The Working Mechanisms Underpinning Mental Health Experts by Experience Involvement in Direct Teaching: An Abductive Conceptual Framework

Abstract

Abstract Expert by experience (EBE) involvement in direct teaching is a widespread pedagogical practice in social work education. Whilst the educational outcomes of EBE involvement are established, less is known about the working mechanisms through which these outcomes are obtained. By utilising an abductive approach, this research presents a conceptual framework of the working mechanisms underpinning EBE involvement in the mental health context. Thirty-nine semi-structured interviews were conducted with ten Mental Health Experts By Experience (MHEBE), ten social work educators, ten Bachelor of Social Work students and nine Master of Social Work students. Findings from thematic analysis are combined with previously published knowledge from the EBE involvement literature to construct the conceptual framework. The framework comprised three working mechanisms: (i) sharing experiential knowledge; (ii) meeting and interacting with the MHEBE; and (iii) challenging traditional roles and power/knowledge hierarchies. The relationship between mechanisms and learning outcomes, as well as the interrelationship between the mechanisms themselves are explored and discussed. The conceptual framework advances theoretical understandings of EBE involvement and can contribute to the design and implementation of educationally effective involvement.