Youth in the UK and Greece: young Homeless People and the Meanings of Youth

Deals with the ways in which "youth" is being socially constructed in Great Britain and Greece. Interviews with key informants and young homeless people; Themes of dependence and independence, power and powerlessness, youth as a positive power and youth as "danger"; Juxtapositions and dichotomies that characterize the conceptualization of youth in both societies; Curtailment of youth's citizenship status

Playing its part: An evaluation of professional skill development through service user-led role-plays for social work students

This paper presents the findings of a UK-based evaluation of service user-led role-play interviews for social work students. Skill development relating to ‘procedural competencies’ (relationship forming, communication skills) and ‘meta-competencies’ (linking theory to practice, reflection) is specifically explored using a mixed-method repeated-measures design. Assessment feedback from student self-ratings (N=32), as well as service user (N=7) and practice educator (N=4) ratings was compared at two timepoints. An overall improvement of the students’ professional skills was identified, with a notable divergence regarding what had improved: the students focused on procedural skills, practice educators on cognitive skills, whereas service users focused on relational/embodied aspects of professional skills. Moreover, what counted as ‘improvement’ varied between the groups: when considering ‘problem-solving’ students and practice educators were emphasising the importance of taking time and not rushing to resolutions, whereas service users were praising students who were proactive and solution-focused. The findings assert the value of service user-led educational activities not only as contributing to the improvement of social work students’ skill development, but also as providing a perspective that may challenge the dominance of professional narratives in social work education. The findings have specific implications for curriculum development and evaluation of service user-led activities

Mark my words! Service User and Carer Involvement in Social Work Academic Assessment

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

Service User and Carer involvement in social work education: An examination of student discourses.

As service user and carer involvement is forming an integral part of social work educational programmes in the UK the evidence-base for its impact and potential outcomes is still growing. Support and commitment towards such activities is widespread, but the evidence-base as to outcomes for students is limited. Some of the direct feedback from students, lecturers and service users in the literature points to values being central to this educational exchange Yet, an important question in this area, and a subject that warrants rigorous research is whether these ‘attitudes’ and ‘abilities’ can be taught on social work courses. This research aims to examine the involvement of service users and carers in the classroom and the impact on students’ values in more depth. In particular, the research will adopt a discourse analysis approach, focusing on the ways in which students use language to express and construct their understanding and relationship to the people they will work with. Are these discourses informed by person-centred values (empathy, use of self) or do they tend to be dominated by professional jargon? Are elements of the power interplay clearly articulated, or are potentially oppressive attitudes present? The research data have been collected from one BA social work student cohort at CCCU in the UK. As part of their second year, the students attend the module ‘Citizens, Service Provision and Society’; service user and carer involvement is integral in the planning, delivery and assessment of the module. The research data include a) students’ initial statements on what is a ‘service user’ and a ‘carer’, b) their reflective essays, c) their end-of-year Assessment of Practice Tools, d) a focus group a year later. Some initial findings point to professional discourses informing the students’ writing around service users and carers. The initial statements around service users represent them as needing support, as empowered and knowledgeable, as burdens and as complex (“difficult but inspiring”). The students’ reflective essays are characterised by emotional language (i.e. ‘I was shocked’, ‘I felt ashamed’, ‘surprised’), pointing to an emotional response to the service user narratives. The emotional language is not so evident in the end-of-year practice documents, yet reflective writing is present, alongside strong commitment to social work values. Finally, the focus group discussion confirmed the emotional impact of service user and carer narratives, and the difficulty in maintaining the purity of social work values when in practice. The analysis of the data is ongoing; nevertheless, this research can shed some light on areas of professional discourses and how these are shaped, affected and influenced by service user and carer involvement in social work education. Furthermore, I will argue that discourse analysis can further influence social work research, as it can shed light to issues around professional power, values and practice. The dominance of rigid professional discourses can potentially perpetuate stereotypes and stigma; we need to establish whether service user and carers as co-educators can challenge some of these tendencies

Does Service user and carer involvement in social work education promote person-centred practice? An examination of student discourses

