Social work student supervision during field education is a mandated requirement where students review their activities and learning in the workplace with field educators (FEs). Inevitably service users will be discussed in supervision but will have little or no opportunity to represent their perspectives during sessions. In order to explore how service user perspectives might be integrated into supervision, this qualitative study examined the participation of two Lived Experience Educators in supervision sessions between six social work students and their FEs during final placement. Despite some initial trepidation, participants reported a significant and overwhelmingly positive impact based on more equalised power differentials, greater depth of reflection and the emergence of new ideas on increasing accountability to service users. These results have implications for the practice of supervision, with both students and staff, and for how people with lived experience expertise may contribute to improving service culture for the intended beneficiaries of social work services.

中文翻译：

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见证：生活经验教育者在安置期间参与社会工作学生监督的影响

社会工作学生在现场教育期间的监督是一项强制性要求，学生可以与现场教育者（FE）一起回顾他们在工作场所的活动和学习。服务用户不可避免地会在监督中受到讨论，但在会议期间很少或根本没有机会表达他们的观点。为了探索如何将服务使用者的观点融入监督中，这项定性研究考察了两名生活体验教育者在最终安置期间参与六名社会工作学生及其 FE 之间的监督会议的情况。尽管最初有些担心，但参与者报告说，基于更平等的权力差异、更深入的反思以及关于加强对服务使用者的责任的新想法的出现，产生了重大且压倒性的积极影响。这些结果对学生和教职员工的监督实践以及具有生活经验专业知识的人如何为改善社会工作服务的预期受益人的服务文化做出贡献具有影响。