Involving people with lived experience in social work simulation education

Simulation-based learning is an empirically supported method for teaching social work competencies in mental health practice, though unnatural simulations can produce less effective educational experiences. To enhance the realism and quality of simulations, we propose that people with lived experiences of accessing mental health services should be involved in simulation design and delivery. This Ideas and Actions article describes experiences from two curriculum development projects: one that partnered lived experience advisors with faculty and practitioners to produce psychosis simulation scenarios and training materials for a mental health course, and another where people with lived experience played the roles of clients in training for a psychotherapy practicum. Both initiatives incorporated safeguards to support participant wellbeing, and formal evaluation of one initiative is pending university ethics approval. When grounded service user experiences, simulations offer emotionally resonant learning opportunities to develop practice competencies. Students value the involvement of service users, and these simulations enhance ability to engage with clients in an empathic manner while promoting critical reflection on biases and assumptions prior to practice. Further, the process of co-designing and delivering simulations is empowering for people with lived experience, offering opportunities for meaningful professional development, destigmatization, and contribution to the mental health field.