Service Learning and Systems of Care: Teaching Students to Learn from Clients

Pierpont, John; Pozzuto, Richard; Powell, John Y.

doi:10.1300/j039v05n03_06

Cited by 10 publications

(9 citation statements)

References 8 publications

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“…Source: Adapted from Western Carolina Centre (n.d.). MacKean et al 2005;McCammon et al 2001;Osher and Osher 2002;Pierpont et al 2001;Powell et al 2001;Robinson et al 2005;Rose et al 2004;Tolan and Dodge 2005;Winters and Pumariega 2007). Some of the most critical are described below.…”

Section: Barriers and Challengesmentioning

confidence: 99%

Advancing Family-Centred Care in Child and Adolescent Mental Health: A Critical Review of the Literature

MacKean

Spragins²,

L'Heureux³

et al. 2012

hcq

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Family-centred care (FCC) is a key factor in increasing health and related system responsiveness to the needs of children and families; unfortunately, it is an unfamiliar service model in children's mental health. This critical review of the literature addresses three key questions: What are the concepts, characteristics and principles of FCC in the context of delivering mental health services to children? What are the enablers, barriers and demonstrated benefits to using a family-centred approach to care in children's mental health? And how can we facilitate moving an FCC model forward in children's mental health? A range of databases was searched for the years 2000-2011, for children ages zero to 18 years. Articles were selected for inclusion if a family-centred approach to care was articulated and the context was the intervention and treatment side of the mental healthcare system. This literature review uncovered a multiplicity of terms and concepts, all closely related to FCC. Two of the most frequently used terms in children's mental health are family centred and family focused, which have important differences, particularly in regard to how the family is viewed. Initial benefits to FCC include improved child and family management skills and function, an increased stability of living situation, improved cost-effectiveness, increased consumer and family satisfaction and improved child and family health and well-being. Significant challenges exist in evaluating FCC because of varying interpretations of its core concepts and applications. Nonetheless, a shared understanding of FCC in a children's mental health context seems possible, and examples can be found of best practices, enablers and strategies, including opportunities for innovative policy change to overcome barriers.

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Section: Barriers and Challengesmentioning

confidence: 99%

Advancing Family-Centred Care in Child and Adolescent Mental Health: A Critical Review of the Literature

MacKean

Spragins²,

L'Heureux³

et al. 2012

hcq

View full text Add to dashboard Cite

show abstract

“…Similarly, in The Gift of Therapy, Yalom (2000) tells a story about his shock and dismay when, at the termination of a therapy group, everyone agreed that the therapist was the only person who had not changed in the time they had worked together; he concludes this story by urging young therapists to let their clients matter to affect them. Approaching the requirement to learn from clients from a different angle, Pierpont, Pozzuto and Powell (2001) and Vail, Mahon-Salazar, Morrison and Kalet (1996) discuss training programs in which social work and medical students (respectively) are taught the importance of learning from their clients (i.e., learning from clients about the impact of a social policy and how to appropriately interview and examine HIV+ patients, respectively). Finally, a few participants indicated that learning from clients means something about them (it says something about them as people and/or about their areas for growth); participants' responses here reflect the importance of selfreflection and self-awareness in therapist development.…”

Section: What Interns Think It Means To Learn From Clientsmentioning

confidence: 99%

When the shoe is on the other foot: A qualitative study of intern-level trainees’ perceived learning from clients.

Stahl

Hill

Jacobs

et al. 2009

Psychotherapy: Theory, Research, Practice, Training

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Twelve trainees (3 men and 9 women) who had recently completed predoctoral internships at a university counseling center were interviewed about what they had learned from clients. Data were analyzed using a consensual qualitative research method. Participants reported learning things about doing therapy, themselves, client dynamics, human nature, the therapy relationship, and the usefulness of supervision. In addition, participants highlighted the importance of consultation and self-reflection to help them recognize what they learned. Implications for practice and research are discussed.

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“…Few studies though are sufficiently outcome‐focused to judge whether partnership education made a difference. It is argued that partnership work encourages students to critically reflect on practice (Curran 1997, Pierpont et al . 2001), and reduces stereotyping and stigmatisation (Curran 1997, Pierpont et al .…”

Section: Resultsmentioning

confidence: 99%

“…Of the further 12 not data extracted, three focus on partnership with users and carers (British: Cuming & Wilkins 2000, Elliott et al . 2005; American: Pierpont et al . 2001).…”

Section: Methodsmentioning

confidence: 99%

What do we know about partnership with service users and carers in social work education and how robust is the evidence base?

Taylor

Riche

2006

Health Soc Care Community

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Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research team undertook a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work. This involved an extensive search of electronic databases and rigorous screening to identify studies which had sufficient relevance to be subjected to detailed analysis. The research team also undertook a practice survey of the teaching, learning and assessment of partnership in prequalifying programmes in England, Wales and Northern Ireland. This involved three stages: a document search; telephone interviews; and focus groups held with students, academic staff, and service users and carers. Throughout the research process, the interdisciplinary team was advised and supported by a stakeholder group which consisted of service users and carers, students, and employer representatives. In the second part of the paper, subsequent discussion explores key findings from the research, including the disputed nature of the concept of partnership, models of partnership work within social work education and the dearth of research on partnership outcomes. Five related questions are identified as a means of interrogating the robustness of the research process and findings. The paper concludes by arguing for work to be done to theorise partnership, and to develop effective strategies for improving the quality of partnership working in education, and health and social care practice.

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Service Learning and Systems of Care: Teaching Students to Learn from Clients

Cited by 10 publications

References 8 publications

Advancing Family-Centred Care in Child and Adolescent Mental Health: A Critical Review of the Literature

Advancing Family-Centred Care in Child and Adolescent Mental Health: A Critical Review of the Literature

When the shoe is on the other foot: A qualitative study of intern-level trainees’ perceived learning from clients.

What do we know about partnership with service users and carers in social work education and how robust is the evidence base?

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