Exploring the tensions involved in service user and carer involvement in social work students' assessments at Continuing Professional Development (CPD) level in England

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice (HCPC 2012; SWRB 2011). However, research evidence suggests service user and carer... [ view full abstract ]

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice (HCPC 2012; SWRB 2011). However, research evidence suggests service user and carer involvement in the assessment of students is underdeveloped, under researched and under theorised (Muir and Laxton 2012; Skoura-Kirk et al 2013). Further, research in England indicates that service users and carers occupy a less powerful position than academics in their role as assessors. Skoura-Kirk et al’s (2013) study reported that whilst service users and carers are included as major stakeholders in social work student assessments, their involvements in assessments are peripheral. The less powerful position occupied by service users in social work education also appears to be an international issue. Writing from the Norwegian context, Askheim (2011) notes that although social work education in Norway has embraced the involvement of service users, they still do not participate on equal terms.

The paper reports on an empirical doctoral research study undertaken in England which explored stakeholders’ perspectives on what service users and carers should comment on when assessing social work students at Continuing Professional Development (CPD) level. The study is situated in the qualitative research tradition drawing from narrative research approach. Twenty-one people were interviewed. The sample consisted of service users, carers, social work students, social work managers and social work academics. The data was analysed using the Voice Centred Relational method (Gilligan 1982).


Findings showed that stakeholders expected students to demonstrate, among others effective communication skills such as listening, empathy and kindness. Although important, progressive difference in expectation at CPD level was not acknowledged. The findings challenge social work educators in looking at creative ways of involving service users and carers in social work students’ assessments