Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24510
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Role-Played Interviews with Service Users in Preparation for Social Work Practice: exploring students’ and service users’ experience of co-produced workshops (Forthcoming/Available Online)
Authors: Hitchin, Sara
Contact Email: sara.hitchin@stir.ac.uk
Keywords: User perspectives
skills teaching
ethics and values
co-production
preparation for practice
role-play
Issue Date: 30-Aug-2016
Citation: Hitchin S (2016) Role-Played Interviews with Service Users in Preparation for Social Work Practice: exploring students’ and service users’ experience of co-produced workshops (Forthcoming/Available Online), Social Work Education.
Abstract: Within aTheory and Practice of Social Workmodule, prior to embarking on practice placements, social work students practised professional communication skills with people who had used social work services. They undertook role-played interviews with service users about real issues, which had led individuals to seek assistance in the past. Using principles of co-production, the workshop was developed in partnership with members of the University’s social work service users and carers’ group. Care was taken to safeguard service users’ well-being, as well as developing an effective learning opportunity. Drawing on evaluations by students and feedback from service users, this paper discusses the process of planning and delivering the workshops, as well as perceived outcomes for both groups. Findings indicate that students valued the opportunity to engage with service users, gaining key learning about their own practice skills. Service users described a boost to self-esteem through contributing to students’ learning. The workshop provides an example of how service user involvement in social work education has evolved from a primary focus on sharing personal testimonies to active participation in student skill development. It underlines the importance of investment in service user involvement to achieve an appropriate context for such projects to develop.
DOI Link: http://dx.doi.org/10.1080/02615479.2016.1221393
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 30 Aug 2016, available online: http://www.tandfonline.com/10.1080/02615479.2016.1221393

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