Category Archives: Training

What is Talking Mats? An Interview with Lois Cameron

Jenny Trott

Many thanks to Jenny Trott for our new guest blog about her interview with Talking Mats Director, Lois Cameron – Jenny’s video provides some great information about the Talking Mats approach and our original and digital resources:

A year ago I started my YouTube channel (www.youtube.com/jennytrott) as a way of supporting parents and carers with information and inspiration. As a parent of a disabled child myself I knew that one of the best ways to find out things is from other parents, and YouTube was just a different and new way to do that. To date I have published nearly 50 films about subjects ranging from Self Directed Support to Rebound therapy, and including interviews with parents, professionals and disabled people.

Quite early on I knew that I wanted to make a film about Talking Mats. I had used Talking Mats when I worked with people living with dementia, and I knew that my son’s school were using them too. I had seen the benefits of this innovative communication tool but I also knew that many parents and carers didn’t really understand it because they hadn’t been given the right information.

Lois was kind enough to agree to join me in front of the camera, so in April I visited Talking Mats in Stirling with my tripods, microphones and cameras. It can be a bit daunting interviewing someone I’ve not met before but Lois instantly put me at ease and had the great idea of demonstrating a Mat rather than just talking about it. It was so interesting, experiencing using a Mat first hand and it helped to show the viewers what Talking Mats is really about.

You can view the video here: https://youtu.be/Fmyt1fE-_U8

The feedback from the film has been great, both from professionals, parent carers and SLT students; lots of lightbulb moments; “ah, now I get it”!

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I am still making films but less frequently as I am now also setting up a social enterprise, Mecoco (www.mecoco.org) here in North Ayrshire.  We’ll be offering work experience and volunteering opportunities to disabled people to work alongside us making candles and melts. I am sure Talking Mats will be invaluable in our workshop!

If you’d like to find out more about accessing Talking Mats training take a look here- https://www.talkingmats.com/training/  – we offer a range of options including online, and bespoke training for organisations, as well as advanced courses and specialist seminars for those who have already accessed Talking Mats Foundation Training.

 

 

 

 

 

 

Using Talking Mats as a ‘Thinking Tool’ for Student Supervision

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Here Laura Holmes, our North-West England Associate, describes how she used Talking Mats to support mid and end of placement reviews with a Speech and Language Therapy Student:

I am very familiar with using Talking Mats to help the children I work with to express their views and opinions – to give them a voice in terms of therapy planning and to enable the children to think about and share what works for them.

However I recently also used Talking Mats to support a Speech and Language Therapy student who was on placement with me. I introduced the approach to support our discussion during her mid-placement review, and then again, during the final review at the end of her placement.

I introduced a Talking Mat with the topic ‘Clinical Areas’ and the topline question ‘Confident/OK/ Not Confident’. I made up options relating to each clinical assessment area as described in the University Student Handbook/Guidelines.

Here is the mat from the student’s mid – placement review:

student 1

And here is the mat from the end of placement review:

Student 2

The pictures help to show the shift in the student’s confidence from the mid-point of the placement in comparison to the end of the placement.

The first Talking Mat helped us to focus our discussions in terms of what skills needed further support/development during the placement. The second Talking Mat then supported our evaluation of current learning outcomes at the end of the placement, as well as helping to identify key learning outcomes for the student’s next placement.

The student shared that she found Talking Mats a really useful thinking tool to help her to think carefully about her skills and the progress she had made during the placement. This was easier than during a typical face-to-face discussion due to the focus on the mat. The interaction itself was also more relaxed as a result.

My next step will be to introduce use of symbols for topic and options – here are some examples from a Scotland-wide Talking Mats project which involved asking students about their work placements:

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We often have members of University and College staff coming to our Foundation Training Courses – find out more about this and other training options we offer here:

https://www.talkingmats.com/training/

 

If you have any examples of using Talking Mats for student supervision, and would like to share them, it would be great to hear from you! Just email me at laura@talkingmats.com

 

 

Shared Decision Making and Goal Setting – how can we use Talking Mats to support delivery of Personalised Care?

