are embedded in the global definition of social work’. Community Care ibid (2018), which is;

Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work.  Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing. The above definition may be amplified at national and/or regional levels. IFSW (International federation of Social Workers), 2014.

One of the underpinning principles of this definition is that social workers advocate and uphold human rights which is seen as the ‘motivation and justification for social work’. This requires social workers to have an ‘understanding of particular cultural values, beliefs and traditions’ and ‘via critical and reflective dialogue with members of the cultural group vis-à-vis broader human rights issues’. IFSW, ibid.

It is our view that the gap mending approach is the way to achieve this global aim. People from the asylum seeker and refugee community who have participated in mend the gap programmes have found out about their rights for the first time. Social work students and practitioners have developed their knowledge of human rights. Everyone has said they have a significantly improved cultural understanding which has led to co-produced knowledge and learning. The poor image parents had of social workers at the beginning of the programme was changed in a matter of weeks.  Parents stated that they no longer fear social workers now that they understood that the role of a social worker is to keep families together, be a support to them, to fight for their rights.

This five minute recorded evaluation demonstrates this; https://vimeo.com/333943592/5bd335ecab

Unless students, lecturers and educators get out into the community to learn together with people the barriers between people will remain.

One further outcome of the gap mending programme has been the establishment of a drop in which is co-facilitated by a social worker and community project manager based at Investing in people and Culture. This ensures that parents from across the community can come to find out about the way in which they can be better supported.

Conclusion

Final message from parents;

‘There is a lack of trust, an imbalance of power in communities. Social workers need to make links with community leaders and organisations. Parents, students, practitioners, educators and policy makers need to work together, sharing power and promoting rights in order to mend the gaps between us.’

References;

https://www.bbc.co.uk/news/uk-47076043, accessed 14/12/2019

https://cityofsanctuary.org/2018/08/23/latest-asylum-statistics-to-june-2018/ accessed 14/12/2019

https://www.communitycare.co.uk/2018/10/24/tips-social-workers-cultural-competence/ accessed 14/12/2019

https://www.theguardian.com/business/2016/jan/26/g4s-jomast-bosses-admit-number-asylum-seeker-red-doors-too-high-select-committee accessed 14/12/2019

https://www.ifsw.org/what-is-social-work/global-definition-of-social-work/ accessed 14/12/2019

http://www.legislation.gov.uk/ukpga/1999/33/part/VI accessed 14/12/2019

www.powerus.eu

The literature in this section covers approaches to monitoring and evaluating the integration of experiential knowledge in social work and nursing education. This incorporates literature evidencing impact on students’ learning, on lecturers, and the service users and carers, and the development of inclusive education.

Happell, B., Platania-Phung, C., Scholz, B., Bocking, J., Horgan, A., Manning, F., Doody, R., Hals, E., Granerud, A., Lahti, M., Pullo, J., Vatula, A., Koski, J., van der Vaart, K.J., Allon, J., Griffin, M., Russell, S., MacGabhann, L., Bjornsson, E., Biering, P. (2019) ‘Changing attitudes: The impact of Expert by Experience involvement in Mental Health Nursing Education: An international survey study’, International Journal of Mental Health Nursing, 28 (2), 480-491, https://doi.org/10.1111/inm.12551

Abstract

Reform to nursing education is essential to ensure future generations of nurses are strongly positioned to value, know, and deliver strength‐based, recovery‐oriented mental health practice. A promising pathway to effectively drive reform is the coproduction of curricula by nursing academics and people with lived experience of recovery from mental distress referred to as Experts by Experience. The Co‐production in Mental Health Nursing Education (COMMUNE) project is an international collaboration for development and implementation of consumer coproduced curricula. This study evaluated the inclusion of Expert by Experience‐led mental health nursing education on nursing students’ attitudes to people labelled with mental illness, mental health nursing, and consumer participation. A repeated self‐report measure design was implemented in Australia, Ireland, and Finland to ascertain level of generalizability of consumer involvement within undergraduate nursing programmes. Data were collected from nursing students (n = 194) immediately before and after the education module, using three self‐report instruments on attitudes (Mental Health Nurse Education Survey, Consumer Participation Questionnaire, and Opening Minds Scale). Data were analysed using descriptive and inferential statistics. Eighty‐nine per cent of the 27 points of change reflected more favourable and accepting attitudinal change. Of these, 41% were significant at Bonferroni adjusted alpha of 0.0025. There was a statistically significant increase in preparedness for practice in the mental health field in each of the three countries. The most pronounced change is related to the social and systemic inclusion of people with a diagnostic label and recovery‐oriented care more broadly.

Hatton, K. (2017) ‘A critical examination of the knowledge contribution service user and carer involvement brings to social work education’, Social Work Education, 36 (2), 154-171, https://doi.org/10.1080/02615479.2016.1254769

Abstract

Service user/carer involvement in social work education is supported by the Health Care Professions Council and currently, by the Department of Health. It is generally seen as beneficial but the reasons why this may be the case are often under-theorised and seen as un-problematic. This article seeks to provide a theoretical justification for an approach which values involvement as central to educational practice. It begins by looking at models of participation and how they can help us understand processes of involvement. It suggests that to move beyond tokenistic approaches we need to develop an approach which is based on equality and partnership. Drawing on European approaches to social pedagogy, particularly those utilising ‘the Common Third’, and debates around creativity and social power the article articulates an approach based on the co-production of curricula and assessment artefacts. This, the paper suggests, tests the students ability to empathise and communicate with people using services and utilises the latters’ personal expertise to bring the curricula alive. The article outlines a theory of creativity, inclusion and power which the author believes validates the approach developed and which provides a model for evaluating the real level of recognition given to the service user/carer voice within the educational process, particularly in social work education. It is suggested that such an approach is consistent with the social work professions’ commitment to the promotion of social justice and social change.

