Interweaving Narratives of Lived Experience in Mental Health Social Work Curriculum
Bibliographic Data
| ID | 6416262 |
|---|---|
| Authors | Louise Whitaker (0000-0002-2317-4981, Southern Cross University, corresponding author), Catherine Graeme-Cook (Southern Cross University), J Bradford Jeffreys (Southern Cross University), Jessica Jeffreys (Southern Cross University), Brenda Happell (0000-0002-7293-6583, Southern Cross University), Matthew Leach (0000-0003-3133-1913, Southern Cross University), Matthew J Leach (Southern Cross University), Meaghan Vosz (0000-0003-3902-1549, Southern Cross University) |
| Year | 2024 |
| Volume | 78 |
| Issue | 2 |
| Pages | 186-199 |
| Publication date | 2024-03-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Australian Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0312-407X • E-ISSN: 1447-0748 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0312407x.2023.2299924 |
| OpenAlex | W4392900388 |
| Language | EN |
| Citations received | 3 |
| References cited | 39 |
This study explored the metacurriculum of an undergraduate mental health social work subject that was developed and delivered collaboratively by lived experience and social work academics in a regional Australian university. Metacurriculum refers to implicit messages about how students learn how to learn that is, the ontological and epistemological positioning of curriculum. In this subject, students were invited to reflect on multiple, diverse, lived-experience narratives of mental distress as they developed their understanding of mental health social work practice. Using cooperative inquiry, we collectively critically reflected on the experience of teaching and learning with this curriculum. Coresearchers included a student who had completed the subject; a mental health social work practitioner/tutor, a social work academic, and a lived-experience academic who coproduced the subject material; and mental health academics acting as critical friends. Findings revealed engaging with lived-experience narratives was experienced as generating compassion for all humanity; challenging stigma by sharing the responsibility of positioning; and enabling critically reflexive dialogue. We concluded that diverse, lived-experience narratives can be incorporated to enact metacurriculum that aligns social work teaching and learning with emerging transformative approaches to mental health
Art · Curriculum · Lived experience · Mental health · Narrative · Pedagogy · Political science · Psychoanalysis · Psychotherapist · Sociology · Work (physics · Gender Studies · Interprofessional Education and Collaboration · Mental Health and Patient Involvement · Psychology · Social Work Education and Practice · Social Work
Changing Practices, Changing Education
Purposive sampling
‘Through no fault of their own’
Service user storytelling in social work education
Educating for critical social work practice in mental health
Perspectives of experts-by-experience
Service-user narratives in social work education; Co-production or co-option
Connecting worlds
Engaging with Transformative Paradigms in Mental Health
Pedagogical Methods of Teaching Social Justice in Social Work
Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education
Centering Social Justice in Mental Health Practice
Learning and Unlearning
It Helped Me Open My Eyes”
Unlearning through Mad Studies
Disability as meta curriculum
Learning from Mental Health Lived Experience and the Influence on Students’ Practice
A Program for Valuing Mental Health Lived Experience in Social Work Education
Epistemic justice as a condition of political freedom
Counternarratives
Developing a Common Vocabulary
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |