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In order to become a competent social worker, it is essential to know the perspective of the service users. Therefore, the International Federation of Social Workers (IFSW) developed a European framework for quality assurance of the social profession (Anghel/Ramon 2009), where the involvement of service users became a key element in social work practice and education (Jones/Radulescu 2006). The role of social workers was adapted to the needs of service users. In other countries, such as Brazil, Canada, Israel and the USA, it is common to involve service users in social work education (Shor/Sykes 2002). In the United Kingdom, the involvement of service users as consultants in social work education (in teaching, selection, admission, assessment of students) has been a mandatory requirement since 2003 (Anghel/ Ramon 2009: 186). Generally, service users are more and more included in practice, research and education of social work in different European countries (Schön 2015, 2016). However, in social work practice, research and education, they are usually reduced to the role of information providers and do not actively take part as co-partners or co-researchers (e.g. Beresford/Carr 2012). Furthermore, debates about the involvement of service users are more common in Northern European countries than in German-speaking countries. Nevertheless, there are hardly any publications that explore and reflect the involvement of service users in courses of social work education. For the first

Introduction: service user involvement : social work projects and education with a gap-mending approach in Europe