Training in ‘Social’ Work: Exploring Issues of Involving Users in Teaching on Social Work Degree Programmes

Abstract

Notions of user involvement may be clearly embedded in relevant social care legislation and plans for the new social work degree. However, it is less clear how social workers are trained to do this, or how they integrate theoretical frameworks within their direct work with users, a body of interactive, relational and process skills referred to as ‘social’ work in this paper. A brief rationale for involving users in training and review of the research on involvement in social work qualifying training is given. Findings from this research review are then integrated with theoretical perspectives on notions of ‘good practice’ in working with users to develop a framework for setting suitable learning outcomes and evaluative criteria. The ways and means of involving users in teaching will be dependent on the sensitivity of issues and the size of the training group. We consider two very different case studies of training initiatives requiring different approaches—child protection and adult assessment. Evaluation suggested that learning together in such ways advances transferable skills in developing participation, inclusiveness, respect for users' point of view and trust, and that these were positive steps toward user managed participation in training. In conclusion, the current implications of this work for stakeholders putting plans together for the new social work degree, which will replace the Diploma in Social Work (DipSW), are drawn out.