Are perceptions of disability changed by involving service users and carers in qualifying health and social work training?

Abstract

Are perceptions of disability changed by involving service users and carers in qualifying health and social work training? Article no: CDSO 1322498 Enclosures: 1) Query sheet 2) Article proofs Dear Author, Please find attached the proofs for your article. 1. Please check these proofs carefully. It is the responsibility of the corresponding author to check these and approve or amend them. A second proof is not normally provided. Taylor & Francis cannot be held responsible for uncorrected errors, even if introduced during the production process. Once your corrections have been added to the article, it will be considered ready for publication Please limit changes at this stage to the correction of errors. You should not make trivial changes, improve prose style, add new material, or delete existing material at this stage. You may be charged if your corrections are excessive (we would not expect corrections to exceed 30 changes). For detailed guidance on how to check your proofs, please paste this address into a new browser window: http://journalauthors.tandf.co.uk/production/checkingproofs.asp Your PDF proof file has been enabled so that you can comment on the proof directly using Adobe Acrobat. If you wish to do this, please save the file to your hard disk first. For further information on marking corrections using Acrobat, please paste this address into a new browser window:http:// journalauthors.tandf.co.uk/production/acrobat.asp 2. Please review the table of contributors below and confirm that the first and last names are structured correctly and that the authors are listed in the correct order of contribution. This check is to ensure that your names will appear correctly online and when the article is indexed.

Embedding lived experience expertise across the mental health tertiary education sector: An integrative review in the context of Aotearoa New Zealand

“…The literature indicates that, by engaging with curricula that is led by EBE, students are more likely to gain meaningful insight into people with mental distress and addiction experiences (Happell et al, 2014), and, in turn, have greater capacity to provide person‐centred care upon entering the workforce (Horgan et al, 2018). This perspective is widely supported by findings throughout the reviewed publications which show the impact of EBE‐inclusive teaching on reducing stigma (Arblaster et al, 2015; Patterson et al, 2014), increasing empathy (Stacey & Pearson, 2018; Unwin et al, 2017) and improving holistic perspectives on wellbeing among students (Felton et al, 2018).…”

Mechanisms for mobile phone use in empowerment: A critical realist study of people with disabilities in Nigeria

“…Thus, to fully integrate PWDs into society, it is imperative for ICT companies to consider accessibility when developing new digital platforms in developing countries. Unwin, Rooney, Osborne, and Cole (2017) concurred and argued that PWDs must be involved in the design, implementation and conceptualization of ICT programs for them to achieve their full potential and make serious contributions. An example of such initiatives is the Peek Vision, which uses smartphone technology and incentive‐based financing to expand access to eye care in Kenya, India and Botswana (Mannell et al, 2018).…”