Irvine, J., Molyneux, J., Gillman, M. (2015) ‘’Providing a link with the real world’: learning from the student experience of service user and carer involvement in social work education’, Social Work Education, 34 (2), 138-150, https://doi.org/10.1080/02615479.2014.957178

Abstract

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.

Odejimi, O., Lang, L. and Serrant, L. (2021) ‘Optimising service user and carers involvement in nursing and social work pre-registration degrees’, Nurse Education Today, 107, 105-128, https://doi.org/10.1016/j.nedt.2021.105128

Abstract

The awareness of the contribution of service users and carers’ involvement in nursing and social work pre-registration degree education continues to grow. This study explored ways of optimising its beneficial outcomes to students, service users/carers and academic staff. A phenomenology qualitative approach was employed. The study sample was drawn from service users/carers involved in students’ education, and adult nursing and social work degree students and academic staff. A total of 38 participants took part. Semi-structured interviews were used to gather views, which was then thematically analysed. This study identified factors that can optimise the beneficial outcomes of service users and carers’ involvement to students, service users/carers and academic staff in Adult nursing and Social work pre-registration degree. The findings of this study support the value of service users’ and carers’ involvement in undergraduate nursing and social work education and offer strategies which support best practice, and optimise and sustain the efficacy and benefits of this approach in a higher education setting. An understanding of issues related to optimising service user and carer involvement may assist in the development of strategies that continue to make service users and carers’ involvement in nursing and social work pre-registration degree effective and meaningful to students, service users/carers and academic staff.

O’ Donnell, H., Gormley, K. (2013) ‘Service user involvement in nurse education: perceptions of mental health nursing students’, Journal of Psychiatric and Mental Health Nursing, 20 (3), 193-202, https://doi.org/10.1111/j.1365-2850.2012.01917.x

Abstract

Increasingly providers of mental health nurse education are required to demonstrate user involvement in all aspects of these programmes including student selection, programme design and student assessment. There has been limited analysis of how nursing students perceive user involvement in nurse education programmes. The aim of this study has been to explore mental health nursing student’s perceptions of involving users in all aspects of pre-registration mental health nursing programme. Researchers completed a number of focus group interviews with 12 ex-mental health nursing students who had been recruited by purposeful sampling. Each focus group interview was recorded and analysed using a series of data reduction, data display and verification methods. The study confirms many of the findings reported in earlier user participation in education studies. Three main themes related to user involvement have been identified: the protection of users, enhanced student learning and the added value benefits associated with user involvement.

Raikes, B., Balen, R. (2016) ‘The benefits of prisoner participation in interdisciplinary learning’, Social Work Education, 35 (8), 933-944, https://doi.org/10.1080/02615479.2016.1244261

Abstract

This paper considers the provision of an inter-disciplinary workshop day held for Social Work, Police and Nursing students at a UK university. The focus of the day was to give the students an insight into the reality of being a mother in prison, and the impact that having a mother in prison has upon children. A key feature of the day was the involvement of a group of imprisoned mothers from an open prison, who shared their experiences and engaged with students in small groups. The workshop allowed the stereotypes that the prisoners and student professionals held in relation to one another to be challenged. The planning, aims, process and outcomes of the day are considered along with feedback from those taking part. Students reported increased awareness of the stigma faced by this often overlooked vulnerable group of service users, an increased recognition of the needs of children with mothers in prison and an appreciation of the power of interdisciplinary working to deliver a good service. The imprisoned mothers welcomed the chance to educate the students about the issues faced by themselves and their children, and they found the experience of participating to be positive and empowering.

Rooney, J.M., Unwin, P.F., Osborne, N. (2016) ‘Gaining by giving? Peer research into service user and carer perceptions of inclusivity in Higher education’, Social Work Education, 35 (8), 945-959, https://doi.org/10.1080/02615479.2016.1227314  

Abstract

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education (HE) over the past decade in the UK. Such participation has been championed by government, academics and SUAC groups from a range of theoretical and political perspectives. Most research into the effectiveness of SUAC involvement at HE has come from the perspectives of academics and very little SUAC-led research exists. This qualitative peer research was led by two members of the University of Worcester’s SUAC group. Findings were that SUAC perceived their involvement brought benefits to students, staff, the University and the local community. Significant personal benefits such as finding a new support network, increased self-development and greater confidence to manage their own care were identified in ways that suggested that the benefits that can flow from SUAC involvement at HE are perhaps more far-reaching than previously recognised. Barriers to inclusion were less than previously reported in the literature and the humanising effects of SUAC involvement are presented as a partial antidote to an increasingly marketised HE culture.

