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

Irvine, Julie, Molyneux, Jeanie and Gillman, Maureen (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). pp. 138-150. ISSN 0261-5479

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Official URL: http://dx.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.

Item Type: Article
Uncontrolled Keywords: Higher education, reflection, user perspectives, partnership
Subjects: L500 Social Work
X900 Others in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Social Work and Communities
Depositing User: Becky Skoyles
Date Deposited: 20 Nov 2014 10:30
Last Modified: 10 Aug 2015 11:25
URI: http://nrl.northumbria.ac.uk/id/eprint/18237

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