Keeping Us Grounded: Academic Staff Perceptions of Service User and Carer Involvement in Health and Social Work Training

Autor/inn/en	Rooney, Joy M.; Unwin, Peter F.; Shah, Prag
Titel	Keeping Us Grounded: Academic Staff Perceptions of Service User and Carer Involvement in Health and Social Work Training
Quelle	In: Journal of Further and Higher Education, 43 (2019) 7, S.929-941 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1429581
Schlagwörter	Foreign Countries; Teacher Attitudes; Value Judgment; Social Work; Health; College Faculty; Barriers; Caregivers; Participation; Caseworkers; Mental Health; Mental Disorders; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Werturteil; Soziale Arbeit; Gesundheit; Fakultät; Caregiver; Carer; Betreuungsperson; Pfleger; Teilnahme; Psychohygiene; Mental illness; Geisteskrankheit
Abstract	Academic staff perceptions of the value and purpose of service user and carer (SUAC) involvement within a health and social work faculty in an English university were explored in this co-produced qualitative study. Relevant research findings over the past two decades were reviewed and two SUAC researchers, plus an academic member of staff, designed the study based around 15 semi-structured telephone interviews. Findings were that staff were very positive about the benefits brought by SUAC involvement, in respect of their own grounding, knowledge, and continuing professional development (CPD), these findings not having previously been reflected in the literature. Barriers to involvement of SUACs were found to be negligible compared to those found in recent literature, and the input of SUACs appeared to be embraced by academic staff. This changing picture has emerged at a time when managerialism and marketisation affect the working conditions of staff. In times of increasing workloads, this study suggested that academics find SUAC involvement both supportive and constructively challenging. SUACs were perceived to bring fresh interdisciplinary knowledge and challenges to staff value bases alongside constructs of professionalism that staff may not be able to access elsewhere. The encouragement of interdisciplinary ways of thinking was noted to have been a serendipitous consequence of SUACs from different backgrounds inputting on courses across the faculty. Recommendations are to better ensure consistency in the use of SUACs in terms of resourcing, support and development if such involvement is to be meaningful rather than marginalised and de-valued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01