Tanner, D., Littlechild, R., Duffy, J., Hayes, D. (2017) ‘’ Making it real’: evaluating the impact of service user and carer involvement in social work education’, British Journal of Social Work, 47 (2), 467-486, https://doi.org/10.1093/bjsw/bcv121

Abstract

Service user and carer involvement (SUCI) in social work education in England is required by the profession’s regulator, the Health and Care Professions Council. However, a recent study of 83 HEIs in England reported that despite considerable progress in SUCI, there is no evidence that the learning derived from it is being transferred to social work practice. In this article we describe a study that examines the question: ‘What impact does SUCI have on the skills, knowledge and values of student social workers at the point of qualification and beyond?’ Students at universities in England and Northern Ireland completed online questionnaires and participated in focus groups, spanning a period immediately pre-qualification and between six to nine months post-qualification. From our findings, we identify four categories that influence the impact of service user involvement on students’ learning: student factors; service user and carer factors; programme factors; and practice factors; each comprises of a number of sub-categories. We propose that the model developed can be used by social work educators, service user and carer contributors and practitioners to maximise the impact of SUCI. We argue that our findings also have implications for employment-based learning routes and post-qualifying education.

Tobbell, J., Boduszek, D., Kola-Palmer, S., Vaughan, J., Hargreaves, J. (2018) ‘Evaluating service user pedagogy in UK higher education: validating the Huddersfield Service User Pedagogy Scale’, Nurse Education Today, 63, 81-86, DOI: 10.1016/j.nedt.2018.01.014

Abstract

Background: There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum.

Objectives: To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy.

Design: Construction and validation of a new scale.

Participants and settings: 365 undergraduate students from health and social care departments in two universities.

Results: A two correlated factor scale. Factor 1 – perceived presence of service users in the taught curriculum and factor 2 – professionals and service users working together (correlation between factor 1 and factor 2 – r = 0.32).

Conclusions: The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies.

Unwin, P., Rooney, J., Cole, C. (2018) ‘Service user and carer involvement in students’ classroom learning in higher education’, Journal of Further and Higher Education, 42 (3), 377-388,
https://doi.org/10.1080/0309877X.2017.1281886

Abstract

The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner.

The literature in this section responds to questions on how can service users and carers be supported in sharing their experiential knowledge within higher education, with student social workers and nurses.  The literature also provides insight into the organisational aspects that need to be considered for effective and meaningful integration of experiential knowledge in social work and nursing education.

Farrow, K. (2014) ‘Involving service users in social work management education: What makes it meaningful according to the “experts”?’, Social Work Education, 33 (6), 805–18, https://doi.org/10.1080/02615479.2013.877127

Abstract

Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education.

Happell, B., Bennetts, W., Harris, S., Platania-Phung, C., Tohotoa, J., Byrne, L., Wynaden, D. (2015) ‘Lived experience in teaching mental health nursing: issues of fear and power’, International Journal of Mental Health Nursing, 24 (1), 19-27, https://doi.org/10.1111/inm.12091

Abstract

Australian mental health policy clearly articulates recovery focus as the underpinning of mental health services. Barriers to achieving a recovery focus are identified in the literature, with negative attitudes of health professionals receiving particular attention. The involvement of people with lived experience of significant mental health challenges and mental health service use is essential to enhancing more positive attitudes. Lived-experience involvement in the education of nurses is evident; however, it is generally limited and implemented on an ad hoc basis. Overall, there is a paucity of literature on this topic. A qualitative exploratory study was undertaken to elicit the views and perceptions of nurse academics and lived-experience educators about the inclusion of lived experience in mental health nursing education. One major theme to emerge from the research was issues of fear and power, which included three subthemes: facing fear, demystifying mental illness, and issues of power. Lived-experience involvement has an important role to play in the education of nurses in addressing fear and demystifying the experience of mental illness. The power that lived-experience educators exercised in their roles varied considerably, and for many, was limited. Therefore, the effectiveness of lived-experience involvement requires a more equitable distribution of power.

Horgan, A., Donovan, M.O., Doody, R., Savage, E., Dorrity, C., O’Sullivan, H., Goodwin, J., Greaney, S., Biering, P., Bjornsson, E., Bocking, J., MacGabhann, L., Russell, S., Griffin, M., Jan van der Vaart, K., Allon, J., Granerud, A., Hals, E., Pulli, J., Vatula, A., Ellilä, H., Lahti, M., Happell, B. (2021) ‘Improving Service User Involvement in Mental Health Nursing Education: Suggestions from Those with Lived Experience’, Issues in Mental Health Nursing, 42 (2), 119-127, https://doi.org/10.1080/01612840.2020.1780529

Abstract

Service user involvement in mental health nursing education is increasing and a developing evidence base is demonstrating more positive attitudes towards people labelled with a mental illness. To date, most research on this approach has focussed on the perspectives of nursing students, with very limited research drawing on the expertise and opinions of service users. The aim of this study was to explore potential improvements in mental health nursing education, and ways service user involvement can be enhanced as defined by service users themselves. An international qualitative research project was undertaken involving focus groups with service users (n = 50) from Australia and five European countries. The research was coproduced between Experts by Experience (service users) and mental health nurse academics. Data were analysed thematically. Findings reflected two broad themes: (1) improvements to content, including: further emphasis on developing emotional intelligence, understanding mental distress and broader context of care; (2) Improvements to service user involvement, including: support, format, and teaching and learning techniques. These findings provide direction for maximising the benefits of service user involvement and show the value of the expertise of service users.

