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Making connections – all slides
The document discusses the importance of partnership working between service users, carers, and social work education to enhance inclusion for disabled individuals in society. It highlights various models of service user involvement in social care, independent living rights, and the need for collaborative learning experiences between students and experts by experience. Key examples of initiatives and models across different countries are presented, emphasizing co-production, empowerment, and the transformative impact of involving service users in educational settings.
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Making connections – all slides
- 1. Making Connections: Partnership workingwith service users and carers in social work education and beyond Welcome #suac18
- 2. Social care supportmatters Dr Sally Witcher OBE,CEO Inclusion Scotland Making connections: partnership working Grassmarket Community Centre, Edinburgh 17 April 2018
- 3. Inclusion Scotland Inclusion Scotlandis a Disabled People’s Organisation. We work to achieve positive changes to policy and practice, so that we disabled people are fully included throughout all Scottish society as equal citizens. We do this by: • Influencing decision-makers • Supporting disabled people to be decision-makers themselves • Developing capacity, awareness and engagement
- 4. Understanding disability • Medical/Individual model: Disability caused by impairment, deficits within the individual • Social model: Disability caused by ‘social barriers’ • Personal tragedy model: Disability a personal tragedy. Disabled people as tragic victims/ heroic survivors. • Inspiration porn!
- 5. How social barriersprevent inclusion •Negative attitudes •The built environment •Badly designed public transport •The way things are organised •The way things are communicated •Cost
- 6. Human rights • UNConvention on the Rights of Persons with Disabilities (UNCRPD) • Living independently and being included in the community (Article 19) • Rights include full & equal participation, choose where you live, access to in-home, residential and community support including Personal Assistants, community services for all are available on an equal basis.
- 7. Independent living Independent livingmeans all disabled people having the same freedom, choice, dignity and control as other citizens at home, at work and in the community. It does not necessarily mean living by yourself or fending for yourself. It means rights to practical assistance and support to participate in society and live an ordinary life.
- 8. What is socialcare support for? • Fundamental to achieving a whole range of human rights • But independent living isn’t just about social care • To keep people alive or enable them to have a life? • Burden on the tax-payer or social and economic investment? • See: http://www.socialcareambition.co.uk/
- 9. Some key issuesfor social care support • Empower/ protect • Caring/ support • Risk enabling/ risk averse • Person centred/ person-led • Funding and sustainability • Participation of people who use social care support
- 10. Co-production • Information consultation co-production • Co-production: • Working in partnership • As equals • From the outset • Towards shared outcomes • See: http://www.ilis.co.uk/get-active/publications/co- production-toolkit
- 11. Policy issues forpeople using services •Health and social care integration •Fairer Scotland for disabled people •Self-directed Support •Free personal care for under 65s •Adult social care reform •Portability
- 12. Involving in policydevelopment •Challenges •Advisory groups •Locality planning •New initiative – People-led policy
- 13. Implications for social careeducation? Questions?
