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.

Purpose The purpose of this paper is to explore experiences of survivors of the mental health system regularly attending a mental health resource centre predominantly but not exclusively focussed on needs of the BAME community. Design/methodology/approach In total, 25 participants took part in a qualitative research study regarding their experiences of mental health and racism, alternative mental health support and struggles in the local black community. Findings Issues of race, place and space were central to the experiences of BAME mental health survivors. Participants emphasised the importance of place-based support in their everyday life, with the service provided engendering a sense of belonging conducive to coping with various struggles. Race and racism were also central to these daily struggles and the place of Liverpool 8 was at the core of notions of identity and belonging. The space within the centre provided a sanctuary from the combined discriminations and exclusions attendant on being BAME survivors of the mental health system. Practical implications Attention to matters of place and space appears crucial to the articulation of appropriate support. Social implications Place is salient to understanding the intersecting identities/experience of racism and mental health discrimination, constituting the basis for a concept of placism; associated with exclusions from feeling safe and included in everyday public places (including within the black community) with the exception of the welcoming and unconditionally accepting space of the centre. Originality/value This paper is the first to inquire into place-based experiences of alternative black mental health support. Placism is a novel construct that merits further inquiry and theoretical development.

This article will add to the continuing weight of evidence that demonstrates that the nature of mental health inpatient care in the UK, provided to people in acute mental distress, is often disturbingly inadequate and that the ability to whistle blow in these institutions remains very difficult. To this research and journalistic undercover documentaries we add the power of personal narrative and professional reflection.

In social work education there is often felt to be a disjunction between what students learn in college and what they need to know in practice - the gap between the 'hard high ground' of academia and the 'swampy lowlands' of practice (Schon, 2003). This paper will demonstrate how an approach borrowed from theatre in education was successfully used to fill this gap and enhance teaching and learning across years two and three of a BA social work course. The paper explores the use of role play techniques utilising a 'teacher in role' and 'mantle of the expert' (Heathcote & Bolton, 1996) approach to enable students to synthesise theory, practice and skills in a classroom setting.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMalcolm KinneyMalcolm Kinney has worked in social care since 1986. During this time he has had the privilege of engaging with almost all of the various categories of service user groups that are labelled by health and social services as requiring support. Since 1991 he has specialized in mental health social work and has worked as an Approved Social Worker and in a managerial capacity. During this time, and central to Malcolm's practice, he has had a strong allegiance to the service user movement. For the past five years Malcolm has worked as a senior lecturer at Liverpool John Moores University. His teaching is focused primarily on mental health social work and the challenges of practising anti-oppressively in a health-dominated culture. His research interests are focused on mental health service user perspectives of services and the development of a change agenda which reflects these ideas