Involving Service Users in Social Work Education, Research and Policy: A Comparative European Analysis

Front Cover\nSeries\nInvolving Service Users in Social Work Education, Research and Policy: A Comparative European Analysis\nCopyright information\nContents\nList of figures and tables\nNotes on contributors\nAcknowledgments\n1 Introduction\nPart I Collaborative models in social work education\n	2 The gap-mending concept: theory and practice\n		Introduction\n		Gap-mending principles\n		Background\n		Roles and concepts\n		Enabling niches\n			Equal status\n			Co-production\n		Institutional support\n		Deconstruction and reconstruction\n		Conclusion\n		Notes\n		References\n	3 Mending gaps in social work education in the UK\n		Introduction\n		Building positive relationships\n		Summary of activities\n		Getting started\n		Housing\n			Discussion points for mending gaps\n		Female genital mutilation\n			Discussion points for mending gaps\n		Education\n			Discussion points for mending gaps\n		Safeguarding\n			Discussion points for mending gaps\n		Outcomes\n		Conclusion\n		References\n	4 Service users as tandem partners in social work education\n		Introduction\n		From poverty, the gaps theory and experts by experience to empowerment in an educational practice\n		The four cases in short\n			Collaboration in tandem at the Karel de Grote University of Applied Sciences and Arts\n		University of Applied Sciences Louvain-Limburg\n		Amsterdam University of Applied Science\n		Utrecht University of Applied Sciences\n		Overview of involvement in a diversity of teaching methods\n		Results and added value\n		Organisational conditions and obstacles in the evolution towards sustainable involvement\n		Conclusion\n		References\n	5 Service users as supervisors in social work education: mending the gap of power relations\n		Introduction\n		Power and inequality in social work\n		Involving service users in social work education – dilemmas and problems\n		Involvement of service users at the School of Social Work at Lund University\n		Case 1: The School of Social Work at Lund University – the Professional Social Work course\n		Service-user involvement in social work education at the University of Agder\n		Case 2: Social work education at the University of Agder – supervision in practical placement\n		Dilemmas\n		The risk of individualisation of experiences\n		Professionalisation of service users\n		Conclusion\n		Note\n		References\n	6 Involving students with mental health experience in social work education\n		Introduction\n		History of cooperating with service users\n		The context of the project implementation\n		Involving students with experience in mental healthcare – recommendations for practice\n		The importance of including students in social education\n		Conclusion\n		Notes\n		References\n	7 The Living Library in social work education\n		Introduction\n		Background to the Human Library/Living Library\n		Vision, values goals\n		Theoretical background\n		Pedagogical background\n		The Living Library at the University of Sheffield\n		The Human Library in Diaconia University of Applied Sciences\n		Conclusion\n		References\n	8 Creating a platform together for the voice of the service user: inspiration for organising an event together with service users\n		Summary\n		Introduction\n		Which service users are involved?\n		Keynote speakers\n		Practicalities\n		Suffolk and Amsterdam: commonalities\n		Lessons learnt from planning and running the conferences\n		Learning from experience and looking towards the future.\n		References\n	9 Reflections on inspiring conversations in social work education: the voices of Scottish experts by experience and Italian students\n		Introduction\n		Inspiring conversations on the involvement of experts by experience in social work education\n		Experts by experience in social work education in Scotland and Italy\n			Six key principles of user involvement\n		Experts by experience: voices from Scotland\n			Elinor\n			Keith\n			John\n		Social work students: voices from Italy\n			Luca\n			Michela\n			Giulia\n		Outcomes and impacts from student and expert-by-experience encounters\n		Conclusion\n		References\n	10 Joint workshops with students and service users in social work education: experiences from Esslingen, Germany\n		Introduction\n		Service-user involvement from an educational perspective\n		Joint seminars of service users and students\n		Evaluation of service-user involvement seminars\n		Challenges to implementing joint seminars of service users and students\n		Conclusion\n		References\n	11 Service users, students and staff: co-producing creative educational activities on a social work programme in the UK\n		Introduction\n		The development of service-user involvement in the UK\n		Service-user/carer involvement in