Routledge Handbook of Service User Involvement in Human Services Research and Education

Hugh McLaughlin is Professor of Social Work at Manchester Metropolitan University, UK.Peter Beresford is Professor of Citizen Participation at the University of Essex, UK and Emeritus Professor of Social Policy at Brunel University London, UK.Colin Cameron is a Senior Lecturer at Northumbria University, Newcastle upon Tyne, UK.Helen Casey is a staff tutor with the Open University and has worked in social work education for fifteen years.Joe Duffy is a Senior Lecturer in Social Work at Queen’s University, Belfast, Northern Ireland.

"The first book on service user involvement in education and research that highlights its methodological and theoretical issues. It’s impressive in its scope with the presentation of case-studies from all over the globe. With its reflections on what works in practice, it is a significant contribution to the contemporary debate of co-working with service users in human services education and research."Dr Kristel Driessens, Head Centre of Expertise ‘Strengths Based Social Work’, Karel de Grote Hogeschool, Antwerp, Belguim"This book that locates service user involvement in a historical and political context. The theoretical discussions in the book are followed by case presentations from different nations where efforts to implement user involvement in education and/ or research are discussed. To say that service user involvement is a very important thing, and that it is necessary, is not the same as saying that it makes a difference-this book begins to provide the evidence of the impact it can make."Ole Petter Askheim, Professor, Inland Norway University of Applied Sciences"As a ‘user’, lecturer, author and social debater, it feels ‘obvious’ that social colleges work actively with experiential knowledge in education, but as a ‘user-representative’, I know that it is unfortunately far from ‘obvious’. The challenge is to take notice of the very useful experience for people to learn from me as a human being, a not scientific experiment. The knowledge of how to make the most of user competence in a proven and dignified way is available and this book provides an excellent basis for taking the form of such an ambition."Malin Widerlöv, User Lecturer"Service User involvement has been central to the process of updating the Global Standards for Social Work Education and Training. The IFSW/IASSW global consultation has revealed that, despite some progress in Service User involvement in research and education, there is a dearth of relevant literature. This seminal collection of essays helps bridge such gap. The editors of this handbook have managed to collect, document and analyse unique examples of Service User involvement in education and research. Crucially, the book also provides a powerful contextualisation of the barriers service users have faced in academic and research contexts. The authors make a passionate case for the necessity of genuine and meaningful co-production of knowledge. This is an essential handbook for all academics, students, service users and activists interested in co-production and the creation of inclusive and empowering academic environments."Vasilios Ioakimidis, Professor of Social Work- Head of Allied Health, Oral Health and Social Work, University of Essex. IFSW Global Commissioner- Interim Education Commission

• Introduction to the book. Section 1: Service user involvement in context: theoretical issues. 1 Critical issues in the development of service user involvement. 2 Improving understanding of service user involvement and identity: a guide for service providers and practitioners organising involvement activities with disabled people. 3 Who are the service users? Language, neo-liberalism and social constructions. 4 Experiential knowledge in mental health services, research and professional education. 5 Ethical involvement of service users. 6 A matter of power: relationships between professionals and disabled service users. 7 The housing campaign – User Involvement in action. 8 Talking heads: why asylum seeker parents are scared of social workers – mending the gaps between us. 9 Talking heads: training for the non-disabled. Section 2: The state of service user involvement in human services involvement in education and research across the globe. 10 A tsunami of lived experience: from regional Australia to global mental health activism. 11 The meeting place between service users and students: mediums of learning at the School of Social Work of the University of Sherbrooke. 12 Talking heads: the non-existence of meaningful service user consultation in Congo Brazzaville. 13 Service user involvement and gap-mending practices in Sweden. 14 Challenging racism in Hong Kong: an e-learning approach to social work education. 15 Lessons learned: the meaning making power of involvement. 16 Blank page: involvement of expert by experience in social work education in Slovenia. 17 Emergence and clashes in disabled service user organisations in South Korea. 18 Service users and participation – the Spanish experience. 19 Social work in the UK: a case for radical co-production replacing worn out structures. 20 Faculty perceptions of service user involvement in human services education. 21 Talking heads: Nigeria to the UK. Section 3: Service user involvement in human services education. 22 Disabled activists’ involvement in developing and delivering disability studies at St Angela’s College, Sligo, Ireland. 23 Service user involvement in professional skill development: planning and delivering a skills practice workshop. 24 Service users reaching out to help professionals: shaping professional education on substance use and poverty issues. 25 Service user involvement in nurse education. 26 The potential for interprofessional education. 27 All our justice: people with convictions and ‘participatory’ criminal justice. 28 Continuous teacher training for providing specialised educational services in Rio De Janeiro, Brazil. 29 Doing more than telling stories. 30 Investing in Children: how a children’s human rights organisation contributes to human services research and education. 31 Don’t judge a book by its cover: lived experiences of the involvement of older people in social work education. 32 Service user involvement in countries of conflict. 33 New Zealand’s indigenous end-of-life care customs: a qualitative study on Māori, by Māori, for Māori, with Māori. 34 ‘Moving away from the sound of one hand clapping?’. 35 Social pedagogy, collaborative learning and outcomes in service user and carer involvement in social work education. Section 4: Service user involvement in research in the human services. 36 Lessons of inclusive learning: the value of experiential knowledge of persons with a learning disability in social work education. How can we survive and thrive as survivor. 38 The trouble with coproduction. 39 Augmented communication: patient and public involvement in research: rhetoric and reality. 40 From tokenism to full participation: autistic involvement in research and the delivery of services. 41 The possibilities and constraints of service user research collaborations: the Peer Qualitative Research Group. 42 Rhetoric to reality: challenges and opportunities for embedding young people’s involvement in health research. 43 "Recently, I have felt like a service user again": conflicts in collaborative research, a case from Norway. 44 What difference does it make? The service user contribution to evaluation. 45 Talking heads: reflections of a researcher with multiple impairments: Raising the voices of young disabled people preparing for life beyond segregated school. 46 Talking heads: reflections on learning from gap mending participants: Experiences matter. Section 5: Future challenges and opportunities. 47 Professional education: does service user involvement make a difference?. 48 Service user involvement in research: what difference does it make?