Thank you to Lisa Chapman,Lead Speech and Language Therapist at Bee U: Child & Adolescent Mental Health Services, Midlands Partnership NHS Foundation Trust, who has shared her thoughts about the new sensory resource, sharing what it means to her both professionally and personally. Read more about the development of the Resource in our previous blog.

A personal and professional journey intertwined.

Communication has always been one of my passions.  As a languages teacher I was struck by the speech, language and communication needs (SLCN) of my students and this led me to retrain as a Speech and Language Therapist (SLT).  As a parent I saw how my youngest son struggled to communicate his needs and how others struggled to understand him across different environments.  He now has a diagnosis of Autism and the experiences we have had together were the start of my journey to explore Sensory Processing.

Sensory Processing, Sensory Integration and Neurodiversity.

Sensory processing is something we all do, it is how we make sense of the world around us using our 8 senses.  These websites offer a good general overview of our senses and sensory processing;

• Understanding Sensory Processing and Integration in Children (sensoryintegrationeducation.com)
• Free online sensory processing course for teachers, assistants and parents (griffinot.com)

How this information is then dealt with is referred to as ‘Sensory Integration’; ‘the processing, integration and organisation of sensory information from the body and the environment’ (Schaaf & Mailloux, 2015, p5). 

From my growing personal interest came ideas on how sensory processing and integration overlapped with my professional life as an SLT. Hooked, I enrolled on the Sensory Integration Masters course with Ulster and latterly Sheffield Hallam University. I completed my Diploma in 2021 and hope to complete my Masters dissertation later this year. 

I love that I have been able to weave my ‘lived’ experiences into my professional development. These experiences continue to overlap. Most recently, this has involved exploring the concept of Neurodiversity, “the infinite variation in neurocognitive functioning within our species” (Walker, 2014a). Walker clarifies that the neurodiversity paradigm has three fundamental principles

               •  Neurodiversity is natural and valuable. We are stronger because of our diversity.

•  There is no one ‘right’ way to process information. There is no such thing as a ‘normal’ brain.

•   It is important to acknowledge social power dynamics exist in relationship to diversity. Walker (2014b) reminds us to ‘check’ our privilege. This will frequently involve moving out of our comfort zone (Murphy, 2022).

This paradigm has become a core framework for me as both an SLT and a parent. It helps me make sense of variations in communication and sensory experience, to reframe these as differences, not deficits. Understanding my son’s sensory processing has helped me see the world through his eyes allowing new spaces for communication and different conversations. It has helped to reduce the Double Empathy gap (Milton, 2012). 

I am equally aware of the impact of environments. Luke Beardon’s (2017) ‘golden equation’, one I quote often, aptly summarises this. “Autism + Environment = Outcome”. Environment here includes identity, the sensory environment, other people and society (Beardon, 2022). The value of having a clearer understanding of your identity and needs is also context dependent, ‘relational’ (Chapman, 2021). You, and others around you, may have great insight into how your body and mind work, but this can only go so far. If no one is listening to you, and environments in their broadest terms are set up to be against you, are ‘low-functioning’ (Patten, 2022, p.8), it is harder to achieve positive and authentic outcomes.

For my autistic son, education settings have sadly often been ‘low-functioning’ environments, placing an immense toll on his sensory processing, communication and ultimately on his emotional well-being. The impact on us as parents has been no less challenging, coping with multiple exclusions from multiple placements. I have equally seen the power of restorative, ‘high-functioning’ environments (Patten, 2022, p.12) that enable him to be the best he can be: environments that offer success, building on his interests and abilities. 

The very nature of neurodiversity suggests that we all process sensory information differently.  A better understanding of individual sensory experiences gives more information that we can use to create and advocate for ‘high functioning’ environments for everyone, and achieve equity. A crucial first step in neurodiversity affirming practice is respecting an individual’s ‘epistemic authority’ (Chapman & Botha, 2022). To listen without prejudice, and not to enforce that we know best, just because of our position.

With this as my personal and professional ‘framework’ I welcomed the opportunity to trial the Talking Mats resource; Me and My Senses and my final thoughts are around using it with my son.

My personal journey continues; learning and growing

As his mum, and as an informed professional, I felt that I already knew my son’s sensory profile, that I could predict what some of his answers were going to be. He had also already had a full OT-ASI assessment. I came to this as an exercise in ironing out snags, not primarily one of personal learning. I couldn’t have been more surprised by the wealth of new information I came away with, after using the mat with him.

