Further resources

You may find the following resources helpful:

• National Organisation for Practice Teaching England (NOPT) [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]

• Feedback loop-tools and tips for the student and supervisor

• Videos from Bournemouth University:

  • Making Service User and Carer Feedback Count Part 3

  • Making Service User and Carer Feedback Count Part 4

  • A key part of being a social work student is service user feedback - why does this stop after qualification?

• What is Neurodiversity? - Do-IT Profiler

• OpenLearn:

  • Neurodiversity: What is it and what does it look like across races?

  • Understanding ADHD: Brain circuits and selective attention

  • OpenLearn’s Neurodiversity hub

• Anti racist supervision

The following list is further reading you may be interested in:

• Asakura, K., Miller, J., Nakash, O., & O’Neill, P. (2023) ‘Toward “decolonizing” clinical social work practice and education’, Smith College Studies in Social Work, 93(2–4), pp. 73–82. Available at: https://doi.org/ 10.1080/ 00377317.2023.2279389 (Accessed: 16 January 2025).

• Anka, A. and Taylor, I. (2016) ‘Assessment as the site of power: A Bourdieusian interrogation of service user and carer involvement in the assessments of social work students’, Social Work Education, 35(2), pp. 172–185. Available at: https://doi.org/ 10.1080/ 02615479.2015.1129397 (Accessed: 21 July 2026)..

• Beresford, P. & Boxall, K. (2012) ‘Service users, social work education and knowledge for social work practice’, Social Work Education: The International Journal, 31, (2), pp. 155–167.

• Caffrey, B. (2020) ‘An exploration of issues affecting the assessment of social work students on practice placement in England’, The Journal of Practice Teaching & Learning, 16(1–2). Available at: https://doi.org/ 10.1921/ jpts.v16i1.1267 (Accessed: 17 January 2025).

• Cook, S. (2020) If Social Work Knowledge is Still Based on Western Vales, Can Practice Really be Anti-Oppressive? Available at: https://www.communitycare.co.uk/ 2020/ 02/ 03/ social-work-knowledge-still-based-western-values-can-practice-really-anti-oppressive/ (Accessed: 17 January 2025).

• Dreissens, K., McLaughlin, H. and Van Dorn, L. (2016) ‘The meaningful involvement of service users in social work education: Examples from Belgium and The Netherlands’, Social Work Education: The international Journal; 35 (7), pp. 739–751.

• Duncanson, K.  Gillieatt. S., Mahboub, L. & Martin, R. (2023) ‘The integration of service user perspectives in social work student supervision’, Social Work Education, 4 (7), pp. 1831–1847. Available at: https://doi.org/ 10.1080/ 02615479.2023.2222004 (Accessed: 17 January 2025).

• Finch, J. and Taylor, I. (2013) ‘Failure to fail? Practice educators’ emotional experiences of assessing failing social work students’, Social Work Education, 32(2), pp. 244–258. Available at https://doi.org/ 10.1080/ 02615479.2012.720250 (Accessed: 17 January 2025).

• Reid, W. (2020) Anti-Racism in Social Work Practice – No More Questions Please, Just Answers. Available at Anti-racism in social work: no more questions - just actions please - Community Care (Accessed: 17 January 2025).

• Social Work England (2020) Qualifying Education and Training Standards. Available at https://www.socialworkengland.org.uk/ media/ 1642/ socialworkengland_ed-training-standards-2020_final.pdf (Accessed: 16 January 2025).

• Stevens, S. and Tanner, D. (2006) ‘Involving service users in the teaching and learning of social work students: Reflections on Experience’, Social Work Education, 25, pp. 360 – 371.