Whilst the participation of service users and carers (SUCs) in Social Work admissions (SWAs) has significantly developed over the past decades, concerns have been raised about the tokenistic nature of SUC involvement (Barnes, D., Carpenter, J. and Bailey, D. (2000) ‘Partnerships with service users in interprofessinal education for community mental health: A case study’, Journal of Interprofessional Care, 14(2), pp. 189–200) particularly in relation to young people (YP). Liverpool John Moores University (LJMU) in partnership with Barnardo’s Action with Young Carers Liverpool have (BAWYC) worked to develop meaningful participation for YP in SWA. In this article, we discuss our approach to YPs’ participation, exploring their experiences of involvement. Using a co-production approach, drawing on participatory action research methodology, we utilise in-depth interviews from a purposive sample of young carers (YCs) to ask questions about the nature of YPs’ participation including: How meaningful they consider their involvement; what are the outcomes and benefits and what are the continuing barriers? Adopting a reflective thematic analysis, research findings indicate that YCs feel valued and respected in their SWA role, and surprised at the level of involvement and decision making ascribed to them. They report personal development and feelings of self-worth and increased confidence, helping them to consider their own futures in a more aspirational way.

This paper explores the nature and quality of relationships between social work students and their practice educators and discusses how practice educators navigate their multifaceted and complex role in the context of practice learning in England. The data was drawn from individual interviews with 13 practice educators and two focus groups with first year MA social work students. The findings indicate that challenges associated with social differences, in engaging students in learning, and in initiating critical dialogue affect the nature and quality of practice learning relationships. Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their role. It is also important for practice educators to invest time to develop and sustain meaningful relationships with students, and to create a safe space for critical dialogue to take place. A trusting relationship is fundamental if students and practice educators are to raise and explore difficult issues.

Dialogue between those interested or engaged in qualitative research and practitioners is essential if practice is to respond effectively to the increasing needs of service users. However, this statement is underpinned by two linked assumptions – that the world of the practitioner and that of the researcher are separate, and that there is a policy audience receptive to qualitatively informed professional practice. This paper begins by questioning these assumptions, recognising that neoliberal managerialism remains dominant and is resistant to qualitatively inspired practice, determined that practitioners are ‘siloed’ into skills or competence-based approaches in the name of accountability, value for money and ‘outcomes’ consistent with neoliberal ideology. We emphasise the shared values and commitments between social work practice and social work research which include the recognition that people may be encouraged to understand and transform their world through the constant interaction of theory and practice, a view we promote through our teaching. For example, social justice and other social work values are highlighted through participatory, anti-oppressive and feminist research and emphasised though critical, emancipatory approaches to research questions. We include recent vignettes, demonstrating this approach, in which students have used innovative research approaches, which have provided the possibility of fully integrating research into on-going practice. Feedback from students and practitioners concludes that this becomes possible if research teaching encourages partnership between students, practitioners, service users and organisations.

Journal of Psychiatric and Mental Health NursingVolume 11, Issue 3 p. 368-373 Our experience of collaborative research: service users, carers and researchers work together to evaluate an assertive outreach service S. ALLAM, S. ALLAM Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorS. BLYTH, S. BLYTH Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorA. FRASER, A. FRASER Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorS. HODGSON, S. HODGSON Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorJ. HOWES, J. HOWES Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorJ. REPPER, J. REPPER University of Sheffield & Sheffield Care TrustSearch for more papers by this authorA. NEWMAN, A. NEWMAN University of Sheffield & Lincolnshire Partnership Trust UKSearch for more papers by this author S. ALLAM, S. ALLAM Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorS. BLYTH, S. BLYTH Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorA. FRASER, A. FRASER Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorS. HODGSON, S. HODGSON Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorJ. HOWES, J. HOWES Members of Linc-Up University of Sheffield & Sheffield Care TrustSearch for more papers by this authorJ. REPPER, J. REPPER University of Sheffield & Sheffield Care TrustSearch for more papers by this authorA. NEWMAN, A. NEWMAN University of Sheffield & Lincolnshire Partnership Trust UKSearch for more papers by this author First published: 13 May 2004 https://doi.org/10.1111/j.1365-2850.2004.00755.xCitations: 20Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume11, Issue3June 2004Pages 368-373 RelatedInformation