User and Carer Involvement in Social Work Education—A University Case Study: Manipulation or Citizen Control?

Allain, Lucille; Brown, Helen Cosis; Danso, Chantelle; Dillon, Jean; Finnegan, Pat; Gadhoke, Shally; Shamash, Michael; Whittaker, Felicity

doi:10.1080/02615470600593790

Cited by 20 publications

(12 citation statements)

References 1 publication

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Current proposed changes to social work reiterate this, stating that: ' ... service users and carers should be consistently and substantially involved in the design and delivery of courses' (HM Government, 2010, 2.15). Nationally, service user involvement is embedded in numerous aspects of social work educational programmes, primarily teaching planning and delivery, admissions and preparation for practice education (Allain et al, 2006;Baldwin and Sadd, 2006;Beresford et al, 2006;Brown and Young, 2008;O'Connor et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

Skoura-Kirk

Backhouse

Bennison

et al. 2013

Social Work Education

View full text Add to dashboard Cite

This paper discusses the involvement of service users in academic assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an assessment form, assessment of student group presentations and assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in academic assessment. Moreover, the team's experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in academic assessment.

show abstract

Section: Introductionmentioning

confidence: 99%

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

Skoura-Kirk

Backhouse

Bennison

et al. 2013

Social Work Education

View full text Add to dashboard Cite

show abstract

“…The hard copies of the training material arrived only after the project had finished. This illustrates the point made by Wilson and Beresford (2000) when they spoke of how there was a real danger that service users' views and aspirations could be appropriated by larger, more powerful, professional or sectoral organisations (see also Allain et al, 2006).…”

Section: The University Of Portsmouth -Social Work Inclusion Group (Smentioning

confidence: 88%

“…Robinson and Webber (2012) were not able to evaluate which of these models was the most effective although they suggest that the use of Arnstein's model of citizen participation can over-simplify complex considerations of how 'meaningful involvement is/can be (Arnstein, 1969). One example of an attempt to use Arnsteins model as an evaluative tool is that provided by Allain et al,(2006). Their conclusion was that they entered the process of involvement at the lowest phase (one of manipulation), that they succeeded in moving up Arnstein's ladder to rung five (placation) but that they had not reached a level which could really be regarded as partnership, delegation or control.…”

Section: Different Models Of Involvementmentioning

confidence: 99%

A critical examination of the knowledge contribution service user and carer involvement brings to social work education

Hatton

2016

Social Work Education

View full text Add to dashboard Cite

A critical examination of the knowledge contribution service user and carer involvement brings to social work education Kieron Hatton Service user/carer involvement in social work education is supported by the HCPC (Health Care Professions Council) and currently, by the Department of Health. It is generally seen as beneficial but the reasons why this may be the case are often under-theorised and seen as un-problematic. This article seeks to provide a theoretical justification for an approach which values involvement as central to educational practice. It begins by looking at models of participation and how they can help us understand processes of involvement. It suggests that to move beyond tokenistic approaches we need to develop an approach which is based on equality and partnership. Drawing on European approaches to social pedagogy, particularly those utilising 'the Common Third', and debates around creativity and social power the article articulates an approach based on the co-production of curricula and assessment artefacts. This, the paper suggests, tests the students ability to empathise and communicate with people using services and utilises the latters' personal expertise to bring the curricula alive. The article outlines a theory of creativity, inclusion and power which the author believes validates the approach developed and which provides a model for evaluating the real level of recognition given to the service user/carer voice within the educational process, particularly in social work education. It is suggested that such an approach is consistent with the social work professions' commitment to the promotion of social justice and social change (IFSW, 2014)

show abstract

“…In addition there is some indication that student drop-out (attrition) rates for social work are high in comparison to medical professional courses (Tickle, 2010). user participation (Beresford, 2014) and several studies have looked at the ways in which service users are involved in social work courses (Robinson and Martin, 2013;Allain et al, 2006;Angel and Ramon, 2009;Baldwin and Sadd 2006), there are few examples of involvement in curriculum planning (Molyneaux and Irvine, 2004) or policy consultation.…”

Section: Unfortunately Wilson Andmentioning

confidence: 99%

Social Work Education and the Marketisation of UK Universities

Cleary

2018

The British Journal of Social Work

View full text Add to dashboard Cite

Social work practice and university provision of social work education in the UK have come under considerable public scrutiny during the past decade. Questions have been raised in the media, professional discourse and government inquires as to whether universities are delivering consistently high standards of graduates into the profession. During the same period structural changes to the provision and funding of universities in the UK have transformed higher education. The rapid expansion of the sector alongside the introduction of fees-based funding has resulted in a 'market' in higher education. Students are now consumers, with greater numbers of universities competing for their custom. However, as the sector continues to expand a growing body of critical literature is emerging raising doubts as to the efficacy of this newly marketised university structure. This research therefore asks how marketisation is influencing social work education in UK universities. Although it is acknowledged that there has been an expansion of alternative routes to qualification, this research is exclusively focussed on university provision. Using a dual-stranded study involving a national sample of social work academics, questionnaire and interview data is analysed to present emerging themes based on the expressed views and reported experiences of those working directly within the sector. The study highlights a level of concern regarding the changing academic relationship with students and particularly the role of the National Student Survey (NSS). It raises questions in relation to standards of admissions, teaching and assessment in some institutions. Findings indicate that academics are very aware of the influence of a market-culture within universities but that experiences differ across the sector. There is evidence that consistency of standards may be compromised in some instances but that social work academics feel unable to speak out about this topic whilst working in this highly competitive and uncertain environment. Conclusions have a transformative focus pointing to a need for open, critical and reflective discourse to assist the development of future practice, policy and regulation in this area with the ultimate aim of improving standards of higher education. The study may therefore be of interest to those working in other disciplines, particularly comparable professional courses such as teaching and nursing.

show abstract

User and Carer Involvement in Social Work Education—A University Case Study: Manipulation or Citizen Control?

Cited by 20 publications

References 1 publication

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

A critical examination of the knowledge contribution service user and carer involvement brings to social work education

Social Work Education and the Marketisation of UK Universities

Contact Info

Product

Resources

About