In the second of two blogs, we talk about how using Talking Mats Resources can help people have better conversations.
Our first Resources blog (https://www.talkingmats.com/resources-with-training/) focused on the resource bundles which are available to purchase with our Foundation Training course. This second blog focuses on the resources which are available to people who have completed our Foundation Training course.
Remember that most of our resources are available in both low-tech, and digital, formats.
Once you have accessed one of our Foundation Training courses, you can purchase our resources at a reduced rate:
1. You can buy these in established sets using our post training order form, for example you may choose to buy a social care set, the secondary Children and Young people resource, or one of our Advanced sets (see 3. below). These sets all have 3 topics of conversation in them.
2. New for 2020! – you can now buy individual topics of conversation from our ‘pick and mix’ selection, which includes topics from our Health and Well-being Resource (also available as a bundle purchase with our Foundation Training course), as well as our Conversation Sets:
3. Our advanced sets, for example Keeping Safe and Thinking Ahead, are only available for those who have completed foundation training:
- Keeping Safe: Give people time to reflect on their lives and raise concerns using this resource. This can help you to explore sensitive issues in a non-threatening way by creating a listening space, simplifying abstract ideas, supporting thoughts while encouraging expression and decision making.
- Thinking Ahead: Support people to express their views and help them plan for end of life using this resource. It will also be helpful for many other people to consider future options in their lives.
We are also planning to add a ‘how was school today?‘ topic to our ‘pick and mix’ selection soon – so watch this space!
To find out how our resources could help you in your professional area of work/setting, check out these links here: https://www.talkingmats.com/where-you-work/
For more information about these resources please contact the office on 01786 479511 or email email@example.com
In the first of two blogs, we talk about how using Talking Mats Resources can help people have better conversations.
Talking Mats provides a visual framework to help people express their views and feelings, using a selection of communication symbols that cover a variety of topics. Talking Mats resources are used by many professionals across a wide range of health, social care, residential, and education settings. Most of our resources are available in both low-tech, and digital, formats. In this first blog we focus on the resource bundles which are available to purchase with our Foundation Training course.
Our resources are available to buy through our website (https://www.talkingmats.com/shop/) however we do strongly recommend completion of one of our Foundation courses (https://www.talkingmats.com/training/foundation-training/) to get the most benefit from Talking Mats – and to use it to its full potential. If you add a Health and Wellbeing, Consulting Children & Young People, or Social Care resource pack bundle to your training you only end up paying £65 for the training day itself which is a great deal!
Resource Bundles available to purchase with Training
Health and Wellbeing Bundle:
These packs are based on the ‘activities and participation’ domains from the WHO ICF framework and includes 9 topics which are relevant to people, regardless of their health, disability or where they live around the world. We have translated these into more ‘user-friendly’ language and have generated symbols to represent each topic.
In addition to the 9 topics from the Activity and Participation domains, we have also included Environment and Health, which are important topics within the ICF framework and in people’s lives.
Consulting Children and Young People Bundle:
These packs are based on ‘Getting It Right For Every Child’ (GIRFEC), a Scottish framework for everyone to use when working with children and young people. There are three broad topics which are relevant to any child or young person’s life. This resource can also be used with SEND reforms in England. There are different packs for each developmental stage: Early years (ages 3 to 7); Primary (ages 7 to 12) and secondary (age 13 upwards).
Best Value Bundle: This option includes the Health and Wellbeing and Consulting Children and Young People bundles above, as well as our Social Care resource packs, providing a complete set of resources to support communication on a comprehensive range of topics for children and adults.
If you’d like to book a place on one of our Foundation Courses and would like to know more about our bundle options, get in touch with us at firstname.lastname@example.org
Find out more about our Foundation Training course here: https://www.talkingmats.com/training/foundation-training/
At Talking Mats, we offer a range of training models https://www.talkingmats.com/training/ that are tailored to suit individual teams and/or organisations and that help them develop their services to people with communication disability.
The one which best supports participants to embed Talking Mats in their practice /organisation is the Enhanced Talking Mats training https://www.talkingmats.com/training/bespoke-training-for-organisations/. This course is run over 2 days with the second day usually 4 months later supporting staff reflect, refresh and extend the implementation of Talking Mats with their clients. It includes an evaluation of the participants’ views of their interaction with ‘thinkers’ before and after the Talking Mats training. Participants are asked to complete a short questionnaire designed by the Talking Mats team on Survey Monkey prior to the first training day.