LaCroix, E. (2022) ‘Organizational Complexities of Experiential Education: Institutionalization and Logic Work in Higher Education’, Journal of Experiential Education, 45 (2), 157-171, https://doi.org/10.1177/10538259211028987

Abstract

Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education.

Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews (n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university.

Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within.

Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.

Lonbay, S.P., Cavener, J., O Driscoll, S., Chappell, S. (2022) ‘Enhancing Educator by Experience led social work training: Lessons learned from the development of a Teaching Partnership Funded Project’, Social Work Education, 41 (4), 425-441, doi.org/10.1080/02615479.2020.1843615

Abstract

This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term ‘Educator-by Experience, Led’ social work teaching and training. The paper illustrates development of the project and the approach taken to agree the project remit and undertake the work. We discuss the project guiding principles and some challenges we encountered within the project development process and reflect on some lessons learned. The overall aim of this paper is to share practice-informed experiential learning to enhance ‘Educators by Experience-Led’ social work teaching and training. The paper will assist in enhancing the engagement of ‘Educators by Experience’ in the design, delivery and evaluation of social work education and training programmes.

Jury, R., Boxall, K. (2021) ‘Exploring the involvement of men who use intimate partner violence in social work education: Student and service user views’, International Social Work, 64 (6), 917-930, https://doi.org/10.1177/002087281988498

Abstract

There is growing international interest in service user involvement in social work education, but some service user groups are more likely to be included than others. This article explores the possibility of involving male service users who use intimate partner violence in Australian social work education. The article describes focus groups conducted separately with social work students and men who use intimate partner violence, which explored participants’ understandings of lived experience, service user involvement in social work education and the place of men who use intimate partner violence in the social work academy. The findings suggest it may be possible to involve previously excluded service user groups in social work education.

Minogue, V., Donskoy, A.-L. (2017) ‘Developing a training package: lessons in partnership-working between health professionals, service users and carers’, International Journal of Health Care Quality Assurance, 30 (5), 458-466.

Abstract

Purpose: The purpose of this paper is to outline the development of a training package for service users and carers with an interest in NHS health and social care research. It demonstrates how the developers used their unique experience and expertise as service users and carers to inform their work.

Design/methodology/approach: Service users and carers, NHS Research and Development Forum working group members, supported by health professionals, identified a need for research training that was tailored to other service user and carer needs. After reviewing existing provision and drawing on their training and support experience, they developed a training package. Sessions from the training package were piloted, which evaluated positively. In trying to achieve programme accreditation and training roll-out beyond the pilots, the group encountered several challenges.

Findings: The training package development group formed good working relationships and a co-production model that proved sustainable. However, challenges were difficult to overcome owing to external factors and financial constraints.

Practical implications: Lessons learnt by the team are useful for other service users and carer groups working with health service professionals. Training for service users and carers should be designed to meet their needs; quality and consistency are also important. The relationships between service user and carer groups, and professionals are important to understanding joint working. Recognising and addressing challenges at the outset can help develop strategies to overcome challenges and ensure project success.

Originality/value: The training package was developed by service users and carers for other service users and carers. Their unique health research experience underpinned the group’s values and training development.

Toikko, T. (2016) ‘Becoming an expert by experience: an analysis of service users’ learning process’, Social Work in Mental Health, 14 (3), 292-312, https://doi.org/10.1080/15332985.2015.1038411

Abstract

The study examines mental health service users’ learning processes regarding becoming “experts by experience.” The data consist of 12 audio-recorded interviews of mental health service users who took part in a specific training program regarding becoming experts by experience. The research methodology was based on a qualitative attitude approach, in which each interviewee is asked to respond to statements related to the research question. According to the study, the interviewees’ learning processes consist of individual and collective processes. The individual learning process helps a service user to create his or her identity as an expert by experience, and the collective learning process supports a service user in constructing the social role of such an expert. Throughout the learning processes, service users explored four different themes: creating distance from experiences, sharing experiences with peers and friends, combining experiences with existing competences, and developing an orientation toward the future. The interviewees reflected all four themes as a part of their learning process, but the order of the themes varied greatly. Thus, expertise is a unique phenomenon that can be constructed from different combinations of the themes. In this study, the learning process is described as a vector model.

Ward, N., Raphael, C., Clark, M., Raphael, V. (2016) ‘Involving People with Profound and Multiple Learning Disabilities in Social Work Education: Building Inclusive Practice, Social Work Education, 35 (8), 918-932, https://doi.org/10.1080/02615479.2016.1239705

Abstract

Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. We argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. We demonstrate how involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly.

Winn, S., Lindqvist, S. (2019). Purposeful involvement of experts by experience, The Clinical Teacher 16 (3), 183-188, https://doi.org/10.1111/tct.13032

Abstract

Background: There is a growing requirement from professional bodies in the UK that health and social care education must include the voice of experts by experience (EbE). Active steps have been taken at the international level in order to truly embed their involvement. In parallel with this development, there is compounding evidence collated globally that links interprofessional education (IPE) to improved health outcomes. As the involvement of EbE plays a central role in IPE there is an increased expectation for teachers to be able to successfully involve EbE in IPE and other health education.