- 14. Contact details forInclusion Scotland E-mail: Info@inclusionscotland.org Website: www.inclusionscotland.org Facebook: https://www.facebook.com/InclusionScotland Instagram: instagram.com/inclusionscotland Twitter: @InclusionScot @SallyCEOIncScot
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- 16. User Involvement in SocialWork Education 17/04/2018 - Edingburgh • ESF Transnational project • Service User Involvement from Education to Labour market (SIEL) • Prof. dr. Kristel Driessens - Wendy Peeters & Cindy Van Geldorp dr. Vicky Lyssens-Danneboom
- 17. Working in tandem: a lecturer and a service user teaching together
- 18. Innovative project Partnership: Educationsof social work, socio-educational care work and ‘Bind- Kracht’ Cooperation with experts by experience (people in poverty/service users) Partners in a whole course Training course: communication in social work Integral course: ‘family centred work with families in poverty’ in socio-educational care work Participated: 22 lecturers, 13 experts by experience, 1300 students (over 4 academic years). The history of this project ‘working in tandem in courses’
- 19. Specificity of thecourses Focus on service users living in poverty with experiences in social exclusion and the perspective of these experts by experience on the relationship with social workers Broaden perceptions through conversation Participatory and empowering approach Working on competences: knowledge, skills and attitudes Role of coach (expert by experience/service user) - In tandem with trainer - Brings in personal experiences and expectations - Introduces own view in case discussions
- 20. 0 5 10 15 20 25 The input ofthe expert by experience was an important benefit in this course The dialogue with the experts by experience offered a valuable context to practice The feedback for the experts by experience was usefull. Benefits for students in the communication training Completely disagree disagree somewhat disagree somewhat agree agree completely agree
- 21. 0 20 40 60 80 100 120 I learned todialogue in respectful way with people in poverty. I have learned to recognize vulnerable people in their parental role I learned to ask for and respect the opinion of parents in poverty. Learning results in course 'family-centred practice‘ in youth care Completely disagree disagree somewhat disagree somewhat agree agree completely agree
- 22. Quotes from students “Realityenters the classroom.” “You obtain a better understanding of what it means to live in poverty and the consequences of exclusion.” “Theoretical frameworks brought to life through captivating real-life stories.” “Experts by experience reflect and confront. They reveal their desire for involvement, input and participation in the delivery of services, expressing their frustrations when they are not given those opportunities.” “This different way of looking at what you take for granted as a student was captivating.”
- 23. A lecturer andan expert by experience tell about their cooperation Training course ‘counseling/communication techniques’ - 3rd year Social Work - 6 weeks, every week during 4 hours, intensive training - Lecturer and service user are complementary trainers during whole course - Each have an explicit role - Two perspectives provide a broader look at the empowering aim of social work - The combination of practical professional knowledge and experience-based knowledge (of the service user) is an important added value - Central theme of course = connection and relationship based on trust and respect - Service user gives an insight in his story, his vulnerabilities - Students make their genogram and reflect on their own family connections and vulnerabilities
- 24. A lecturer andan expert by experience tell about their cooperation - Working on a client case, starting a counseling - Role playing - Student as social worker and client - Lecturer and service user give feedback from own perspective - Co-training requires an investment in : - a collaborative relationship - alignment of each other’s role - mutual defining of the content of the training course
- 25. An expert byexperience shares her experiences • Own goals and added value to the students • Cooperation with the lecturer/professor • Cooperation with the students
- 26. Conditions Organisation • Training, coachingand support • Preparation and debriefing • Intervision with other tandems Experts by experience • Reliable as a colleague • Social, open to other opinions, positive and supportive • Honest remuneration systems and support structure Lecturers/students • Open and respectful • Role of facilitator, mediator and supporter • Framing and structuring the testimonies of the experts by experience • Do what you preach.
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- 28. Core research group– financed by ESF 1. Belgium (Flanders) - Karel de Grote University College – Department of Social Work (Centre of Expertise Strengths Based Social Work - Bind-Kracht “Strength of Ties” 2. Sweden (Lund) - Social Work – University of Lund – Mobilisation Course (Partner of PowerUs)
- 29. To a transnationalESF project Focus: to collect good practices – different models of service users involvement in education and research Objectives: - developing a structural base/anchoring of service-user involvement in social work education and research through - Publication of a book with inspiring models of cooperation with service users in education and research
- 30. Current partners –agreed to participate in book project Sweden: Lund - Helsingborg Belgium: Antwerp - Heverlee The Netherlands: Utrecht - Amsterdam - Zwolle - Leeuwaerden UK: Durham - Londen - Portsmouth – Suffolk - Sheffield Scotland: Dundee Norway: Lillehammer - Agder - Oslo Finland: Helsinki Slovenia: Ljubljana Italy: Milano Poland: Krakow Germany: Berlin - Esslingen
- 31. MODELS / PRACTICES EDUCATION -Mend the gap/ Mobilization course (Social work students and service users study together) - Cooperation in tandem - Service users in supervision (without lecturer) - Working with experience based knowledge of students - Forum theater & Living Libraries - Organizing of Events: e.g. Day for first years students - inter-professional conference - Inspirational conversations between students and experts by experience - Development of educational material RESEARCH - Co-creating with service users
- 32. 21/05/2018 MAIN PRINCIPLES - Focuson vision / values of co-production - Evaluation by all stakeholders involved - Participation of service users in the integral process
- 33. Literature Driessens, K., McLaughlin,H. & van Doorn, L. (2016). The Meaningful Involvement of Service Users in Social Work Education: Examples from Belgium and The Netherlands, Social Work Education, 35(7): 739-751.