As service user and carer involvement is forming an integral part of social work educational programmes in the UK the evidence-base for its impact and potential outcomes is still growing. Support and commitment towards such activities is widespread, but the evidence-base as to outcomes for students is limited. Some of the direct feedback from students, lecturers and service users in the literature points to values being central to this educational exchange Yet, an important question in this area, and a subject that warrants rigorous research is whether these ‘attitudes’ and ‘abilities’ can be taught on social work courses. This research aims to examine the involvement of service users and carers in the classroom and the impact on students’ values in more depth. In particular, the research will adopt a discourse analysis approach, focusing on the ways in which students use language to express and construct their understanding and relationship to the people they will work with. Are these discourses informed by person-centred values (empathy, use of self) or do they tend to be dominated by professional jargon? Are elements of the power interplay clearly articulated, or are potentially oppressive attitudes present? The research data have been collected from one BA social work student cohort at CCCU in the UK. As part of their second year, the students attend the module ‘Citizens, Service Provision and Society’; service user and carer involvement is integral in the planning, delivery and assessment of the module. The research data include a) students’ initial statements on what is a ‘service user’ and a ‘carer’, b) their reflective essays, c) their end-of-year Assessment of Practice Tools, d) a focus group a year later. Some initial findings point to professional discourses informing the students’ writing around service users and carers. The initial statements around service users represent them as needing support, as empowered and knowledgeable, as burdens and as complex (“difficult but inspiring”). The students’ reflective essays are characterised by emotional language (i.e. ‘I was shocked’, ‘I felt ashamed’, ‘surprised’), pointing to an emotional response to the service user narratives. The emotional language is not so evident in the end-of-year practice documents, yet reflective writing is present, alongside strong commitment to social work values. Finally, the focus group discussion confirmed the emotional impact of service user and carer narratives, and the difficulty in maintaining the purity of social work values when in practice. The analysis of the data is ongoing; nevertheless, this research can shed some light on areas of professional discourses and how these are shaped, affected and influenced by service user and carer involvement in social work education. Furthermore, I will argue that discourse analysis can further influence social work research, as it can shed light to issues around professional power, values and practice. The dominance of rigid professional discourses can potentially perpetuate stereotypes and stigma; we need to establish whether service user and carers as co-educators can challenge some of these tendencies

Evaluation of service user-led role play feedback for social work students

Despite the ethical commitment to service user and carer involvement in social work education and the value afforded it by students, the evidence base for its effectiveness remains relatively limited. As Rhodes (2012) argues, in order to support radical changes in education delivery, further rigorous evaluation is required, particularly relating to the impact of involvement on transformative learning, and on care delivery. In this presentation, we report on the planning, implementation and evaluation of service user-led role plays as an educational activity with first year social work students. Our evaluation examines the development of procedural skills and meta-competencies through repeated measure testing of student assessment scores and analysis of qualitative assessment feedback.As part of their Preparation for Direct Practice module, social work students undertake short role-play interviews with service users and carers (people with direct experience of social care services- members of our ‘Partnership Initiative’ group, or PI). The aim of the role-play interviews is to develop ‘procedural or operational competencies’ (relationship forming and professional communication skills), as well as ‘meta-competencies’ (linking theory to practice, reflection and use of self; linking to the work by Bogo et al, 2006). The role-play interviews took place at two points in the academic year, and were based on short scenarios written by the PI members. Assessment feedback was provided by PI members. Students also completed a self-evaluation form and participated in a reflective group discussion facilitated by a practice educator. We argue that direct engagement with service users and carers can enable students to challenge preconceived ideas, create novel partnerships and develop professional skills in a safe educational space. The experiential learning approach can contribute to a more inclusive curriculum and to a stronger social justice agenda by challenging traditional conceptualisations of service users and carers as passive, lacking in knowledge or experience; instead, it sees them as experts in their own right. Seeking to add to the evidence base, we are currently evaluating the effectiveness of these role-play interviews and will present our findings at the Conference. Early indications point to an improvement in the skills of the students, as scored by service users, students and practice educators

Evaluation of service user-led role play feedback for social work students

This session will present our work on service user-led role plays with first year BA social work students: the planning, implementation and evaluation of this educational activity. The role plays form part of the Preparation for Direct Practice module and are led by service users and carers, members of the Partnership Initiative (people with direct experience of social care services). Their aim is to develop ‘procedural competencies’ (relationship forming and professional communication skills), as well as ‘meta-competencies’ (linking theory to practice, reflection and use of self; Bogo et al, 2006). The role-plays take place at two points in the academic year (Autumn and Spring terms), are based on short scenarios written by the PI members and last 15 minutes. Assessment feedback is provided by the PI members; students also complete a self-evaluation form and participate in a reflective group discussion facilitated by a practising social worker. Adopting an experiential learning approach is well-suited to social work education, as it allows for concrete experience (undertaking the interview), as well as reflection, and active experimentation (identifying learning points and repeat of the role-play; Kolb, 1984). We argue that this educational activity contributes to a more inclusive curriculum and upholds social justice values by challenging the traditional conceptualisations of service users and carers as passive, lacking in knowledge or experience; instead, instead it sees them as experts in their own right (Beresford, 2000). Furthermore, their engagement with students during the role-plays can challenge preconceived ideas, allow professional skills development in a safe educational space and create novel partnerships. Existing literature points to such activities being highly valued by students (especially linked to the role-plays being led by service users; see Hitchin, 2016) and to self-reported benefits (such as developing empathy, active listening skills, self-awareness; see Bogo et al, 2013; Skilton, 2011; Duffy, Das and Davidson, 2013; Hitchin, 2016). Yet, the evidence base for the effectiveness of service user and carer involvement in affecting skills development and direct practice is still limited. As Rhodes argues, in order to support radical changes in education delivery, further rigorous evaluation, particularly related to the influence involvement has on transformative learning, and the influence on care delivery, is required. (2012, p. 189). Seeking to add to the evidence base, we are currently evaluating the effectiveness of these role-play interviews and will present our findings at the Festival. The evaluation will examine the development of procedural skills and meta-competencies through repeated measure testing of student assessment scores and analysis of qualitative assessment feedback. Preliminary findings point to positive effects in the development of skills for students