Issue: Although there is some guidance available to teachers on how to involve EbE in pre-registration health and social care education, less guidance is available on how to involve EbE in complex educational interventions, such as IPE. Hence the need for faculty member development.

Approach: The Centre for Interprofessional Practice (CIPP) has involved nearly 350 EbE in a variety of IPE since 2005. This review draws on insights from the CIPP to identify a number of practice points for teachers who wish to involve EbE in IPE, or as part of education for their specific profession. The practice points are endorsed by EbE and discussed in light of initiatives and evidence reported by others in the literature. To help contextualise and make use of these practice points they were grouped according to the presage–process–product (3P) model. This article can inform faculty member development aimed at new or senior educators, and our insights are equally applicable to both uni- and interprofessional contexts.

The literature in this section provides insight into international pedagogical approaches used to integrate experiential knowledge into social work and nursing education, including assessments.  The section covers ways of bringing theory and pedagogy into practice, and how lecturers can be supported in working with experiential knowledge to achieve personalised and inclusive education.

Anka, A., Taylor, I. (2016) ‘Assessment as the Site of Power: A Bourdieusian interrogation of service user and carer involvement in the assessments of social work students’, Social Work Education, 35 (2), 172-185, https://doi.org/10.1080/02615479.2015.1129397

Abstract

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, twenty-one 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.

Askheim, O.P., Beresford, P., Heule, C. (2017) ‘Mend the gap- strategies for user involvement in social work education’, Social Work Education, 36 (2), 128-140, https://doi.org/10.1080/02615479.2016.1248930

Abstract

A major strand in social work’s history has been its paternalistic character, partly due to a philanthropic tradition, but also to the tendency to import an individualist expert model into social work practice. As a result, gaps have arisen between expert and experiential knowledge. In this article, so called ‘gap mending strategies’ developed by the international network PowerUs are discussed. PowerUs consists of teachers and researchers from schools of social work and representatives from service user organizations in nine European countries. The gaps as the network identifies them are presented and we share some processes within our practices that mend or maintain gaps between service users and professionals. Two main strategies will be explored in more detail—a strategy that has been developed in the UK of mainstreaming service user participation in all stages of social work education, and a strategy that has been developed in Scandinavia of developing joint courses for social work students and students from service user organizations. A main conclusion is that alliances between educational institutions and service user organizations will be important to get a fuller understanding of what gaps we are facing and how they best could be mended.

Cabiati, E. and Levy, S. (2021) ‘Inspiring Conversations’: A Comparative Analysis of the Involvement of Experts by Experience in Italian and Scottish Social Work Education, The British Journal of Social Work, 51, 2, 487–504, https://doi.org/10.1093/bjsw/bcaa163.

Abstract

The involvement of service users and carers, Experts by Experience (EBE), in social work education at the Catholic University of Milan, Italy, and the University of Dundee, Scotland, is rooted and connected epistemologically and pedagogically. Differences emerge in how these roots are manifest in the models of EBE involvement adopted in the two universities. This article explores these similarities and differences through discussion of the different models of EBE involvement in use at the two European universities, and thus provides a comparative European insight into approaches, experiences and impact of EBE involvement in social work education. The authors contextualise the pedagogy and core values underpinning EBE involvement and introduce the concept of ‘inspiring conversations’. The comparative analysis is centred on five areas of EBE involvement in social work education: context and types of involvement; recruitment of EBE; roles and responsibilities of EBE; resource implications; and impact and outcomes of involvement. The article calls for a focus on ‘Coherence’, ‘Prudence’ and ‘Sustainability’ as a foundation for other universities to enhance their social work programmes through cultivating EBE involvement to co-create knowledge to inform future innovative practice.

Driessens, K., McLaughlin, H., van Doorn, L. (2016) ‘The Meaningful Involvement of Service Users in Social Work Education: examples from Belgium and the Netherlands’, Social Work Education, 35 (7), 739-751, https://doi.org/10.1080/02615479.2016.1162289

Abstract

This article links the development of service user involvement championed in the United Kingdom to two examples in Dutch-speaking qualifying social work programmes: one from Belgium and one from the Netherlands. In both projects, a longer lasting cooperation with more marginalised service users was established. The Belgium project highlights social work lecturers and service users living in poverty, working in tandem to deliver a module to social work and socio-educational care work students. The example from the Netherlands involves young people from a homeless shelter as peer-researchers, working together with social work students. Both projects, one focusing on social work education and on social work research, highlight striking similarities in the positives and challenges of working with service users including how this challenges both groups preconceptions of the other, deepens learning but also creates greater potential for confrontations which need to be managed creatively. The article also identifies the pre-requisites for this to be effective including appropriate resourcing, training, facilitative skills and acknowledges that collaborations can be extremely fragile. However, such projects need further investment, experimentation and implementation on an international scale to share learning and promote creative approaches for the development and learning of social work students.

