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Service user involvement has been spoken and written about for many years in a variety of settings, and is generally considered a good thing. A number of elements of service user involvement have been much debated, including the extent to which service users can realistically be involved in shaping services, who counts as a service user, and how service users can be included when the processes involved in commissioning can be complex and technical. This article considers some of the key issues concerning user involvement in strategic and other commissioning arising from research commissioned by the Joseph Rowntree Foundation. The findings prompt those who are engaged with service user involvement to consider how culture may be as important as, if not more important than, structure when engaging with service users in service design and delivery.

In Britain, the last two decades have seen a considerable increase in focus on service users' involvement in the provision of services that directly affect them, particularly where service users originate from a hard to reach population such as drug users. While the National Treatment Agency and drug and alcohol action teams often extol the virtues of the involvement of drug users in their service provision, participation of this type does not come without problems of its own. Experience of drug user involvement in service provision is much more established in Europe and this article seeks to utilise European examples in illustrating the potential pitfalls of such a strategy. Case studies are examined from three countries: the Netherlands, where drug policy is relatively liberal and drug user groups have been established since the 1970s; Denmark, where drug policy is fairly well balanced between repression and tolerance and drug user groups have been established since the 1990s; and Sweden, where drug policy is relatively repressive and drug user groups are only just emerging. Salient points from these case studies are then used to form the discussion, relating European experiences to the situation in Britain.

This paper reports on the evaluation of a scheme to promote service user involvement in the care delivered by a mental health trust. A case study methodology was employed to describe the particularity of the scheme in context as experienced by service users and staff involved in its delivery. Mixed methods of semi‐structured interviews and focus groups created the opportunity for all stakeholders to engage in action research through a mutual learning process about the scheme in operation with a view to making changes to improve and develop it in the future. The qualitative data collected was content analysed and grouped according to key themes, which included the benefits of the scheme, the conditions for it to work successfully, suggested changes, limitations of the scheme, and service user involvement generally in a hospital setting. The role of service users as both paid scheme co‐ordinators and volunteer representatives highlights the contribution that people who use mental health services can play in influencing service delivery when employed in relevant and appropriate roles within a mental health organisation.

This paper describes how service user involvement at all levels can offer a different route for the provision of good quality care for people experiencing mental distress. Taking examples of service user involvement in the acute solutions project (Sainsbury Centre for Mental Heath, 2006), the paper demonstrates how effective involvement can bring about measurable change in service provision and patient satisfaction. Examining the benefits, barriers to, and practicalities of service user involvement, it is argued that placing involvement at the centre offers solutions to the persistent problems found in mental health services. Workers who value and facilitate effective service user involvement enable social inclusion, change service users' status and enrich their own lives and practice.

Mental health education aims to develop valuesbased practice to support practitioners in clinical decision‐making. Values‐based practice requires high levels of cultural competence achieved through service user participation in professional preparation. The degree of service user participation remains dependent on the values of programme providers.In this paper, we consider whether strategies to involve service users in mental health professional education can support the principles of valuesbased practice. To do this, we have drawn on the findings from qualitative studies of educators' practices and their views regarding service user involvement. Values‐based practice requires self‐awareness of values impacting on decisions and knowledge derived from service users' personal accounts. The studies suggest that while opportunities exist for service users to present their accounts, few examples of service user involvement facilitated deeper examination of values underpinning decision‐making. Enabling service users to influence values‐based practice development requires more authentic participatory approaches. Educators valued the contribution of service users' experiential knowledge to the learning process, but there was less evidence of educators' values base that would model commitment to the empowerment of service users.

The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties.

Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist.

While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties.

This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery.

This paper explores some of the issues and barriers to service user involvement for people with learning disability in mental health settings. In particular the paper focuses on barriers to involvement including staff attitudes and the involvement of service users in their own assessment and treatment. The issue of getting people involved in their own care is addressed and is highlighted using examples of good practice.

Using her experience in working with a local authority and a large voluntary sector provider, the author describes a model which provides effective and challenging user involvement which is also empowering for service users to participate in. Long‐term financial resources are seen as essential to develop user‐controlled organisations, and it is argued that they should be based on the social model of disability. Capacity‐building techniques such as information provision, training and meeting together are seen as enabling users to gain skill and confidence.

Service user involvement is crucial in education and training as it can add a unique perspective and promote better practice. This paper provides an example of service user involvement in all aspects of the training. The involvement will be considered from the perspectives of the service user and a student. Implications and issues for practice are discussed.

Recent growth of concern relating to ‘elder abuse’ concurrent with recognition of the importance of user involvement has suggested a link between these two developments. Here, however, Phil Slater argues that generalised principles cannot generate blueprints for implementation. A concrete illustration of the general arguments is offered.