- 34. Bind-Kracht, Karel deGrote University College Brusselstraat 45, 2018 Antwerp, Belgium T 0032 3 613 18 18 www.bindkracht.be coordinator kristel.driessens@kdg.be researcher in ESF-project: Vicky.lyssens-danneboom@kdg.be Lecturer of KdG (social work): wendy.peeters@kdg.be Expert by experience: cindy.vangeldorp@kdg.be
- 35. Bind-Kracht, Karel deGrote University College - www.bindkracht.be Kristel.Driessens@kdg.be en Vicky.Lyssens-Danneboom@kdg.be Mobilisation Course and PowerUs– University of Lund Cecilia.Heule@soch.lu.se en Arne.Kristiansen@soch.lu.se
- 36. PowerUs Network: Gapmendingand co-production in social work education and research. Experiences from Sweden Cecilia Heule, Marcus Knutagård, Arne Kristiansen, Bo Pettersson & Jenny Wetterling Edinburgh 17 of April 2018
- 37. Content the comingpresentation • What do we mean by Gap- mending? PowerUs • The example of the Mobilization course in Lund • The example of Housing first
- 38. PowerUs – agrowing network www.powerus.eu • Belgium • Canada • Denmark • England • France • Germany • The Netherlands • Norway • Poland • Scotland • Spain • Sweden • Switzerland • Croatia
- 39. What roles dowe create for people in our practices? Role Organization Service User Service User Councils Client Social services Patient Psychiatry Member Fountain House Movement Co-worker Social enterprises Partner Development projects, community work practice Neighbour Settlement movement Student The Mobilization course
- 40. Gapmending for theindividual participant Role distance (playing with roles) Challenging boundaries How to develop reciprocity?
- 41. Gapmending in groupinteraction What can we achieve/ develop together? What methods, work pace will include all? What are their roles within the group?
- 42. The scenery/ structuresfor gapmending Methodological choices Theoretical choices Practice discourse Academic discourse
- 43. The Mobilization Course •23 courses since 2005 • 500 social work students • 250 students from service user organisations • More than 50 different service user organizations. • Six weeks full time course • 7,5 ECTS-credits
- 44. The Mobilization Course Personalpresentations and theoretical lectures. Future workshop Project development. The Project plans are presented to an external panel.
- 45. The social worker and theservice user WHO ARE WHO?
- 46. Housing First –8 core principles (1) housing as a basic human right; (2) respect, warmth, and compassion for all clients; (3) a commitment to working with clients for as long as they need; (4) scattered-site housing; independent apartments; (5) separation of housing and services; (6) consumer choice and self-determination; (7) a recovery orientation; (8) harm reduction (Tsemberis, 2010, p.18).
- 47. Housing First Housing Firstwas introduced in Sweden in 2009. Helsingborg started Housing First services as a pilot in 2010. The evaluation showed that the Housing First service worked well with almost 90 percent housing retention rate after a three-year period. It became permanent in 2013. The evaluation provided recommendations on how the lessons learned from the pilot could be used to develop the social housing programme. - develop a professional relationship-building approach - develop service-user influence within the social housing programme - normalization of rules and control-system
- 49. Conclusions Good ideas andenthusiast (driving spirit) – resources Strong support for innovation necessary, acceptance of the new mind-set Finding the missing hero Trust Trust is a precondition Changing power structures
- 50.