4.2. Valuing the Service User Voice

highlighted that opportunities to understand and improve experiences of user involvement are being missed.

Participants across the project shared that in partnership with service users and carers, it would be helpful to have increased visibility of opportunities throughout the organisations with a lead person steering service user and carer involvement matters. This was alongside a structure that embedded the principles of coproduction as important for moving forward rather than simply allowing ad hoc opportunities for collaboration.

“Remembering that people have a right to have a say in the systems that support them.” (Tutor Participant 6)

“Having service users involved from the beginning to produce genuine co-production. So, to have a service user design the lecture.” (Tutor Participant 2)

“The need for a dedicated person to organise service user involvement.” (Tutor Participant 6)

Connection

“Contribution to my vision for a connected and influenced society.” (Service User A)

“Being part of a group that value my contributions.” (Service User C)

Connectivity to being part of something was a big driver for many of the service user and carer participants. Many of those that responded valued the relationship with students, other service users and academic staff. This connection seemed to

The voice of the service user was well-known to be a central theme within social work education. Student participants valued service user and carer involvement in social work education for their knowledge and expertise around social care provide a purpose and sense of belonging. Several service users also highlighted that they would like to increase the levels of connection taking place.

“More interface with students i.e. role plays/ round robin.” (Service User D)

“Would like to see more networking happening.” (Service User B)

“The main aim is that they help to shape our practice. Citizens ensure that the different models of practice are still in touch with the reality of Social Work and that there is no disconnect.” (Professional Y)

Connectivity may allow a more spontaneous creation of new ideas and a stronger service user presence within all aspects of social work education. It was clear that the theme of connection mirrored a key part of the social work profession, whereby relationships with service users and carers are of central importance. Student participants highlighted how service user and carer involvement in their education better equipped them to build relationships in their practice, where learning was brought to life in a much more meaningful way.

“Experiences from a personal perspective really help in understanding situations.” (Student response)

“A real-life perspective of what it is like to be a service user in many different areas of practice.” (Student response)

“The service users were very open and honest, and I felt comfortable to ask some questions that maybe I wouldn’t have felt comfortable to ask in practice.” (Student response)

services, alongside service users who felt valued in their role which provided them with an avenue for their voice to be heard.

“I have learnt the importance of listening to the true experiences of the service users. Their voice and expertise are often overlooked.” (Student response)

“The views of service users and carers are the focus of social work. These experiences made me realise the importance of service users’ views to ensure they are empowered to talk about things that matter to them.” (Student response)

“The reality of service users’ circumstances and what they face with services and professionals.” (Student response)

Student participants valued service user and carer involvement in their education, sometimes over and above academic content, and acknowledged their wealth of unique personal experience and insight to social work education. The learning gained ranged from social work key skills, such as the importance of active listening and straightforward communication with people, to deepening knowledge around the impact of personal and professional values when collaborating with service users and carers. Considered as “experts by experience”, different service user perspectives enabled student participants to enrich their understanding which directly impacted their placement and future social work practice. Several student participants highlighted that service user involvement brought a “real-life experience” to people’s personal circumstances, helping them to embed some of the learning and realise how people feel when working with social work and care services. It was also clear that service user participants felt that their contribution was valued, as all of the participants shared that they felt listened to and valued at University of Suffolk.

“More guest speakers from a wider range of social care instances.” (Student response)

“The need to increase the diversity of service users.” (Tutor Participant 2) “BAME groups representation of whom would fit with the wider agenda of Equality and Diversity and Culturally Competent Care.” (Professional Y)

The knowledge and expertise of service user involvement was appreciated across all the participants in terms of what they bring to social work education. One of the key areas where knowledge and expertise could be strengthened was through diversifying the service user group. Student, professional and tutor participants alike shared that there was a need for more representation across different groups of service users with a broad range of experiences. For example, student and tutor participants shared that they wanted to hear from service users whose voices tended to be unheard, such as those who were in prison, involved in sex work, people with mental health issues, people with ethnic minority backgrounds, people with learning disabilities, young people and children. Diversifying representation and the voice of those with direct ‘lived’ experience of social issues, rather than purely theoretical models, was repeatedly identified across participants as essential for student’s learning. It was seen as vital that students were given varied perspectives presented in different ways to better prepare them for practice. For example, increasing the diversity of the service user group would allow students to challenge assumptions and stereotypes they or others may encounter or hold. The risk is that by not reflecting the range of experiences and perspectives available within the community it may inadvertently continue to mirror the dominant barriers and exclusions present in the social world.

“Social Work Theory is best applied in practice.” (Student response).

“More guest speakers from a wider range of social care instances.” (Student response)

“How different experiences can affect an individual in different ways and what is deemed important to service users in relation to their social workers.” (Student response)

“The University of Suffolk help me to have my voice. Also, it lets me teach the students what I know about what I want them to be like and how they should be as a social worker.” (Service User B)

“Hearing valuable feedback from the service user’s perspective has allowed me as a student to reflect and take on board the comments within my practice. For example, I remember one service user saying to me that they found social work jargon very difficult to understand which would make them feel frustrated. I now ensure that my language is very clear when I talk to service users within my practice.” (Student response)

Social Justice was recognised as an area which underpinned service user and carer involvement in social work education. Social Justice is about the fair and equal relations between the individual and society, as measured by the distribution of wealth, rights and privileges42. One student explained that the most memorable moment of service user involvement was an individual who “explained his difficulty with disablement and poverty”. It was clear from the responses that future social workers need to be both alert and sensitive to such issues. Social workers engage in social and political action to promote equality, challenge injustice and expand opportunities. As a result, it was clear from many of the service user participants who noted the importance of working alongside a student social worker to effect change, assert their perspective and feel heard in their own right.

“Be able to influence the direction of service provided.” (Service User A) “I want to help to teach and change social work [sic] for the better for the social workers and for people who use them.” (Service User B)

This approach to empowerment was also reflected by the number of students who stated they would practice with respect, empathy and placing the service user at the centre of their practice. However, the question remained how to move from this position to one of action, which may require some further work around a change in structures and cultures. Participants from across the sample shared the need for meaningful involvement of service users. For this to take place the organisation, environment, mindset and frameworks all need to accommodate for individual and collective involvement, and active not passive action. Tutor participants reflected on the need to have a commitment and belief in the value of service user involvement where service users could lead on policy development, governance and co-production in order for social justice to truly emerge.

“I have learnt the importance of listening to the true experiences of the service users. The voice and expertise of service users is often overlooked due to a variety of reasons. Therefore, its vitally important to actively listen and try and make sense of the service user views.” (Student response)

“Putting social work values at the forefront. Listen to people more and how they feel they could be involved.” (Tutor Participant 6)

“To make involvement meaningful. Including those who don’t have a voice.” (Tutor Participant 4)

42. Watts, L. and Hodgson, D. (2019) Social Justice Theory and Practice for Social Work, Critical and Philosophical Perspectives. Singapore: Springer

Nature.