The Meaningful Involvement of Service Users and Carers in Advanced-Level Post-Qualifying Social Work Education: A Qualitative Study

2011 ◽  
Vol 42 (7) ◽  
pp. 1256-1274 ◽  
Author(s):  
M. Webber ◽  
K. Robinson
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Work Education ◽  
Service Users ◽  
Advanced Level ◽  
Meaningful Involvement ◽  
Work Education

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 Spirituality and social work: Introducing a spiritual dimension into social work education and practice

2016 ◽  
Vol 26 (4) ◽  
pp. 65-77 ◽  
Author(s):  
Carol Phillips
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Workers ◽  
Social Work Education ◽  
Spiritual Development ◽  
Social Work Students ◽  
Spiritual Dimension ◽  
Practice Elements ◽  
Work Education

Against a background of growing international interest in the place of spirituality in social work education and practice, this paper describes a qualitative study of the spiritual expe- riences of non-Māori social work students at Te Wānanga o Aotearoa, and the application of spirituality to their practice as social workers. The study found that both the programme and Wānanga environment enhanced and deepened participants’ own spirituality and flowed through into their practice. Elements of the Wānanga programme which contributed to the students’ spiritual development are identified, along with a discussion of the influence of the bicultural nature of the programme and take pū on their practice. 

Sign in / Sign up

Export Citation Format

Share Document