Learning from the Unfamiliar: How Does Working with People Who Use Mental Health Services Impact on Students' Learning and Development?

Autor/inn/en	Asghar, Mandy; Rowe, Nick
Titel	Learning from the Unfamiliar: How Does Working with People Who Use Mental Health Services Impact on Students' Learning and Development?
Quelle	In: Journal of Further and Higher Education, 42 (2018) 3, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2016.1261095
Schlagwörter	Mental Health Programs; Service Learning; Experiential Learning; Qualitative Research; Health Services; Teaching Methods; Phenomenology; Learning Motivation; Cooperative Education; Apprenticeships; Student Development; Student Surveys; College Students; Foreign Countries; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Qualitative Forschung; Health service; Gesundheitsdienst; Gesundheitswesen; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Motivation for studies; Lernmotivation; Kooperativer Unterricht; Apprenticeship; Lehre; Schülerbefragung; Collegestudent; Ausland; Großbritannien
Abstract	Service learning is an experiential pedagogic approach that is predicated on students learning in authentic situations. It is often problem-orientated and provides opportunities for community engagement in ways that enhance a student's capacity as a socially aware individual. There is evidence that such learning opportunities can enhance personal development, team and collaborative skills as well as improve self-confidence. This article reports on a qualitative research project that explored the experience of a group of students who worked in a service learning project with users of mental health services. Using the lifeworld as a means to analyse the data provided a rich description of the impact it had on their learning. Three themes are portrayed: being together, encounters in the real world, and becoming. Important aspects of the findings include: the opportunity to learn without the constraint of pre-determined learning outcomes, learning through uncertainty and learning from those who are different and unfamiliar. Considering the data from the perspective of a Jarvis's learning theory, we explore how particular situations stimulated disjuncture, those uncomfortable moments that instigate learning. The article concludes by highlighting the benefits of a tight-loose design to pedagogic approaches, and emphasising how learning from those who are different provides students with opportunities to engage with the messiness of the real world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01