In November 2018 Joan Murphy ran the first day of an enhanced course in Welshpool, North Powys for 12 NHS staff including (Click to enlarge):
Over the next few months participants were asked to use Talking Mats and bring case studies to the follow up day. They were also asked to complete the survey before the second day which was held in March 2019.
The following graphs show the comparison of the pre- and post- training evaluations. (Double click to enlarge the figures):
Figure 1 Pre talking Mats training – November 2018
Figure 2 Post Talking Mats training – March 2019
In addition, participants were asked to add any comments. Here are a sample of them:
It allowed me to identify areas that mattered most to the person in terms of what they wanted to work on in therapy. It showed me that what I thought was the most severe aspect wasn’t always what was having the biggest impact.
- Now have understanding of hobbies/likes to interact with on the ward to engage in therapy and reduce anxiety/boredom.
- Brought up something important to them which probably would not have surfaced without TM.
- Used to make patient-centred goals as opposed to goals set with family therapist.
In conclusion, if any organisations are looking for Talking Mats training, we would encourage them to consider booking the enhanced course to support them to use Talking Mats to its best effect.
Our Talking Mats is 21 Event is in Stirling on Thursday 15th August 2019. Thanks to funding from NHS Forth Valley endowment committee the event is free but you do need to book your space https://www.eventbrite.co.uk/e/talking-mats-is-21-tickets-62362171935
You can come to the morning only, afternoon only or come for the whole day.
If you can’t come to our event watch out for out blogs and social media celebrating the reach of Talking Mats for 21 days before the 15th of August. Please join in with your contributions using the hashtag #TMis21. For 21 days after our event we will be having a special Birthday offer! Watch this space, more to follow …….
Many thanks to Tina Wood, Occupational Therapist at Therapy In Motion, for this great example of how Talking Mats can be used to explore thoughts and feelings both in present-day and in retrospect, to evidence positive outcomes from a change in educational placement. Tina’s use of colour coding and pie charts really helps to illustrate this.
Tina attended our Talking Mats Foundation training back in September 2016 and since then she has been using Talking Mats regularly in her work as an Independent Occupational Therapist.
In this example, Tina has used Talking Mats to enable Ben (name changed for anonymity, age 12½ years) to share his thoughts and feelings using the Talking Mats ‘Consulting Children and Young People’ resource packs – focusing on the topics ‘My Body and Skills’ and ‘What I do and Support’.
At the time of this Talking Mat, Ben had been accessing a new placement at a Pupil Referral Unit for the past 11 months (click on the picture below to see a clearer version).
As there was clearly a difference in how Ben felt things were going when he was attending his previous school, Tina decided to ask him to do a retrospective Talking Mat of how things were going for him 11 months ago in January 2018, when he started to feel “unwell”.
This enabled comparison with how he feels now in the “safe setting” of the Pupil Referral unit (click on picture to see a clearer version).
Tina then compiled the information from the above tables into pie charts, enabling a clear visual comparison between the two times/situations (click on picture to see a clearer version):
As can be seen from these charts, there had been a huge change in Ben’s perception of how he is coping with life in general and school in particular.
Tina recommended that this information needs to be considered along with the rest of Ben’s sensory needs (as reported in her full OT report) when deciding on what is the best educational setting for him after leaving the pupil referral unit.
We love this use of colour coding and pie charts to illustrate the information from Ben’s Talking Mats – to really ensure that Ben’s feelings and thoughts are seen and heard.
If you would like to know more about accessing Talking Mats training – available across the UK and Ireland as well as online – please take a look here: https://www.talkingmats.com/training/
If you have any examples of how you report/share information about completed Talking Mats we would be interested to hear about it! Just email email@example.com
Rachel Woolcomb, our Talking Mats OT Associate, tells us about the recent Royal College of Occupational Therapists’ Report and considers the ways Talking Mats can support:
The Royal College of Occupational Therapists have recently published a new report. “Making personalised care a reality: The role of occupational therapy.”
As the OT Associate for Talking Mats, I took the opportunity to review the document and consider how Talking Mats can help OT’s in fulfilling the recommendations made.
The report recognises that people living with long-term conditions bring different and equally important, knowledge and expertise to the decision –making process.
It challenges OT’s to ensure that they really listen to, and hear the views of the people they work with.
A Talking Mat can help facilitate this. It helps people to understand what is being discussed, to reflect and organise their thoughts, to say what matters most to them and record their views. It helps OT’s to really listen, to learn new information, to involve the person in their own planning and support decision making.