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In this latest blog, our Talking Mats OT Associate, Rachel Woolcomb tells us how Talking Mats can support delivery of Personalised Care:

“Person centred practice”, and “partnership approach” are common phrases heard in health and social care settings but what does this really mean in practice?

How good are we at ensuring our service users are truly heard, and given opportunities to talk about what is important to them?

Recently NHS England set out their ambitions for the delivery of personalised care. This is a commitment to enabling people to have the same choice and control over their mental and physical health that they have come to expect in every other part of their life.

This however requires a shift in culture.

One of the cornerstones of personalised care is shared decision making. This is a collaborative process in which people are supported to understand the options available to them including the various risks, benefits and consequences. A shared decision will have acknowledged personal preferences, circumstances, values and beliefs. This ensures that when a choice is made it is fully informed.

There is substantial literature which demonstrates the usefulness of goal setting as part of the communication and decision making process.

A well written person-centred goal will describe the anticipated achievement of a specific activity. It will be meaningful and help create a common vision within the rehabilitation process.

Talking Mats is an ideal tool to help facilitate these processes. They enable better conversations and provide an interactive thinking space. They have also been demonstrated to be a useful tool in enabling people to think about their rehabilitation goals.

Read more about this in the TMOT Resource 2: How Talking Mats can help facilitate shared decision making and goal setting: Goal setting TMOT 2

If you would like to find out more about the different Talking Mats training options we offer, take a look here:  https://www.talkingmats.com/training/

 

 

How do I feel about going on a Residential School Trip?

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In this latest blog, Laura Holmes (Talking Mats Associate based in Stockport) shares a great example of how Talking Mats can be used by education staff to help children to share their thoughts and feelings:

One of Teaching Assistants I work with at Woodley Primary School in Stockport, Lucie Porteus, attended Talking Mats Foundation Training in December 2018. Since then Lucie has been using Talking Mats with many of the children on our Speech and Language Therapy caseload in school.

Lucie’s use of Talking Mats with a group of Year 6 children is a great example of the benefits of using Talking Mats to help children to share their views and opinions. Lucie had carried out initial Talking Mats sessions with four children, on a one-to-one basis. These sessions had focused on getting a general idea of each child’s thoughts and feelings using the Talking Mats ‘Consulting Children and Young People’ resources. A common theme had emerged through use of ‘blanks’ – all four children wanted to talk more about their upcoming school residential trip.  Here is a picture of one of the mats (click on the picture for a clearer view):

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Lucie then planned and prepared options to ‘sub-mat’ the topic ‘PGL’ – the residential school trip, and chose the topline questions ‘happy about/not sure/ not happy about’. She then met with each child individually to complete the mats. Some of the issues/ questions which emerged from the mats were:

  • ‘I don’t know who the people there are’/ meeting new people
  • ‘I don’t know what we will be doing’
  • ‘Do we have a choice about what activities we can or can’t do?’/ ‘I’d like to have a choice’.
  • Privacy – getting dressed
  • Will any instructions be written down – do we just listen or will we be shown what to do?
  • The instructions might be confusing – what will I do?
  • I don’t like heights – I’m worried about climbing up high
  • Working in groups – we might all fall out
  • Sleeping – it might be hard to get to sleep. Sometimes other children talk and I can’t get to sleep.
  • What will the food be like?
  • What happens if I don’t feel well?
  • The journey – I might feel sick if I’m not at the front of the coach/ Do we get to choose who we sit with?

This information was passed on to each child’s Class Teacher and Teaching Assistant. Further conversations then took place to answer/address the above queries and concerns. Using Talking Mats meant that these conversations were personalised and focused. The children’s queries/concerns were listened and responded to well before the school trip itself.

School staff report that all the children had a fantastic time on their school trip!

Talking Mats enabled these children to have their voices heard about a topic which was really important to them. If you are interested in finding out more about accessing training to enable you to support the children and young people you work with to have their voices heard, take a look at our training options here: https://www.talkingmats.com/training/

Changing Placements – Reporting Outcomes with Talking Mats

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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).

TW Blog 1

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).

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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):

Pie Charts 2

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 laura@talkingmats.com