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Service user and carer involvement is firmly established as an integral part of social work education in the UK, with a growing body of evidence demonstrating its beneficial effects on student learning. Calls have been made to further develop its theoretical base and evaluate its impact on students’ future practice. This article contributes to these aims, by following a cohort of undergraduate UK-based social work students. Using a focus group, the research elicited the views of the students on how classroom-based learning by people with lived experience affected their learning and practice pre-qualification. The findings are underpinned by the theme of ‘challenging the narrative’. They assert the powerful effect service user narratives have on bringing issues ‘to life’ and challenging stereotypes, as well as affecting students’ practice. However, challenging the narrative also linked to students’ reflections on what counts as ‘legitimate’ and reliable knowledge and a disconnection between University-based learning and messages received in practice. The paper argues for an ongoing critical evaluation of the impact of pedagogy led by people with lived experience, with the dual aims of identifying what benefits student learning, as well as critically dissecting power, authority and knowledge. [ABSTRACT FROM AUTHOR]

The way social workers discursively construct 'service user' identities in everyday interactions (interviews, conversations and text) can affect quality of relationships and practice outcomes. Even though research has focused on the construction of 'service user' identities by professionals and service users, little has been done to explore such discursive formulations by pre-qualifying social work students. This is especially relevant, given the strengthening of the 'expert by experience' identity in social work education. This paper seeks to make visible mechanisms of student identity constructions as to 'who a service user is', and implications for practice through the examination of student written work pre- and post- a module focussing on lived experience. A critical discursive psychology approach was followed, recognising the interplay between localised professional encounters and wider contexts of power relations. The findings show a shift in the 'service user' identities employed by the students mainly based on individualistic discourses and deserving/undeserving themes (substance misuse the result of vulnerability, rather than selfishness, domestic abuse narratives denoting resilience rather than victimhood). The effect to practice showed shifts between the reflective, expert, person-centred and critical/radical practitioner, mainly stressing the need for professional growth at an individual level, with less emphasis on addressing social inequality. The paper argues that predominantly individualistic discourses can perpetuate de-politicised or oppressive categorisations of 'service users' and calls for further critical engagement with the discursive micro-practises enacted and developed in the social work classroom, if we are to unveil and challenge narrow, or stigmatising categorisations early on. [ABSTRACT FROM AUTHOR]

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 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 were compared at two time points. An overall improvement of the students' professional skills was identified, with a notable divergence regarding what had improved: students focused on procedural skills, practice educators on cognitive skills, whereas service users focused on relational/embodied aspects. Moreover, what counted as 'improvement' varied between the groups: when considering 'problem-solving' students and practice educators were emphasizing the importance of 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM PUBLISHER]

This article evaluates a collaboration between social work academics and educational psychologists using Video Enhanced Reflective Practice (VERP) to support the development of social work students’ communication and interpersonal skills. VERP is a strengths-based model of reflective practice and professional development that involves a specific method of video reflection to enhance individuals’ capacity for ‘attuned interactions’. An adapted model of VERP was implemented with first year UK-based undergraduate social work students during a ‘Readiness for Direct Practice’ module. The project was evaluated with a focus on eliciting the views of the students on how using the approach had affected their development of communication skills. The findings, based on a qualitative analysis of students’ self-reflection forms and a focus group, indicate the potential of this model for developing students’ awareness of the micro-skills involved in sensitive, attuned interactions, and building their confidence and sense of agency in using these skills. Potential benefits and limitations of using VERP in social work education and practice are discussed. [ABSTRACT FROM AUTHOR]