Gaining by giving? Peer research into service user and carer perceptions of inclusivity in Higher Education

Abstract

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education

Reflections on inspiring conversations in social work education: the voices of Scottish experts by experience and Italian students

“…The concept of 'inspiring conversations' emerged from a comparative study (Cabiati and Levy, 2020) based on the involvement of Experts by Experience (EBE) in social work education in Italy and Scotland. 'Inspiring' refers to how conversations, between EBE and students, when framed within reciprocal, trusting and engaging relationships can be stimulating and impactful on all involved: students, EBE and academics Driessens et al 2016;Rooney et al, 2016;Irvine, Molyneux, & Gillman;. For students, the participation of EBE in their social work studies can inspire reflection on their motivations for choosing a career in social work, and on relational and communication skills (Cabiati and Levy, 2020;Wilken, et al, 2020).…”

“…For EBE, involvement can be meaningful and inspiring. It can lead to increasing the self-confidence of EBE to manage independent lives, to the creation of a new support network (Rooney et al, 2016), and the development of new competencies (Wilken, et al, 2020). These outcomes are achieved through involvement that highlights the strengths and capabilities of EBE, and through their contributions to students' learning being respected and valued.…”

“…This chapter has presented insight into the meaning, impact and outcomes of EBE being integral to the learning journeys of social work students in two European countries. The voices of the Scottish EBE and Italian social work students provide a unique and powerful insight into the potential for user involvement in social work education to achieve impact and outcomes on multiple levels Driessens et al 2016;Rooney et al, 2016;Irvine, et al, 2015). The reflections respond to questions on whether user involvement in social work education is ''meaningful' and 'effective'; including 'meaningful' to who: students, service users and carers or practitioners?…”

Service user and carers’ views of best practice in student selection at an English University

“…Rooney, Unwin and Osborne (2016) suggested SUACs' perceived impacts on the quality of students recommended for admission across social work and related courses, emphasising the contribution they made to an assessment of soft skills due to their lived experience. Cree et al (2018), using a non-social worker researcher, interviewed SUAC groups from three Scottish universities; some thought they should be involvement in student selection while others did not, due to their perceived belief of a necessity for specialist knowledge.…”

The ‘nuts and bolts’ of including service users and carers in the recruitment of health and social work students in an English university—An interdisciplinary critique

“…The voice of SUACs in health and social care has brought about some changes within qualifying courses at the UK universities where SUACs are to be found in a number or roles across selection, teaching, quality and research. 17,18 However, there is no evidence that their presence in such roles has brought about systemic change in student recruitment and only the study by Tanner et al 19 has attempted to gauge whether the skills, values and knowledge gained by exposure to SUACs from recruitment and in subsequent teaching carries on into qualified practice.…”