Hafford-Letchfield, T.

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Middlesex University Research Repository

Dr Trish Hafford-Letchfield Associate Professor Social Work Keeping Service Users at the Heart of Practice  Dr Trish Hafford-Letchfield,Associate Professor Social Work  Co-production and how to do it What’s the matter?” to  “What matters?”  Culture Structure Practice  Heffernan, M. (2011) Why we ignore the obvious at our peril, Walker and Company, USA  1. Ensure that co-production runs through the culture of an organisation Rhetoric of Co-Production The Emperors New Clothes? 2. Build a shared understanding of what co-production is!  Telling, selling, giving information Consultation, exchange, partnership Co-production Service users, patients and carers leadership 3. Involve everyone from the  Start and ensure that there is  a strategy and resources that  supports co-production 4. Carry out regular reviews to ensure that co-production is making a real difference  and that the process is following the agreed principles   Using an educational approach of embedding learning in support of older people (Hafford-Letchfield, 2010; 2011; 2012;2014) Making transitions in later life Agency, identity and expressive needs Making and contribution and having influence Taking up the leadership role  Promoting Learning in the Fourth Age Nature and degree of benefit for Older People  Benefit to residents: • ...learning new things (eg painting) • ...keeping the body active (eg the knitting group): learning for health • ...learning about what’s going on in the world (eg discussion of news): learning for personal capability • ...keeping the mind active (eg exploring ‘Tess of the d’Urbevilles’) • ...stimulating affective learning, the process not the outcome (arts-based learning) • ...reflecting on a life well spent (through films, biography, stories)  and those receiving domiciliary services: • ...helping people to maintain their independence (eg social contact with other people)  • ...skills and knowledge for survival (eg online shopping): learning for digital inclusion • …is in tune with personalised and person centred support – led by individual/group • ...learning to understand other people (age/youth; ethnicity) to understand others • ...learning about self, how to connect and contribute and feel productive  Mitigation  or compensation? “I look forward all week to her coming. Life here is unstimulating...I call her ‘my sanity’; it saves me from being down in the dumps a lot or thinking am I going to get like everybody else.  I’m very, very fortunate that I’ve got V.”  (Older person in care home)  Not just occupational therapy “If I get the hang of it, anyone else can then learn from me…..It’s enjoyment, knowledge, I think it’s more than passing the time, yes it’s not just about passing the time”  (person learning to use an i-pad).  Dose effect “I’m convinced that if I can master this, it will give me a boost, a boost I need to get better again……I’ve got in my head the idea, if I attack something like this, and if you are successful in doing it, it will encourage other people in doing things.  If you can get people to have a go where they don’t think they can do it…” (Older person with life-threatening illness)  Being ‘Mindful’ in our relationships with  Service Users Moving to the edge of new frontiers?  Professional Development How can practice, education and research equip professionals with the necessary knowledge, skills and values to work with the changing needs of a diverse population?  Business ethics  2. To what extent is practice, education and research equipping care professionals to work effectively with service users within the current practice context and what cross disciplinary knowledge might we draw  upon?  Thank you for listening    p.hafford-letchfield@mdx.ac.uk  Further reading   Aldridge, F. (2009) Enhancing informal adult learning for older people in care settings: Interim report and consultation document.  Leicester, National Institute of Adult Continuing Education   Watch Margaret Heffernan talking about Wilful Blindness  http://www.ted.com/talks/margaret_heffernan_the_dangers_of_willful_blindness   Hafford-Letchfield, T., Lambley, S., Spolander, G., Cocker, C. (2014)  Inclusive Leadership in Social Work and Social Care. Bristol: Policy Press   Hafford-Letchfield, T. (2011) Grey matter really matters: A study of the learning opportunities and learning experiences of older people using social care services.  International Journal of Education and Ageing. 2 (1) pp. 8-23.   Hafford-Letchfield, T., Couchman, W., Webster, M., Avery, P. (2010) A Drama Project About Older People’s Intimacy and Sexuality.  Educational Gerontology, 36 (7) pp.1-18.   Hafford-Letchfield, T. (2010) The age of opportunity? Revisiting assumptions about the lifelong learning needs of older people using social care services. British Journal of Social Work, 40(2), pp.496-512.   Hafford-Letchfield, T. (2012) Funny things happen at the Grange: Introducing comedy activities in day services to older people with dementia.  Dementia: International Journal of Social Research and Practice.   Hafford-Letchfield, T.(2014) Critical educational gerontology: what has it got to offer social work with older people? European Journal of Social Work, 17(3), 2014, pp.433-446.    

Keeping service users at the heart of practice

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Keeping service users at the heart of practice

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