Article

Role-Played Interviews with Service Users in Preparation for Social Work Practice: exploring students’ and service users’ experience of co-produced workshops

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. Social Work Education, 35 (8), pp. 970-981. https://doi.org/10.1080/02615479.2016.1221393

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.

Keywords
User perspectives; skills teaching; ethics and values; co-production; preparation for practice; role-play

Journal
Social Work Education: Volume 35, Issue 8

StatusPublished
Publication date31/12/2016
Publication date online30/08/2016
Date accepted by journal18/07/2016
URLhttp://hdl.handle.net/1893/24510
PublisherTaylor and Francis
ISSN0261-5479
eISSN1470-1227