Output 2: Representation

3. Emergent themes and practice guidelines

3.5. Representation

A recurring, problematic theme in the literature that was frequently discussed during the IP was the definition and operationalisation of the concept of representation. For example, when service users discussed these issues with IP participants, they were keen to highlight the complex nature of this issue and its impact upon opportunities and conditions for participation. A summary of common representation issues is described below, using the following questions:

How ‘representative’ are the (chosen) service users? Do they represent primarily themselves or a “community”, and if so, if necessary, how is their status as representatives legitimated?
Does a power differential exist between participants and professionals or in between the members of the participant group?
How is the project advertised and how do participants become involved (through existing contacts or open subscription)? What are the ‘thresholds’ of representativeness?
Have the representation requirements of the group been defined?
To what extent are ‘friendship groups’ conducive and when do they become exclusive?
Do the normative assumptions of the participants correspond with those of the researchers, educators or practitioners?
Is the project openly declared as ‘bottom-up’ (in picking up on issues already existent among the participants as urgent, protest?) or as top-down’ (where the interest in an issue must be raised initially)?

Theme 5) Case Study Example: Representation of community of service users

The Finnish study involved a literature review that focused on unemployed people of working age and were representative of a community of service users participating in rehabilitative work activities. It was argued that the instructor of rehabilitative work activity tended to determine how participatory approaches are used. They could offer the person work tasks, but they could not offer support or customer-oriented approach to enhance these activities. It is possible that how reflective the instructors are and what kind of abilities they possess will determine the participatory approaches they can use (for example academic degrees in the field of technology).