My most important learning was around the significance of smell for my son. Using the mat gave him the space and opportunity to share his insights into smell that I had never really appreciated before. What’s more, this ‘opening up’ extended beyond the time we were using the mat. For the rest of the day he continued to refer to his mat, adding further examples and anecdotes about ‘smell’ as a fundamental sense for his well-being. The mat had provided a safe space for exploration, connection and communication beyond its physical presence. It was a humbling, but also precious experience. It illustrated beyond doubt the importance of listening, but also the immense privilege of opening up and sharing a space that facilitated my son’s voice to be heard.

Until now, few tools have captured the lived ‘sensory’ experiences of children and young people.  The Talking Mats ‘Me and My Senses Resource’ meets this need. It places an individual’s voice as central, acknowledging and facilitating autonomy and agency. As such, it is an invaluable tool to anyone wishing to explore sensory processing in a neurodiversity affirming way.

References

Beardon, L., (2017, July). How can unhappy autistic children be supported to become happy autistic adults? https://blogs.shu.ac.uk/autism/files/2017/07/How-can-unhappy-autistic-children-be-supported.pptx

Beardon, L. [@SheffieldLuke]. (2022, December 11). Autism + environment = outcome; environment could include: autistic self (e.g. understanding of self); others in that environment; the sensory. [Tweet]. Twitter. https://twitter.com/SheffieldLuke/status/1601894447721111552?s=20&t=HmyywdI4gDSrDJ1BggtF3w

Chapman, R. (2021). Neurodiversity and the Social Ecology of Mental Functions. Perspectives on Psychological Science, 16(6), 1360–1372. https://doi.org/10.1177/1745691620959833

Chapman, R., & Botha, M. (2022). Neurodivergence-informed therapy. Developmental Medicine Child Neurololgy. 00: 1– 8. https://doi.org/10.1111/dmcn.15384

Milton, D. E. M. (2012). On the ontological status of autism: The “double empathy problem”. Disability & Society, 27(6), 883-887. https://doi.org/10.1080/09687599.2012.710008.

Murphy, K. (2022). Neurodiversity in the Early Years. Neurodiversity & ableism reflection tool. https://assets-global.website-files.com/5f903cbab2ae71f26cf02400/638a04bcc5a15c6fda2c02b1_AUDIT_Kerry%20Murphy.pdf

Patten, K. K. (2022). Eleanor Clarke Slagle Lecture—Finding our strengths: recognizing professional bias and interrogating systems. American Journal of Occupational Therapy, 76, 7606150010. https://doi.org/10.5014/ajot.2022.076603

Schaaf, R.C. & Mailloux, Z. (2015). Clinician’s guide for implementing Ayre’s sensory integration: Promoting participation for children with autism. American Occupational Therapy Association: Incorporated.

Walker, N. (2014a). Neuroqueer: The writings of Dr. Nick Walker. Neurodiversity: Some basic terms & definitions. https://neuroqueer.com/neurodiversity-terms-and-definitions/

Walker, N. (2014b). Neuroqueer: The writings of Dr. Nick Walker. Neurotypical psychotherapists & autistic clients. https://neuroqueer.com/neurotypical-psychotherapists-and-autistic-clients/

After many months of work the new Talking Mats sensory resource; Me and My Senses is reaching the final phase and registrations open on Friday 31st March for our launch seminar. This blog gives an overview of what’s in the resource and our guest blog to be published on Friday is a powerful story of professional and personal learning with ‘Me and my senses’ playing a pivotal role.

The resource will aim to enable children and young people who have speech, language and communication needs (SLCN) and sensory integration difficulties to have a voice in their therapy assessment, planning and intervention. To find out more about the funding and development for this project please read the earlier blog here. It is also aimed at supporting all practitioners, regardless of their level of sensory integration training, to gain an individual’s voice of their ‘lived’ sensory experiences, needs and challenges.

It is divided into the following topics:

• My Spaces & Things I Do
• My Senses 1: Proprioception & Interoception
• My Senses 2: Vestibular
• My Senses 3: Taste, Smell, Hearing, Seeing, Touch

Use of the resource may contribute to sensory integration evaluation but does not replace a full sensory integration assessment, however it may equally work as a stand alone-tool. We hope that professionals from healthcare,education, in both mainstream and specialist settings, as well as colleagues in social care will value this resource.

