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Differing knowledges: comparing the contribution of drama students and service users in role-plays preparing social work students for practice
Ist Teil von
Social work education, 2021-07, Vol.40 (5), p.624-640
Ort / Verlag
Abingdon: Routledge
Erscheinungsjahr
2021
Link zum Volltext
Quelle
Applied Social Sciences Index & Abstracts (ASSIA)
Beschreibungen/Notizen
Much has been written about service user involvement in social work education with the literature recognizing the value of this particular type of experiential knowledge in helping students understand key competences and concepts. There is also extensive literature highlighting the role of simulation in assisting social work students to develop key insights in regard to skills and knowledge through role-plays. Using a Cross-Over design, this paper compares the contribution of drama students with service users in the preparation of social work students for field practice in Northern Ireland. Our findings suggest there is an important role for both drama students and service users working collaboratively to help social work students develop in key areas of social work competence and have implications for social work education in an international context.