Read more about how Talking Mats can help OT’s to make personalised care a reality in the TMOT Resource 1: TM Personalised Care – Copy.
The RCOT report is available here: https://www.rcot.co.uk/news/delivering-personalised-care-frontline
Rachel would love to hear from you if you have any examples of how Talking Mats have helped you to provide personalised care, or if you want to know more about OT and Talking Mats. Her email is: Rachel@talkingmats.com.
If you are feeling inspired and would like to find out about accessing Talking Mats Foundation Training, take a look at our upcoming courses across the UK, as well as online and organisational training options: https://www.talkingmats.com/training/
Many thanks to Mary Walsh, Health Service Executive (HSE) Senior SLT at St Mary’s Hospital, Dublin for this fantastic blog post about their project involving use of Talking Mats to support people with Dementia to participate in decision making related to their needs:
In September 2016 Aideen Lawlor (SLT Manager) and I (Senior SLT) won the Dementia Elevator award with a project entitled “Empowering Persons with Dementia to become more Active Participants in Decision Making Related to Their Present and Future Needs.” with Talking Mats being an integral part of this project. In November 2017, the prize money was used to fund my training to become an accredited Talking Mats trainer so that I could then train others in TM Foundation Course on a prioritised basis.
This project is now complete with 6 speech and language therapists (SLTs) from a variety of settings working with persons with dementia all trained in using Talking Mats. As part of their training, The SLTs used TM with patients/ residents with particular reference to the Assisted Decision Making (Capacity) Act 2015. TMs were also used to help the clinicians to get to know their patients, in care planning, in improving increased opportunities for interaction and in improving choices and decision making. In effect, we were checking it out!
All the SLTs found that when TM principles are followed, that it helped to empower people with dementia to make decisions about their care. Some of the reported findings:
- That the pictures help maintain attention and aid comprehension.
- That it facilitated strengths rather than a deficit model.
- That photographed completed TM provided a pictorial record for meetings – very positive.
- That it provided a significant catalyst for change in some instances.
- That it helped people with dementia and responsive behaviour get needs met
- That video recording sessions with consent greatly enhances reflective practice and may be helpful in key decision making
The next phase is to expand the number of SLTs who can provide training in Talking Mats across the Republic of Ireland. Funding from the national SLT professional body training grant scheme has been sought for these 6 SLTs to become trainers for Talking Mats. This will result in cascading training on a priority basis, increase evidence base/ knowledge re using TM and embedding TM in variety of clinical settings with SLTs leading this practice.
Senior speech and language therapist,
St. Mary’s Hospital,
Phoenix Park, Dublin 20,
Speech and Language Therapy Manager
If you are feeling inspired and are interested in accessing Talking Mats training, we offer Foundation Training courses throughout the UK and Ireland as well as online – take a look here for more details:
Once you have accessed Foundation Training you can apply for our Accredited Trainers course to enable you to deliver Talking Mats training to others in your area.
Exploring sibling attitudes towards participation when the younger sibling has a severe speech and language disability
We were delighted to receive this publication from a friend and colleague, Prof Juan Bornman from Pretoria in South Africa. It reports on a study carried out with 27 typically developing children who have a younger sibling with a severe speech and language disability. Juan and her colleagues used Talking Mats to carried out an adapted structured interview to find out the views of these children on four everyday life situations identified by the WHO-ICF-CY (World Health Organisation’s International Classification of Functioning, Disability and Health, Children and Youth Version).
The four topics were:
Interpersonal interaction and relationships
Major life areas.
The findings showed that the children were ‘most positive towards participation in play activities with their sibling with a disability. They were also positive towards participation in household tasks. They were less positive towards communication participation and least positive about participation in interpersonal relationships’.
The following example is taken from Juan’s publication.
The overall findings suggest that the attitudes of the young children in the study towards participation with their younger siblings with severe speech and language disabilities were generally positive.