To use resource practitoners must be Foundation Trained in Talking Mats.

We are always keen to support other Social Enterprises, and would like to introduce our community to Communication Inclusion People, a new enterprise with a big vision. Find out a little bit about them and how to contact them.

Hello – we are Communication Inclusion People. We are a new Scotland based social enterprise aiming to change the world.  

Our mission is to work with others to create communication equality through universal adoption of inclusive communication best practice. 

Talking Mats is a brilliant way of making communication about specific topics inclusive. We recommend it to many people. Most recently it was one of the resources we recommended in the Place Standard Tool Inclusive Communication Toolkit | Our Place 

However, people need to understand information to find out an organisation even exists. We support organisations to be communication inclusive for their clients and staff – from the first hello to the last goodbye. Our work therefore compliments Talking Mats well. We help organisations to check, plan and develop their inclusive communication practice in everything they do. We always co-produce with people who communicate in different ways.  

To find out more please contact us in the way you find easiest

In the first of 2 blogs on Selective Mutism, Vanessa Lloyd of Birmingham Women’s and Children’s NHS FT describes using Talking Mats to give a young boy the opportunity to communicate at a time when talking was too hard.

Using Talking Mats with a primary school aged child with developmental Selective Mutism  

Selective Mutism is a form of social anxiety characterised by stark differences in how a person communicates in different situations.  There is also acute awareness of everyone around them who may be listening, either intentionally or accidentally.  In Education settings Selective Mutism often become apparent at times of transition and teachers often describe a very different child to the one a parent knows at home.  As a school therapist I have the job of finding the puzzle pieces and bringing them together in a way that home and school can understand.  I have found the Talking Mats approach to be very useful when working in this area.  Here’s an example;  

I recently took a referral for ‘A’ who is 6 years old: 

Main points from school:  

• Joined 12months ago 

• Not spoken at school in those 12 months 
• Staff felt they didn’t know him 
• Staff assumed he was happy not joining in 

Main points from parents: 

• Aware he is quiet in school 

• This is who he is and he has been like this since starting Nursery  

My observations indicated Selective Mutism; 

• his body language indicated anxiety in situations where he was expected to speak or interact  

I needed a way to feedback this anxiety to staff and for A to be heard without using his voice.  After building a rapport with him I introduced Talking Mats and offered him the opportunity to engage  

Getting Started 

Using the Primary Communication Rating Scale (Johnson & Wintgens, 2016) as a basis, combined with an image system he was familiar with, I planned the symbols needed to support the conversation and set out the expectations for the activity. Fundamentally, I made it clear that he did not have to talk to me to participate.  

How it went 

The school environment.  

As anticipated, he made his feelings instantly clear about the activities where he was required to talk, rapidly sorting them into ‘unsure’ or ‘don’t like’.  

What was less expected was how relaxed his body language became, particularly when I suggested showing his class teacher. It was as though he knew that there was some power behind his arrangement of these symbols and he was ready to embrace it.  

Follow up 

Talking at home.  

Having fully grasped the potential of the task, this young boy set to work answering my questions through careful consideration and placement of symbols. The same questions that would otherwise spiral him into a freeze or flee response were now being answered with a newfound command of the situation. He had things to say, things he wanted people to know, and in that moment, he had a way of doing this 

Taking it forward: 

Showing the child’s perspective provided a powerful way of highlighting to school the misguided assumptions that had been made about his feelings and attitudes towards talking. The Talking Mat conversations opened the discussion about the importance of Selective Mutism intervention and created a platform for the child to be involved and be heard. He was a valued contributor in an environment which was previously inaccessible for him.  

www.selectivemutism.org.uk

This year’s campaign focuses on the importance of healthy connections in supporting mental health and wellbeing.  Being able to communicate feelings and opinions is a huge contributor to creating healthy connections. Whether it is because there is a visual focus or because the ‘side by side conversation’ is more comfortable, Talking Mats is a tool that allows the voice of the young person to be heard.  Read these blogs on Mental Health and Young People and our Impact Stories (to follow!) to find out more and take advantage of our discount on the Advanced Keeping Safe online module (details at bottom)

