The integration of service user perspectives in social work student supervision

Abstract

ABSTRACT Social work students’ experience of supervision during practice learning or field education has a significant influence on their development. The value of service user participation in social work education, practice and research is increasingly acknowledged, however there is little consideration of its role in the supervision of students. Similarly, while service users are obvious stakeholders in practice education, this is seldom recognized. This Australian qualitative study examined if service user perspectives are integrated in social work student supervision. Field educators (FEs) and students were asked about the contribution of service user perspectives within supervision, how such perspectives might be integrated and the factors that inhibit or enhance their occurrence. Four main influences were identified: the purpose of supervision; the strategies used to integrate service user perspectives; the organizational context; and barriers and enhancers to integrating service user perspectives in supervision. The study concluded that the position of social work in relation to meaningful service user participation needs attention and that there is a gap between social work education and practice.