Dunedin academic press

Our experience of partnership working on a Scottish project on service user and carer involvement in social work education has been a deeply politicising one. First-hand encounters with power enacted at various sites of service user and carer involvement across national, institutional and local university levels have demonstrated to us that 'partnership working that pushes at the orthodox structures of power is difficult' (Barnes et al., 2006, p. 434).

The increasing focus on the involvement of people who use health and social care services and their carers in developing services and in social work education has the potential to bring significant change. This book examines the challenges in enabling people who are `experts by experience' to participate in an agenda which is largely dominated by 'top-down' managerial practices. Several themes run through the book.

In this chapter the author recounts her personal experiences of being a carer for her son and her interaction with social services in Scotland. The author's son is now over 30 years old and is on the autistic spectrum, has obsessive compulsive disorder and a learning disability. She recounts the early difficulties she had in dealing with health and educational professionals as she tried to achieve the best possible care for her son. Many of the professionals she encountered were unable to appreciate the importance of integrating her son into as many normal daily activities as possible.

Informal carers provide the majority of care for older people living in the community. The provision of care can be very stressful and is said to have an adverse effect on caregivers health. policy has recognised the need to support carers and a key objective has been to improve service provision for them. research has shown that service intervention can prevent the breakdown of care and admission to long term care. However, relatively few carers and older people use formal services. While the low uptake of services is documented it is not fully understood.