• Dr Carla Innes, Clinical Psychologist for Learning Disabilities at Stockport Healthy Young Minds (CAMHS) describes how Talking Mats helps the team to gain more insight to the children and young people they are working with, and how it has helped intervention focus on the child’s potential, and zone of proximal development.  https://www.talkingmats.com/talking-mats-and-mental-health/.   This work in Stockport is further expanded on in a presentation by Dr Rosie Noyce, Clinical Psychologist, given at the Talking Mats 21st Birthday Event in August 2019.  https://www.talkingmats.com/wp-content/uploads/2019/08/Talking-Mats-and-Young-Peoples-Mental-Health.pdf  

• Sally Kedge, SLT with Talking Trouble, New Zealand shares 2 powerful case examples of using Talking Mats with children and families caught up in the Criminal Justice System and demonstrates how the connection with a therapist can be the key to unlocking feelings and emotions https://www.talkingmats.com/support-for-prisoners-families-experience-from-new-zealand/

• Natalie Paris, Project Lead for Cashback180 programme based within Mayfield and Easthouses Youth 2000 Project, shares stories of using Talking Mats with young people in Midlothian. https://www.talkingmats.com/using-talking-mats-to-open-up-conversations-with-young-people/

• Our Director, Margo MacKay, describes using Talking Mats to ask young people about their environment and the impact different environments can have on wellbeing. https://www.talkingmats.com/consulting-children-impact-environment/

• Laura Holmes, our Lead Associate for Children and Young People, writes about the Virtual Schools Team in Wigan and how they used Talking Mats with Looked After Children. https://www.talkingmats.com/hearing-voices-looked-children-young-people/

Keeping safe is an Advanced Online Module and the first 20 people to sign up to this course will receive a 20% discount. Please remember you need to already be trained to Foundation Level to access this course. Use the code KS2020 at the checkout

Find out more about our Keeping Safe Resource and how to book click

Foundation Training and how to book

We are delighted to speak at the 7^th World Capacity Congress on Adult Capacity on the 7^th of June 2022 about Talking Mats and Capacity. Talking Mats facilitates a balanced conversation that can help redress the power imbalance within capacity conversations. This is particularly key where people have communication and or cognitive difficulties, too often poor communication skills are conflated with lack of capacity.

Self – determination is enshrined in law. The fundamental principle we need to remember is that a person is deemed to have capacity to make decisions about their own lives unless assessed otherwise.

This photo shows how Talking Mats helps with determines capacity by supporting people to:  

• Understand relevant information
• Retain information
• Weigh up information
• Communicate views and wishes

On the 8^th of June, Lois’ speaks about Talking Mats specifically supported health decisions in podiatry using a specifically designed podiatry Talking Mats developed jointly with NHS Fife .

Click here to download

Our new digital platform with enhanced features

Talking mats have been researched and developed over a period of more than 20 years. Initially Talking Mats developed as a paper based communication framework but there was always much interest in having it as a digital resource so our first digital Talking Mats platform was released in 2012.  

In the years since its release the Talking Mats digital platform has helped thousands of people who otherwise would find it challenging to express how they feel, but with the discontinuation of Flash player the opportunity to create a new web-app presented itself. We are delighted to say that it is here! Combining it with the new website means that we are able to include many of the features that our customers have wanted, including the ability to:

• Add and save photos
• Personalise conversations by adding symbols from other sets
• Create and save your own personalised mats ( provided you are foundation trained )
• Think through and order your Talking Mats conversation
• Change and select an appropriate Top Scale
• File your thinker’s mat in an easy to retrieve manner
• Easily carry out remote Talking Mats conversations

Our Digital Support Officer, Mark, is here to take you through the headlines of the new app, as well as some useful information for existing users.

In a nutshell

The new Digital Talking Mats (DTM) is a subscription-based web app which is access via our new look website www.talkingmats.com. It contains all the Talking Mats resources currently available to purchase to ensure that it can be used in as many different contexts to help as many different people as possible.

The subscriptions

We wanted to ensure that there was a DTM subscription for everyone. To that end, there are three different levels of individual subscription (starter, enhanced, complete) which can be renewed on a monthly or annual basis. There is also a licence specifically for organisations which offers the chance to have multiple users tied to an organisation, all at ‘complete’ level.

Once you have signed up for a subscription, you can easily see the details in the ‘subscriptions’ section of your account.

Existing Digital Talking Mats customers

If you had access to version 1 of the digital Talking Mats please keep an eye on your inbox as you will be getting an email giving you access to the new version . If you do not receive such an email please get In touch with us.