Haycock-Stuart, E., Donaghy, E., Darbyshire, C. (2016) ‘Involving users and carers in the assessment of preregistration nursing students’ clinical nursing practice: a strategy for patient empowerment and quality improvement?’ Journal of Clinical Nursing, 25 (13-14), 2052-2065, https://doi.org/10.1111/jocn.13279

Abstract

Aims and objectives: To examine (1) nursing lecturers’ and (2) preregistration nursing students’ perspectives of user and carer involvement in the formal assessment of preregistration nursing students’ clinical practice. Background: The involvement of service users and carers in the assessment of clinical practice in nursing education is a recent phenomenon. The Nursing and Midwifery Council Standards in the UK clearly reflect a shift in thinking from paternalistic approaches to person-centred approaches. This shift in thinking includes service user and carer involvement in student nursing assessment and there is evidence that this is being developed in several countries. Design: Located in the interpretive paradigm, data from a two-staged, multicentre qualitative study are presented. Methods: Interpretive analysis of semi-structured, one to one interviews with nursing lecturers (n = 15) and focus groups with nursing students (n = 51) across 11 Higher Educational Institutions. Results: There is a strong commitment for working alongside service users and carers in the education and training of nursing students; however, involving service users and carers in formal practice assessment is identified as more challenging compared with other areas of service user/carer involvement. Service user/carers should provide feedback/review or comment, but not necessarily formal, summative ‘assessment’. Conclusions: The evidence base for involving users and carers in assessment is limited. Involvement of users and carers in providing feedback to nursing students is welcomed. However, concerns exist about the preparedness of users and carers for formal clinical assessment. Relevance to clinical practice: Discussion and clarification with clinical mentors and user and carer groups is necessary to understand if they agree with the policy direction of user and carer involvement in the assessment of nursing students. Quality assurance concerns are raised by students and lecturers when involving user and carer in assessing nursing students’ clinical skills. Mentors are seen as key to this process, but little is known about their perspectives.

Horgan, A., Manning, F., Donovan, M.O., Doody, R., Savage, E., Bradley, S.K., Dorrity, C., O’Sullivan, H., Goodwin, J., Greaney, S., Biering, P., Bjornsson, E., Bocking, J., Russell, S., MacGabhann, L., Griffin, M., van der Vaart, K.J., Allon, J., Granerud, A., Hals, E., Pulli, J., Vatula, A., Ellilä, H., Lahti, M., Happell, B. (2020) ‘Expert by experience involvement in mental health nursing education: The co-production of standards between Experts by Experience and academics in mental health nursing’, Journal of Psychiatric and Mental Health Nursing, 27 (5), 553-562, https://doi.org/10.1111/jpm.12605

Abstract

What is known on the subject

• Expert by Experience (EBE) involvement in mental health nursing education has demonstrated benefits, including enhancing understanding of holistic and recovery-focused practice and enhanced application of interpersonal skills.
• Structure and support for EBE involvement is lacking; often resulting in inadequate preparation and debriefing and tokenistic involvement.
• Service user involvement in mental health nursing education should be underpinned by lived experience perspectives.

What the paper adds to existing knowledge

• An exploration of EBE involvement in nursing education from the perspective of those with lived experience.
• The development of standards designed to provide structure to better support future EBEs involved in higher education.
• An exemplar for co-production of standards between EBE and nurse academics which has applicability for other contexts.

What are the implications for practice?

• The standards could potentially strengthen EBE involvement in mental health nursing education, enhance their confidence and increase the retention of EBEs by creating an inclusive working culture.
• By increasing support for EBEs, the benefits to mental health nursing practice are likely to be maximized.

McCutcheon, K., Gormley, K. (2014) ‘Service-user involvement in nurse education: partnership or tokenism?’, British Journal of Nursing, 23 (22), 1196-1199, https://doi.org/10.12968/bjon.2014.23.22.1196

Abstract

Following on from the Keogh Report, the need for a framework of service-user involvement exists not just in the health service, but also in higher education. There are wide variances globally in the levels of service-user interaction and involvement in healthcare education. Health policy internationally has indicated a move towards developing partnerships with service users, but to date this remains elusive, with the majority of user involvement consultative in approach. This article aims to discuss the health policy background and the current approaches taken in the involvement of service users in healthcare education.

Robinson, K., Webber, M. (2013) ‘Models and effectiveness of service user and carer involvement in social work education: a literature review’, British Journal of Social Work, 43 (5), 925-944, https://psycnet.apa.org/doi/10.1093/bjsw/bcs025

Abstract

Service users and carers are required to be involved in all qualifying and post-qualifying social work programmes (PQ) in the UK. However, there is a wide spectrum of opinion amongst stakeholders about what constitutes meaningful involvement in advanced-level PQ programmes (Webber and Robinson, 2011). We reviewed the literature on service user and carer involvement in social work education to identify models and methods that have been used, and the evidence for their effectiveness. Through mapping twenty-nine studies included in the review against a modified version of Kirkpatrick’s (1967) framework for the evaluation of training, we found widespread support amongst service users, carers, students and lecturers for involvement initiatives but little empirical evidence that it improves outcomes for students. Also, no studies evaluated its effect on social work practice or on outcomes for future service users and carers. It is vital that involvement, and indeed every other aspect of training, is evidence-based, particularly in the context of the current reform of UK social work training. Research is urgently required on the effect of service user and carer involvement on outcomes for social workers and the service users and carers they work with.

Skoura-Kirk, E., Backhouse, B., Bennison, G., Cecil, B., Keeler, J., Talbot, D., Watch, L. (2013) ‘Mark my Words! Service user and carer involvement in social work academic assessment’, Social Work Education, 32 (5), 560-575, https://doi.org/10.1080/02615479.2012.690388

Abstract

This paper discusses the involvement of service users in academic assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an assessment form, assessment of student group presentations and assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in academic assessment. Moreover, the team’s experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in academic assessment.

