Perspectives of experts-by-experience: an exploration of lived experience involvement in social work education

Fox, Joanna (2020) Perspectives of experts-by-experience: an exploration of lived experience involvement in social work education. Social Work Education: The International Journal. pp. 1-18. ISSN 1470-1227

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Official URL: http://dx.doi.org/10.1080/02615479.2020.1861244

Abstract

The involvement of service users and carers is mandated in the development and delivery of social work education since 2002. At our university we have a very active group of six Service User and Carer Involvement (SUCI) experts who contribute to all aspects of the undergraduate and post graduate qualifying social work programmes. Six SUCI experts participated in a workshop to explore their lived experience of involvement in social work education. Qualitative data was recorded with permission and later transcribed as the participants discussed their perspectives of involvement in the programmes. Themes were co-created during the workshop and captured on a whiteboard; this was later photographed. Thematic data analysis was also applied to the discussion. Themes co-created in this study were identified as: expertise; motivations; authenticity; diversity; challenging students; enablers and barriers; and areas for improvement. The SUCI experts noted their sense of cohesion and team support as a group which was essential to their positive experiences of involvement; and identified their motivations for involvement which encourages them to challenge students to improve their practice. Moving forward we are committed to exploring how we can ensure effective involvement by developing co-production and ensuring the effective and creative involvement of the group.

Item Type: Journal Article
Keywords: Service user involvement, social work education, lived experience, service user participation, experts-by-experience
Faculty: Faculty of Health, Education, Medicine & Social Care
SWORD Depositor: Symplectic User
Depositing User: Symplectic User
Date Deposited: 04 Mar 2021 13:40
Last Modified: 09 Sep 2021 18:51
URI: https://arro.anglia.ac.uk/id/eprint/706387

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