App Features and How to Use Them

Once you have subscribed and accessed the app, there is immediately a helpful video which tells you all you need to know about how to use the app. This includes setting up a new thinker, creating a new Talking Mat with the symbols of your choice, and how to view snapshots of previous sessions you have carried out.

Technical Tips

Browsers

All browsers are equal, but some are more equal than others. Our app is optimised for Google Chrome, but will also work on Firefox and Microsoft Edge. Internet explorer is not supported. It is a good idea to make sure your browser is as up to date as possible for the best user experience. Mor detailed information on browser compatibility is available here

Offline Functionality

We recognise that internet is not always available in homes, schools or many other places, and so it is very important to us that the app works offline. Unfortunately due to the fact it is till relatively fresh, the app will not work offline yet, but rest assured this feature is in the pipeline. One option in the meantime is to use a device that can hotspot (most smartphones will have this feature) and carry out a Talking Mat online.

App Navigation

When you are navigating from page to page in the app, it is actually creating overlays on a single web page. This means that when you are in the app, if you press the ‘back’ button on your browser, it will take you out of the app completely.

If you have any questions about the Digital Talking Mats platform or you are interested in learning more, you can get I touch with Mark at mark@talkingmats.com.

On Wednesday November 10^th we held a colloquium with the University of Edinburgh and NHS fife to report on the findings of the research that was funded with the Burdett foundation . The easy-read version of this report can be found here.

48 people attended the online event on Wednesday and engaged in some very thoughtful discussion and reflection on communication in forensic settings. There was much to think about including whether ethos and values align with self-determination , how to get communication taken seriously by staff who are often under huge pressure. Consideration of  where power lies in an organisation and an acknowledgment that  in order to share power staff themselves need to feel they have power.

The recognition that in the promotion of shared decision making, you increase the risk of people taking what others may see as unwise decisions. The need to support the capacity of people to be involved in decision making early on and in the smaller decisions of life and not leaving including them to a crisis.

The importance of further research in his area and that small clinically driven research projects have an important role to play in addition to ones funded by bigger grants. There is much to digest and we are hoping to keep the conversation going.

If you would like to see for yourself the research presented and the topics discussed at the colloquium you can watch the recording of the Zoom session here.

If you want to attend foundation Talking Mats training please find out more here. if you have completed your foundation training please consider attending the Keeping Safe advanced online module which includes the Keeping Safe resource . If you have the Keeping Safe resource please download the new Being Included bolt on to use with it.

We are all continuing to live in challenging times due to the COVID-19 pandemic, and there are concerns about the impact on the mental health of people at all ages and stages of life.  This is a good time to reflect on the wide variety of blogs that have signposted how useful Talking Mats can be in helping people to think, structure coherent responses, and express their views. If this is an area of interest to you then take a look at these blogs to find out more: 

•  Debbie Mole, Clinical Nurse Consultant in Mental Health and Intellectual Disability for DHM Mental Health Care in Melbourne, Australia shares a great example of the positive impact Talking Mats can have for people who have experienced trauma. https://www.talkingmats.com/talking-mats-and-trauma-work/

• Natalie Paris, CashBack 180 Project Lead shares some powerful examples of how Talking Mats has helped her to open up conversations with the young people she works with https://www.talkingmats.com/opening-up-conversations-with-young-people/

• Edith Barrowcliffe from The Action Group demonstrates how Talking Mats has allowed individuals with intellectual disabilities access talking therapies and counselling.  https://www.talkingmats.com/counselling-communication-1/  

•  Edith expands on this work in her second blog, describing how she adapted this approach to use during remote support during lockdown. https://www.talkingmats.com/counselling-learning-in-lockdown/  

• Jo Brackley, NHS Clinical Lead for SLT Secure Services  (Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust) describes how Talking Mats helps people with mental health open up and have richer conversations, with increased novel information gained.  https://www.talkingmats.com/covid19_securehospitalsetting/  

• Susan Gowland, SLT at NHS Fife Forensic Learning Disability Service, describes how Talking Mats support patients to express what they think in forensic learning disability setting.   https://www.talkingmats.com/forensic_ld_setting/  