Weerman, A., Abma, T.  (2019): Social work students learning to use their experiential knowledge of recovery. An existential and emancipatory perspective. Social Work Education 38 (4), 453-469, https://doi.org/10.1080/02615479.2018.1538335

Abstract

Aims: To understand the features of experiential knowledge with recovery and the process of social work students learning to use their experiential knowledge of recovery from an existential and emancipatory perspective. Methods: A participatory action research design was used in an applied university social work department in the Netherlands to develop a new curriculum for students using their experiential knowledge. Students were invited to disclose and share their personal experiences of recovery in the classroom and practice. Results: Experiential knowledge of recovery can be articulated as knowledge of finding a new balance in dualities of several existential themes. Social work students shared their experiences in a reflexive way and transcended their individual experiences to develop a critical subjectivity. They experienced their learning process as emancipatory and destigmatizing, but shame came up as a recurring theme. Making use of experiential knowledge sometimes conflicted with expectations of the social worker as a detached professional expert. Conclusion: Experiential knowledge of recovery can be articulated as knowledge of living with existential dualities. Profiling oneself as a social worker with existential knowledge of recovery has paradoxical aspects: it may weaken shame and combat stigmatization, but may reinforce stigma as well.

The literature in this section provides insight into how experiential knowledge is theorised, and the range of different approaches that are used to frame and make sense of how experiential knowledge can be and is being used to achieve personalised and inclusive higher education.  The literature provides a range of perspectives to understand the concept of integrating experiential knowledge in the training of social workers and nurses.

Adamson, K., Goulden, A., Logan, J. and Hammond, J. (2022) Service user involvement in social work education: a scoping review, Social Work Education, 43 (2), 373-392, https://doi.org/10.1080/02615479.2022.2097213

Abstract

Service user involvement in social work education is well-established in some regions and a new developing approach in others. For instance, since policy reform in 2002, it has been customary for service users and carers to be involved in critical aspects of professional social work education in the UK. Yet, expansion in North American contexts has been limited. The scope and extensiveness of service user involvement are increasingly varied, regardless of mandatory or voluntary educational standards. This scoping review mapped and synthesized literature from 2010 to 2018 on service user and carer involvement in social work education to identify innovative approaches and their effectiveness in practice. We used a scoping review protocol to select 35 studies and assessed the studies using a framework for the evaluation of educational programmes. Although most studies were published in the UK, there was greater representation from other regions than previously reported. The findings suggest that social work programs are adopting various approaches to integrate service users in social work education and innovative research methodologies for evaluation. The implications for social work education and practice are discussed.

Alford, K. R., Stedman, N. L. P., Bunch, J. J. C., Baker, S. and Grady Roberts, T. (2024) ‘Real-World Experiences in Higher Education: Contributing to Developing a Systems Thinking Paradigm’, Journal of Experiential Education, https://doi.org/10.1177/10538259241259626

Abstract

Background: Systems thinking has been proposed as a means to address complex and wicked problems. Systems thinking involves moving beyond looking at an issue from a static perspective and seeing interrelationships between parts and wholes. Students will be better prepared to handle the complexity of the world if they develop a systems thinking paradigm. Yet, little research exists on how individuals develop a systems thinking paradigm. Purpose: This phenomenological research study focuses on “What real-world experiences contribute to developing a systems thinking paradigm?” Methodology/Approach: Phenomenological interviews were conducted with 11 faculty affiliated with the University of Florida School of Natural Resources and the Environment. Data were coded using Colaizzi’s seven-step approach. Findings/Conclusions: The essence of the study was that real-world experiences contribute to developing a systems thinking paradigm. Fieldwork, laboratory, and research experience develop the knowledge needed to understand the concept of complexity. Immersive academic experiences create opportunities for people to interact with others who have varying perspectives. Nonacademic work in the real world gives people a holistic view of the system. Implications: It is recommended that faculty focus on incorporating real-world experiences into their pedagogy and obtain support to create these opportunities.

Biesta, G. (2020) ‘Risking ourselves in education: qualification, socialisation, and subjectification revisited’, Educational Theory, 70 (1), 89-104, https://doi.org/10.1111/edth.12411

Abstract

In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way.

Dumitrache, S. D. and Lazăr, F. (2023) ‘‘I learned to better understand those around me and myself’: The impact of an elective course of self-reflection, personal and professional growth on social work students’, European Journal of Social Work, 26 (4), 721-733, https://doi.org/10.1080/13691457.2022.2128723

Abstract

Through this paper, we aim to emphasise the impact of a Self-reflection, personal and professional growth seminar on the personal and professional development of social work students (n = 110, from the third year of study). We invited the students to keep a diary during the semester in which they recorded their personal reflections and to provide feedback on the impact of the seminar at the end of this elective course. Based on a thematic analysis of their feedback notes and diaries, five main categories emerged as significant: self-reflection and personal development acquisitions; relevance of the seminar for the social work domain; seminar content; interest in the professor/trainer; and the question of whether they would recommend the seminar to others. At the end of the seminar, the participants showed greater awareness regarding their own strengths and capabilities and also with regard to the impact that their own personal life scenarios may have on their work. Our findings highlight the role of experiential self-reflection, personal and professional optimisation programmes in improving future social workers’ readiness to cope with the stress associated with their future work.