social work education\n			The Portsmouth experience\n		Conceptualising the involvement of people using services in social work education\n		Creating new forms of power\n		Promoting meaningful change\n		Service-user involvement and social pedagogy\n		From understanding to action\n		The role of creativity\n		The Creativity, Inclusion, Social Pedagogy model\n		Some reflections from the Portsmouth experience\n			Social Work Inclusion Group members\n			Students\n			Academic staff\n		Conclusion\n		References\nPart II Collaborative models in research and policy\n	12 The co-researcher role in the tension between recognition, co-option and tokenism\n		Introduction\n		Co-production: a challenge for established research\n		In what ways do co-researchers participate?\n		Time and economy as the main challenges\n		The importance of making good collaborative relationships\n		Different expectations for the research process\n		The importance of training and support\n		Recognition instead of tokenism and co-option: what should be done?\n		The importance of early involvement\n		Clarifying expectations\n		Prioritising relation building\n		Equality does not mean equal contributions\n		Conclusion\n		Acknowledgements\n		References\n	13 Community of development: a model for inclusive learning, research and innovation\n		Introduction\n		Community of development\n		Facilitator\n		Working on better practices\n		Composition\n		Involvement\n		Use\n		The value of the model\n		Challenges\n		Opportunities\n		Conclusion\n		Note\n		References\n	14 Dialogue, skills and trust: some lessons learned from co-writing with service users\n		Introduction\n		Theoretical underpinning of service users’ involvement in knowledge production\n		Collaborative writing\n		Research context: the University Research Program to Support Selected Municipal Social Service Offices\n		Case 1: Service users’ book project – the researcher as an outsider\n		Case 2: Article for a scientific journal – the researcher back on stage?\n		Discussion\n		Conclusion\n		References\n	15 Participatory pathways in social policymaking: between rhetoric and reality\n		Introduction\n		Case 1: The Fundamental Principles of Disability (1976)\n		Impacting on social policy by redefining ourselves\n		Case 2: The General Report on Poverty (1994)\n			Participation as mobilisation\n			Participation as consultation\n			Participation as confrontation\n			Participation as social inclusion\n		Conclusion\n		Notes\n		References\n	16 Experiential knowledge as a driver of change\n		Introduction\n		Three sources of knowledge\n		School dropouts as experiential experts\n		Methodology\n		Case 1: The Dutch follow-up – the Netherlands, 2008–2020\n			Videos for YouTube\n			Workshops\n			STUKboek\n			Actie ENTER\n			‘How to’\n		Case 2: Forum theatre in Antwerp and Brussels\n			Forum theatre as developed by Antwerp youngsters\n			Invitation from the Province of Antwerp\n			Forum theatre by women of Vormingplus-citizenne\n		Case 3: Experiential experts in youth care in Antwerp/Belgium\n			Forum theatre in youth care – the essentials of experiential expertise\n			Fruitful cooperation\n			Another way of using the same method – the Open Mind Week\n			Special results of Open Mind weeks\n			Lessons for social work students\n		Conclusion\n		Notes\n		References\nPart III Reflective chapters\n	17 Experiences matter equally\n		Introduction\n		Terminology\n		Vision social change\n		Beneficial factors\n			Sharing knowledge\n			Respect\n		Obstacles\n			Tokenism\n			Lacking capacity\n			Economy\n			Power\n		Conclusion\n			Future\n		References\n	18 Ethical issues in the meaningful involvement of service users as co-researchers\n		Introduction\n		Ethical perspectives in research\n		Deontology\n		Virtue ethics\n		Ethics of care\n		Moral pluralism\n		Ethical issues before the research has begun\n			Involvement of service user co-researchers\n			Research governance and research ethics committees\n			Which service users get asked to be involved?\n			Service user co-researchers are not clients\n			Service user co-researcher ground rules, remuneration and informed consent\n		Ethical issues during the research\n			Independent support\n			Confidentiality\n		Ethical issues following the collection and analysis of the research data\n			Authorship\n			Endings\n		Conclusion\n		References\n	19 Involving service users in social work education and research: is this structural social work?\n		Critical analyses and problematisation of unjust social, political and economic relations\n		A focus on power: multiple intersecting forms of oppression produced and reinforced by structures\n		Dialectical analyses: the relationship between human agency and social structures\n		Commitment to social transformation\n		Conclusion\n		References\nIndex\nBack Cover