Service user and carer involvement in social work education – where are we now? – Part 1

McLaughlin, Hugh; Sadd, June; McKeever, Brendan; Duffy, Joseph

doi:10.1080/02615479.2016.1253671

Cited by 13 publications

(10 citation statements)

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“…To bring service users to the 'virtual table' at a stage when thinking has already been developed not only subsidiarises the status of their knowledge, but arguably is a form of epistemic discrimination where more power is afforded to expert knowledge and service users are treated as being less equal. We also recognise that access to the Internet may indeed be an obstacle to 'virtual involvement' but, from our experience, service user involvement can take place where there is willingness and commitment to go the extra mile to overcome such barriers (McLaughlin et al, 2018). In saying this, we also recognise there is an unspoken inequality amongst those living in such poverty that access to Wi-Fi or devices is unattainable, a point we return to.…”

Section: Introductionmentioning

confidence: 77%

Service User Involvement and COVID-19—An Afterthought?

Duffy,

Cameron,

Casey

et al. 2022

The British Journal of Social Work

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We are researchers and activists working in the field of service user involvement for many years in the UK and internationally who are concerned that, during the COVID-19 pandemic, years of progress in service user involvement have been unravelled by service users being left on the outside of key decisions and matters affecting their lives. Instead, we argue, they have become an afterthought. As authors, we combine both academic and service user experience and have been involved in advancing practice, understanding and guidance about the significant contribution that service users bring to knowledge production. This article examines the issues by focusing on the journey of service user involvement before and during the pandemic, as well as on what should come after. Turning to the experiences of disabled people as a case study example, we argue that going back to ‘normal’ would be fundamentally flawed, as evidenced by the marginalised way in which service users have been treated during this period of societal crisis. Our article concludes by urging a reflexive stance to ensure service user involvement re-establishes its pivotal position in public policy and practice.

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Section: Introductionmentioning

confidence: 77%

Service User Involvement and COVID-19—An Afterthought?

Duffy,

Cameron,

Casey

et al. 2022

The British Journal of Social Work

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“…Similarly, social work programs should model these principles in their policies and procedures through the inclusion of both students and service users. In Britain, it is a requirement that service users be given a voice in social work education (McLaughlin et al, 2016).…”

Section: Implicit Curriculummentioning

confidence: 99%

Looking Back to Move Us Forward

Gabel

Mapp²,

Androff

et al. 2022

ASW

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Social work was a progressive profession at its founding, and social workers sought to transform people’s lives through wide-ranging reforms and work with individuals and communities. Over time, social work has evolved into a more conservative profession. Social workers have perpetuated oppressive policies, structures, and practices that marginalize vulnerable populations. This paper revisits the history of our profession and presents a human rights approach toward justice in social work practice and education that is more in line with its roots and the intentions of its founders. This renewed approach requires the participation of communities and the full inclusion of client voices, creating an atmosphere supportive of human rights, different curricular methods of delivering human rights and justice content, and new skill development in courses and fieldwork. This paper demonstrates how a rights-based approach bridges the divide between macro and micro practice and permeates all professional education and practice aspects. The paper shows how social work education can orient classroom and field curricula to promote human rights by emphasizing community-based practice frameworks and system-wide changes.

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“…The history of involvement in education and training is well-rehearsed in Molyneux and Irvine (2004), Beresford and Boxall (2012), and Irvine et al (2015). Two recent works offer a more comprehensive overview of the history of citizen involvement in health and social care (see the editorials to special editions by McLaughlin et al, 2016;Duffy et al, 2017). Involving citizens in the education of future health and social care professionals, some of whom will work in the CJS, offers authentic insights into the lived experience of a service or experience (Scammell et al, 2015;Parker, 2021;Heaslip et al, 2018) providing a contrasting perspective to the professional discourse.…”

Section: The Centrality Of Voice and Inclusionmentioning

confidence: 99%

People in Contact with Criminal Justice Systems Participating in Service Redesign: Vulnerable Citizens or Democratic Partners?

Parker

Heaslip

Crabtree

et al. 2021

Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems

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This chapter presents a conceptual consideration of the centrality of ‘voice’ in the Criminal Justice System (CJS), particularly in respect of service development. The hidden perspectives of those who are ‘subject to’, working with or working in the CJS represent important aspects to consider when seeking to change, develop or evaluate services. After emphasising the turn to including the voices of those often excluded from participation we explore aspects of the contested concept of ‘vulnerability’ as a label often applied to those working with CJS. We widen this to consider the vulnerabilities by association that professional take on as popular discourses permeate perceptions of CJS cultures. Subsequently, we examine some of the ways in which the inclusion of hidden and potentially vulnerable voices of those citizens involved with CJS can assist the transformative development of services by irritating the normative perspectives. We advocate an approach based around critical ethnography as a means of sitting with and walking besides people intimately involved in CJS.

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Service user and carer involvement in social work education – where are we now? – Part 1

Cited by 13 publications

References 0 publications

Service User Involvement and COVID-19—An Afterthought?

Service User Involvement and COVID-19—An Afterthought?

Looking Back to Move Us Forward

People in Contact with Criminal Justice Systems Participating in Service Redesign: Vulnerable Citizens or Democratic Partners?

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