Freire, P. (1970) Pedagogy of the Oppressed, London, Penguin Random House.

Abstract

Arguing that ‘education is freedom’, Paulo Freire’s radical international classic contends that traditional teaching styles keep the poor powerless by treating them as passive, silent recipients of knowledge. Grounded in Freire’s own experience teaching impoverished and illiterate students in his native Brazil and over the world, this pioneering book instead suggests that through co-operation, dialogue and critical thinking, every human being can develop a sense of self and fulfil their right to be heard.

Karbouniaris, S., Abma, T., Wilken, J. P., Weerman, A. (2020) ‘Use of experiential knowledge by mental health professionals and its contribution to recovery: literature review’, Journal of Recovery in Mental Health, 4:1, 2371-2376

Abstract

Objective: This article explores the use of experiential knowledge by traditional mental health professionals and the possible contribution to the recovery of service users. Design and Methods: The review identified scientific publications from a range of sources and disciplines. Initial searches were undertaken in databases PsycINFO, PubMed, and Cochrane using specific near operator search strategies and inclusion and exclusion criteria. Results: Fifteen articles were selected. These were published in a broad range of mental health and psychology journals reporting research in western countries. In the selected articles, a varying conceptualization of experiential knowledge was found, differing from therapeutic self-disclosure embedded in psychotherapeutic contexts to a relational and destigmatizing use in recovery-oriented practices. Nurses and social workers especially are speaking out about their own experiences with mental health distress. Experiential knowledge stemming from lived experience affects the professional’s identity and the system. Only a few studies explored the outcomes for service users’ recovery. Conclusion: A small body of literature reports about the use of experiential knowledge by mental health professionals. The mental health system is still in transformation to meaningfully incorporate the lived experience perspective from traditional professionals. There is little data available on the value for the recovery of service users. This data indicates positive outcomes, such as new understandings of recovery, feeling recognized and heard, and increased hope, trust, and motivation. More research about the meaning of experiential knowledge for the recovery of service users is desirable.

Kolb, D. (1984) Experiential Learning: experience as the source of learning and development, Englewood Cliffs, NJ, Prentice Hall.

Abstract

Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development.

Laging, M., Heidenreich, T. (2019) ‘Towards a Conceptual Framework of Service User Involvement in Social Work Education: Empowerment and Educational Perspectives’, Journal of Social Work Education, 55 (1), 11-22, https://doi.org/10.1080/10437797.2018.1498417

Abstract

A topic that has recently gained widespread attention in social work education is service user involvement (SUI), a term denoting the call to include users of social work services in teaching social work students. Despite the widespread use of the term SUI, this label includes a wide variety of approaches with different aims and scopes. A conceptual framework that distinguishes empowerment from educational perspectives in current SUI approaches is proposed, and a number of elements that should be discussed in each of these perspectives are introduced: theoretical background, role and tasks of the institution, areas of implementation and role of service users, and effects of SUI and their assessment. Implications for further SUI projects and research approaches are discussed.

McLaughlin, H, Beresford P., Casey H, Cameron C and Duffy J (2021), The International handbook of Service User Involvement in Human Services Research and Education, Routledge, London.

Abstract

Worldwide, there has been a growth in service user involvement in education and research in recent years. This handbook is the first book which identifies what is happening in different regions of the world to provide different countries and client groups with the opportunity to learn from each other. The book is divided into five sections: Section One examines service user involvement in context exploring theoretical issues which underpin service user involvement. In Section Two we focus on the state of service user involvement in human services education and research across the globe including examples of innovative practice, but also identifying examples of where it is not happening and why. Section Three offers more detailed examination of such involvement in a wide range of professional education learning settings. Section Four focuses on the involvement of service users in research involving a wide range of service user groups and situations. Lastly, Section Five explores future challenges for education and research to ensure involvement remains meaningful.

Warren, K. and Mitten, D. and Loeffler, T. A.  (2009) (Eds.), Theory and practice of experiential education (4th ed.), Association for Experiential Education.

Abstract

In the early days of the Association for Experiential Education, it was often noted that experiential education was experience rich but theory poor. In 1985, the Association for Experiential Education (AEE) published the first edition of this book to help rectify the dilemma. We are pleased to introduce the 4th edition of the original text, which has been re-titled Theory & Practice of Experiential Education. The relationship between theory and practice in experiential education rests on a profound creative tension. As we become more theory based in the application of experiential education, it is essential to maintain the delicate balance between theory and practice. Theory informs practice, while practice tests and refines theory. This book is an attempt to offer the richness of theory that clarifies practice. Since that first edition was published back in 1985, there have been some key developments in the theory of experiential education, and the editors of this volume have strived to make this edition reflective of that evolution. The classic chapters retained from previous editions give the reader a sense of both the timelessness and progression of ideas about experiential education. Some of the new chapters cover topics such as multiple intelligence theory, constructivism, brain-based learning theory, educational reform, and facilitation analysis. Yet others critique how experiential education is articulated and practiced, offering new theories and methods. The result is an excellent teaching resource for undergraduate and graduate courses about education theory and courses specifically in experiential education. It is the editors hope that educators will make this book their own by using the articles that work for their teaching style and students in an order that fits their course progression.