Speed Mentoring in Teaching and Learning : Young people with experience of the care system mentor social work students. / Leonard, Kate; Yates, Jill.

In: Social Work Education, Vol. 34, No. 6, 26.05.2015, p. 666-681.

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Speed Mentoring in Teaching and Learning : Young people with experience of the care system mentor social work students. / Leonard, Kate; Yates, Jill.

In: Social Work Education, Vol. 34, No. 6, 26.05.2015, p. 666-681.

Research output: Contribution to journalArticle

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@article{3feac8db14274e1ab06b3b3192055dba,
title = "Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students",
abstract = "The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students{\textquoteright} learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small scale project shares the authors critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other{\textquoteright}s role. The student authors reflect on learning about the child{\textquoteright}s experience that have influenced their practice. The mentor authors welcomed the opportunity to participate in the development of 'young people friendly' social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers. ",
author = "Kate Leonard and Jill Yates",
year = "2015",
month = may,
day = "26",
doi = "10.1080/02615479.2015.1040385",
language = "English",
volume = "34",
pages = "666--681",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Speed Mentoring in Teaching and Learning

T2 - Young people with experience of the care system mentor social work students

AU - Leonard, Kate

AU - Yates, Jill

PY - 2015/5/26

Y1 - 2015/5/26

N2 - The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students’ learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small scale project shares the authors critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other’s role. The student authors reflect on learning about the child’s experience that have influenced their practice. The mentor authors welcomed the opportunity to participate in the development of 'young people friendly' social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.

AB - The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students’ learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small scale project shares the authors critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other’s role. The student authors reflect on learning about the child’s experience that have influenced their practice. The mentor authors welcomed the opportunity to participate in the development of 'young people friendly' social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.

U2 - 10.1080/02615479.2015.1040385

DO - 10.1080/02615479.2015.1040385

M3 - Article

VL - 34

SP - 666

EP - 681

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 6

ER -