Social work student telephones Expert by experience. Service users involvement in social work education during Covid-19 pandemic

2021 ◽  
pp. 1-14
Author(s):  
Elena Cabiati ◽  
Landi Camilla ◽  
Laura Pinto
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Service Users ◽  
Work Education ◽  
Work Student

Service users’ involvement in social work education: focus on social change projects

2019 ◽  
Vol 38 (1) ◽  
pp. 89-102 ◽  
Author(s):  
Shulamit Ramon ◽  
Merav Moshe Grodofsky ◽  
Elena Allegri ◽  
Andreja Rafaelic
Keyword(s):  
Social Change ◽  
Social Work ◽  
Social Work Education ◽  
Service Users ◽  
Change Projects ◽  
Work Education

scholarly journals Using creativity, co-production and the common third in a communication skills module to identify and mend gaps between the stakeholders of social work education

2020 ◽  
Author(s):  
Emma Reith-Hall
Keyword(s):  
Social Work ◽  
Communication Skills ◽  
Social Work Education ◽  
Social Inclusion ◽  
Social Work Students ◽  
Service Users ◽  
Social Pedagogy ◽  
The Common ◽  
The Uk ◽  
Work Education

The involvement of stakeholders – academics, service users and carers, students and practitioners – is thought to improve the quality of social work education, although few approaches and strategies for achieving this have been articulated. Even service-user and carer involvement, which is firmly embedded within social work courses in the UK, would benefit from being better theorised and researched. This paper considers how creativity, co-production and the common third helped social work academics from an English university and service users and carers from a local user-led organisation to design, deliver and evaluate a communication skills module for social work students. In spite of some challenges, effective and supportive relationships have developed, with a range of benefits becoming increasingly apparent. However, the strengths of this partnership highlighted gaps in the relationships with other stakeholders. In a conscious effort to overcome paternalistic traditions of transmission-oriented teaching, some gap-mending strategies were developed to involve students in the module’s design, delivery and evaluation. It is proposed that social pedagogy, with its focus on social inclusion and social justice, might help fulfil a current aim of British higher education, to work with students as partners and increase meaningful involvement and collaboration.

scholarly journals Utilising the ‘common third’ to enhance social work education

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Elizabeth McCreadie
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Academic Staff ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Teaching Staff ◽  
Service Users ◽  
The Common ◽  
Work Education

This article considers the utilisation of the common third to prepare social work students for practice by engaging with education in the broadest sense of the term ( Jackson and Cameron, 2011 ). Quality social work practitioners need fully developed reflective capacities to assist with the complex issues faced by individuals who experience marginalisation, discrimination, and inequality. In order to help develop autonomous and critical thinkers, which is of the utmost importance for social work, this article considers the value of the common third as part of the learning process. The common third, using activities to strengthen relationships, enhances social work practice and this article evaluates a three-day residential experience of outdoor pursuits in partnership with students, service users, practice educators, and teaching staff. This experience has been undertaken for several years at the University of West London, funded by the Education Support Grant from the Department of Health. Until now only anecdotal accounts were available; however, in 2018 staff sought written and verbal feedback from participants to assist in the writing of this article. This is based on the 2018 experience of 45 first-year social work students, six academic staff members, three service users, and two social work practice educators. The findings support the positive anecdotal accounts given to date and highlight the benefits of the common third in social work education.

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