• Dr Carla Innes, Clinical Psychologist for Learning Disabilities at Stockport Healthy Young Minds (CAMHS) describes how Talking Mats helps the team to gain more insight to the children and young people they are working with, and how it has helped intervention focus on the child’s potential, and zone of proximal development.  https://www.talkingmats.com/talking-mats-and-mental-health/.   This work in Stockport is further expanded on in a presentation by Dr Rosie Noyce, Clinical Psychologist, given at the Talking Mats 21st Birthday Event in August 2019.  https://www.talkingmats.com/wp-content/uploads/2019/08/Talking-Mats-and-Young-Peoples-Mental-Health.pdf  

•  Georgia Bowker-Brady, Advanced Specialist SLT (Berkshire Healthcare Foundation Trust) describes how using Talking Mats in dementia care and acute health patient inpatient services helps patients organise their thoughts and express what is going well for them, as well as what isn’t.  https://www.talkingmats.com/acute-mental-health/  

• Rachel Woolcomb, Talking Mats OT Associate, explains why Talking Mats supports thinking, and why it can be particularly useful in helping people to structure and express their thoughts. https://www.talkingmats.com/talking-mats-as-a-thinking-tool/  

We would love someone to carry out some research in this field, so if this sparks a research or blog idea, please get in touch with us at info@talkingmats.com.  

Many thanks to Natalie Paris, CashBack 180 Project Lead for our latest guest blog.  Natalie shares some powerful examples of how Talking Mats has helped her to open up conversations with the young people she works with:

I joined Y2K Mayfield and Easthouses Youth 2000 Project  in February 2018 as a sessional worker looking to gain practical experience in youth work, I then became Part Time Young Women’s worker at Y2K, which gave me experience in working with vulnerable young women in Midlothian across an age range of 11 to 24, some with mild to moderate learning difficulties.  When I first heard about the 180 project, I knew it was something I really wanted to be involved with, as I have always been interested in Criminology and Youth Offending.

In September 2018 I became the full-time 180 Project Lead, and have helped to shape and develop our  CashBack 180 Project. CashBack 180 is a referral-based service, focusing on early support and prevention for young people involved in or at risk of becoming involved in offending, anti-social and risky behaviours. 

The Project:

We work with young people to make positive changes in order to work towards more positive futures. Young people accessing this service have the opportunity to take part in fun, participative and educational programmes of activities as well as 1:1 supports. The CashBack180 programme is delivered at Y2K, but we can also deliver programmes within High Schools.

CashBack 180 offers a menu of options and has adapted where necessary for our journey through the pandemic.

• 1:1 supports
• Groupwork programmes
• Community outreach support through detached youth work

Case Example 1:

A 12-year-old girl had been referred to me for violence, as she had attacked a girl in the playground, which was out of character for her.  She was very uncomfortable in the 1 to 1 session, so I used a Talking Mat. This made the conversation flow more naturally.

I used the Relationships topic, with the top scale ‘going well/okay/not going well’.  This helped me get more information. I found out that most of the issues she was having were around peer relationships.  For example, friends saying things that weren’t true, and not being believed by others in her friendship group.  This allowed me to plan a session around what is healthy and unhealthy in friendships.

Case Example 2:

I was working with a 14-year-old care experienced boy, who had been referred to me for Anti-social behaviour, and because he was easily led.  Once I got to know this boy a little better, I realised that he did not have much support within his family, apart from his older brother who he lives with now.  I realised he was someone who had just learned to cope himself, and probably didn’t have many people to turn to when worried about things.  I thought coping would be a good topic for a Talking Mat, as he always said things were fine, but I didn’t feel it was the full truth.  I used the top scale ‘going well/okay/not going well’. This gave us the opportunity to discuss healthy and unhealthy coping mechanisms that he had and what he could do instead.

Case Example 3:

I was working with a 12-year-old care experienced boy, who had been referred to me due to his inappropriate sexualised language and reference to sexual experience.  He has been out Mainstream school for 1 year, so had missed P7 sex education.  I decided to start working on friendships and relationships over the first couple of weeks with him, to get an understanding of what he knew was acceptable in relationships.  I used the Relationships Topic with the top scale ‘Going well/Okay/Not going well’.  The Talking Mat helped me keep his attention for a little longer than usual, as he is a very chaotic young person and often gets up and walks about, or jumps on tables and pretends to be sleeping.  It also showed me that he felt quite happy but was missing his friends from where he used to live. We are now looking at ways to address this.

Follow this link to Find out more about this project:

180 Service – Mayfield and Easthouses Youth 2000 Project

If you are feeling inspired and would like to know how you can access Talking Mats training, find out more here: https://www.talkingmats.com/training/