The article’s reference is:
Exploring sibling attitudes towards participation when the younger sibling has a severe speech and language disability. M Hansen, M Harty, J Bornman South African Journal of Child Health 2016 Vol. 10 No. 1
To read the full publication with details of the methods used and the results click here sibling-attitudes-2016
Talking Mats considers both health and social aspects when it is used to include people in their care planning. Lots of interesting comments are made by course participants on the forum in our online training course. Annemarie, who works as an agency carer visiting clients in their own homes posted her thoughts about the social model of disability
Remembering the person behind the condition
In my experience, society is fixated on the medical model, the ‘what’s wrong’ approach. Whilst the medical model is clearly a valuable and required tool, it often leads to labels that individuals are then lumbered with, such as, ‘she has dementia’, ‘she is visually impaired’, ‘he’s deaf’ or has a ‘leaning disability’. Taking this approach overlooks the person behind the ‘condition’ and so can restrict inclusion. One example could be an individual with dementia being unable to make everyday choices about seemingly mundane issues such as what to wear that day. Using a medical model, a carer may be aware of the clients difficulties and make choices for them, whereas using the social model approach enables the carer to see beyond the condition and fully include the client, allowing them to be part of the decision making process for themselves. A second example could be a person with a communication disorder such as Asperger’s Syndrome. Access to work could be severely restricted using a medical model as the pragmatic manifestation of this condition may well exclude a person from seeking certain types of employment. Promoting the use of a social model would ensure work colleagues understood the possible limitations of the condition and ensure adequate support networks were in place. The social model attempts to embrace a person’s difference and raises awareness within society of individual needs that will facilitate inclusion into all aspects of life.
The WHO ICF -World Health Organisation International Classification Framework of Functioning, Disability and Health (2001, 2007b) aims to merge the medical and social model, encouraging professionals to think not only of the persons health condition and resulting impairment, but the impact this has on the persons participation and activities. It captures the full complexity of people’s lives, including environmental and social factors and can be applied over different cultures
The Talking Mats Health and Well- being resource is based on the WHO ICF and supports a person to reflect and express their view on various aspects of their lives. Using the Health and Well being resource supports workers to remember the person behind the condition.
What are the top 10 blogs for using Talking Mats with adults? Over the years we have posted lots of blogs on different aspects of our framework . If you are working with adults with communication disability these blogs maybe particularly helpful
- Where is the best place to start using the Talking Mats health and well-being resource?
- A blog from Denmark which highlights the effectiveness of using Talking Mats with people with dementia
- Goal setting with a woman with Multiple sclerosis
- Using the app with someone with aphasia
- The development of a resource to help people with learning disability raise concerns
- How can Talking Mats support Capacity to make decisions
- Involving people in their decisions about eating and drinking
- Thoughts on using Talking Mats with people with dementia to explore mealtimes
- Using Talking Mats with someone with a learning disability and dementia
- Use in a rehab setting in South Africa
If you want to explore our resource and training more please visit our shop
As part of the Right to Speak initiative Talking Mats was funded to develop ‘Promoting Inclusion and Participation’: an online learning resource for staff working with children and young people who use Alternative Augmentative Communication (AAC). We have been delighted to work with NHS Education Scotland on developing this free resource and also have really enjoyed working in partnership with the learning and development consultancy: Forum Interactive.
The complexity of care for children and young people who use Alternative and Augmentative Communication (AAC) is multifaceted. Ensuring that goals are centred on the young person and family’s needs is a constant challenge to practitioners. There are several resources that focus on developing the technical skills of developing AAC but there is a scarcity of resources that focus on the impact of AAC on the child’s day to day life.
Promoting Inclusion and Participation is based on an earlier project which determined the key indicators of a quality AAC service from the perspective of AAC users and their families.
Promoting Inclusion and Participation uses the following frameworks to help practitioners structure their decision making:
- International Classification of Functioning, Disability and Health – Children and Young People (ICF-CY)
- Janice Light’s Communicative Competencies (2014)
- GIRFEC (Getting It Right For Every Child) wellbeing indicators
These are brought to life in a series of DVD vignettes which tell the stories from the perspective of the child, their families and schools. It poses the practitioners’ questions that allow them to reflect on the impact of AAC on the child’s day to day life. The resource is designed to be used for group discussion. The feedback from the expert practitioners that reviewed the material suggest that the DVD and resulting questions can enable AAC practitioners to have a rich discussion about best practice and how to time educational and therapeutic input to achieve holistic outcomes.
This on-line resource will help practitioners:
- Understand the role that collaboration and involvement play in delivering wellbeing outcomes for children who use AAC.
- Apply a holistic approach and outcomes focused approach to assessment, implementation and review which places the child at the centre.
- Recognise that as the child develops and changes, so the level of different team member’s involvement will ebb and flow.
Download the resource here. It takes a little time to download so be patient !
We would be delighted to receive feedback of how it is being used.
Light J , Mcnaughton D, Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication? Augmentative and Alternative Communication, 2014; 30(1): 1–18