Evaluating the effectiveness of service user and carer involvement in post qualifying mental health social work education in Scotland: challenges and opportunities

Abstract

Purpose -The purpose of this study is to evaluate the effectiveness of user and carer involvement in a new one-year postgraduate certificate course for Mental Health Officers (MHOs) in Scotland, covering the first year of its delivery (2009)(2010).Design/methodology/approach -This was explored in two ways: first, by assessing the level of user and carer involvement against a modified framework; and second, by measuring students' confidence in working with people with mental health issues over the duration of the course, and through interviews with students and service users and documentary analysis. Findings -The findings indicate user and carer ''influence'' and ''partnership'' over the design and delivery of the learning, teaching and assessment strategy, but no degree of ''control'' over any aspect of the course. Teaching provided by users and carers was associated with marked improvement in students' confidence in engaging with and upholding the rights of users and carers in the context of the MHO role. Students reported increased awareness of the lived reality of compulsory treatment. Users reported benefits from feeling they had helped facilitate future good practice.Research limitations/implications -The research design does not allow for causal links to be made between increases in student confidence and user and carer involvement.Practical implications -The study identified substantial barriers to effective user and carer involvement but confirmed its potential as a positive change agent for post-qualifying social work education.Originality/value -This study contributes to the evidence base by demonstrating the value of service user and carer involvement in post qualifying social work education.

Mental health consumer participation in education: a structured literature review

“…There is an emphasis from both consumers and students on the effect of consumer teaching on students' ability to focus on the person and not the illness (Dogra et al ., ; Forrest et al ., ; Scheyett & Kim, ; Stickley et al ., ). Self‐reported improved responsiveness to families, carers and support people as a result of consumer participation is also identified (McCusker et al ., ).…”

“…Various types of consumer involvement are identified, including assessment of student work (Bailey, ; O'Donnell & Gormley, ); using their own story to provide context for and understanding of mental health problems (Buhler & Karimi, ; Byrne et al ., ; Dogra et al ., ; McCusker et al ., ; Wagstaff et al ., ); developing teaching materials (Tickle & Braham, ); and recruiting students for programs (Vandrevala, Hayward, Willis & John, ).…”

“…All studies that address the design stage are qualitative, reflecting the exploratory nature of this research. The most common topic is identification of consumers' priorities for student learning for a particular programme in an individual institution (Fallon, Warne, McAndrew & McLaughlin, ; Forrest, Risk, Masters & Brown, ; McCusker, Macintyre, Stewart & Jackson, ; Rudman, ; Simpson, ; Stickley et al ., ). Other topics are the development of consumer academic roles (Happell, Pinikahana & Roper, ; Happell & Roper, ; Simons et al ., ); purposes and methods for consumer participation (Dogra, Anderson, Edwards & Cavendish, ; Simons, Tee & Coldham, ); critical success factors (Tew, Holley & Caplen, ); and differences between health disciplines (Simons et al ., ; Wagstaff, Rose, Tew, Singh‐Cooner & Greening, ).…”

Service user leadership: training and development for service users to take the lead

“…A lot of papers have been published about the involvement of service users in the training of mental health workers (e.g. in this Journal: Tickle and Braham, 2012;McCusker et al, 2012) but very few about the training of service users to equip them to carry out such roles. An exception is the description and critique of the "Changing Minds" programme, which aimed to equip service users to deliver mental health awareness training (McKinley and Yiannoullou, 2012).…”

Learning from service user and carer involvement in clinical psychology training

“…They found that students taught by service users and/or carers were more likely to employ a user-centred approach, less likely to use jargon, felt more competent in therapeutic skills, and had perceived increased confidence in engaging with service users and carers (see Barnes et al, 2006;Khoo et al, 2004;McCusker et al, 2012;Wood and Wilson-Barnett, 1999).…”