A Mentor’s PATH: Evaluating how service users can be involved as mentors for social work students on observational practice placements

Authors

  • Jill MacSporran University of the West of Scotland

DOI:

https://doi.org/10.1921/swssr.v17i3.798

Abstract

This paper will explore the experience of service user involvement in social work education, examining the challenges of involving ‘seldom heard’ service user voices. Over a six month period, a group of four people with learning disabilities were supported and enabled to take on an assessment role as Mentors for four first year BA(Hons) Social Work students at the University of the West of Scotland. The article will focus on an evaluation of this pilot project and will outline the partnership work between the university and placement agency in planning, preparing, and supporting the mentors to carry out their role in supporting students on placement and assessing their communication skills, value base and readiness to practise. Central to the planning process was the use of PATH – a person centred planning tool. The evaluation will detail the crucial role played by the support staff in the placement agency, without whom this project would not have been possible.
The evaluation was carried out using a mixed methods approach and embraced the principles and values of participatory action research. The evaluation provides insight into the experiences of the mentors, the students and support staff, and demonstrates that with the right support in place, and with commitment to thorough planning and preparation, seldom heard service users can be meaningfully involved in social work education.

Author Biography

Jill MacSporran, University of the West of Scotland

Lecturer in Social Work

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Published

2015-06-19

How to Cite

MacSporran, J. (2015). A Mentor’s PATH: Evaluating how service users can be involved as mentors for social work students on observational practice placements. Social Work and Social Sciences Review, 17(3), 46-60. https://doi.org/10.1921/swssr.v17i3.798
Received 2015-06-07
Accepted 2015-06-07
Published 2015-06-19