Howells, Aisha and Walters, Sophie and Duckett, Nora and Barker, Sarah and Clarke-Emmerson, Steve and Darke, Jane and Johnson, Carol and Meggs, Chris and Reeve, Sebastian (2023) ‘Is Gold Dust to My Mind’: Exploring Lived Experience in Social Work Education. The British Journal of Social Work, 53 (3). pp. 1385-1407. DOI https://doi.org/10.1093/bjsw/bcac218
Howells, Aisha and Walters, Sophie and Duckett, Nora and Barker, Sarah and Clarke-Emmerson, Steve and Darke, Jane and Johnson, Carol and Meggs, Chris and Reeve, Sebastian (2023) ‘Is Gold Dust to My Mind’: Exploring Lived Experience in Social Work Education. The British Journal of Social Work, 53 (3). pp. 1385-1407. DOI https://doi.org/10.1093/bjsw/bcac218
Howells, Aisha and Walters, Sophie and Duckett, Nora and Barker, Sarah and Clarke-Emmerson, Steve and Darke, Jane and Johnson, Carol and Meggs, Chris and Reeve, Sebastian (2023) ‘Is Gold Dust to My Mind’: Exploring Lived Experience in Social Work Education. The British Journal of Social Work, 53 (3). pp. 1385-1407. DOI https://doi.org/10.1093/bjsw/bcac218
Abstract
The involvement of people with lived experience (service participants) is mandatory within UK social work education, although the form this takes varies significantly between organisations. This article outlines the final phase of a two-year research project focused on understanding the mechanisms which support and develop the meaningful and sustainable involvement of people with lived experience in social work education within a Higher Education Institution and a Local Authority Teaching Partnership in the East of England. The research team worked collaboratively using co-production principles and possessed lived experience backgrounds. This article presents findings from a qualitative study using interviews and questionnaires that aimed to deepen understanding of the concept and practice of embedding lived experience in social work education. Thematic analysis identified a dedicated role with the motivation and drive to achieve sustained inclusion in creative ways was the underpinning of meaningful and sustainable lived experience involvement. This was alongside opportunities to shape diverse and relational learning experiences, values reflecting compassionate and respectful relationships, and power sharing, accompanied by practical resources, can create a culture change. Together, these principles, practices and values have been instrumental in creating meaningful and sustainable lived experience involvement within social work education.
Item Type: | Article |
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Uncontrolled Keywords: | co-production, involvement, lived experience, qualitative, service participant, social work education |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Health and Social Care, School of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 06 Nov 2023 16:26 |
Last Modified: | 16 May 2024 22:06 |
URI: | http://repository.essex.ac.uk/id/eprint/36769 |
Available files
Filename: bcac218.pdf
Licence: Creative Commons: Attribution-Noncommercial-No Derivative Works 4.0