Tag Archives: Children

How are your Speech and Language Therapy sessions going during Lockdown (Part 2)?

RCSLT COVID

In these challenging times during lockdown/COVID-19 restrictions we have had to deliver our Speech and Language Therapy sessions differently. In my role as a Speech and Language Therapist for the NHS Stockport Foundation Trust Buy-Back Service, I am gathering feedback from some of the children I work with, using the free RCSLT Talking Mats resource topics described in my previous blog  https://www.talkingmats.com/rcslt-lockdown-survey/

Many thanks to the Talking Mats-trained Teaching Assistants, Lucie Porteus (Woodley Primary School), and Dawn Wrigley (Romiley Primary School) for carrying out these sessions with the children involved.  Talking Mats is used in both schools as a tool to support children to share their views and opinions about a wide range of topics, which enables child-centred practice and target-setting.

In this blog, I wanted to share some real-life examples for each topic.  The topscale used for each topic is ‘Happy/ Not Sure/ Not Happy’:

Face to Face

Talking Mat SC face to face 2

For this mat session, Dawn took out the symbols that were not relevant.  The child was able to express that he was happy about the face-to-face sessions he had been receiving, during which the SLT has had to wear full PPE.  The child added a blank to say that he was happy about ‘Practising Sounds’ in particular, and added further information about ‘Activities’, sharing that he especially liked the penguin and fishing games.  The child shared that he was not sure about next steps, and so in future sessions I will ensure that these are made clearer.

Mats completed with other children on this topic have helped to explore the impact of use of PPE and a common theme has been that children have not been happy about the SLT’s mask, usually because the child cannot see the SLT’s mouth.  In our school sessions we have attempted to resolve this by having a staff member who is part of their school ‘bubble’ present, who is then able to model the speech sounds/language used by the SLT.  I am also aware of SLTs who have used video clips of themselves modelling speech sounds, as another potential solution.

Video

LH Video

This mat enabled the child to share information about how they felt about video sessions using the Attend Anywhere platform.  Lucie removed the options which were not relevant.   The child was able to communicate that he felt happy about the SLT, Activities, and Family/Carer Support – he was happy that his Dad was sitting with him.  The child was not sure about a few of the options such as time and number of sessions – and said that he wanted more sessions.  He was also unsure about technology/access and mentioned that ‘sometimes I see her, sometimes I don’t.  The child placed length of session on the negative side and said ‘I wanted it longer’.  This information has helped me to plan for future video sessions, as I had previously been keeping the activities shorter to help to maintain his attention/focus.  It is clear the child is happy about the activities completed and is keen for more – and longer – video sessions in future.  I am also aware that I need to be clearer when explaining next steps at the end of the session, which will include letting the child know that he also be working on the activities during his keyworker time in school, with a member school staff.

My Life

DHM TM 11.02.21 My Life 2

This child was able to share lots of additional information during the Talking Mats session, which helped to provide a clearer picture of how he felt about his life during lockdown.  For example, for ‘Mood’, he shared that ‘some days I am ok and some days I am not’.  For ‘Family’: ‘sometimes I fall out with my brother and my sister annoys me’.  School was between not sure and not happy because he said he “only likes Maths and topic and he really doesn’t like English”.

The child put Communication under ‘not sure’ and shared that “sometimes I struggle to talk because of that, and that makes me sad sometimes”.

The main action from this mat was to plan another Talking Mats session to submat ‘communication’, as when Dawn asked him if there was any he wanted to look at in a little more depth, he indicated the communication symbol and had said “that way I can move it from there to happy”.  Another option which would be useful to explore further will be ‘mood’, to find out what helps/ does not help.

Exploring the topic ‘communication’ further will enable the child to express which aspects of communication he is feels are ‘going well/ going ok/ not going well’, which will then result in updated SLT target-setting and intervention.

The RCSLT Talking Mats Survey is open until the end of June 2021 – please make use of these free resources so that the children and adults we are working with can have their voices heard about their Speech and Language Therapy Provision during COVID-19 lockdown/restrictions. Please send your feedback forms to: peter.just@rcslt.org

 Access your guidance and free resources here:

Symbol Sets: https://www.talkingmats.com/wp-content/uploads/2013/09/Symbol-Set.pdf

Guidance: TM RCSLT guidance text – March 2021

Feedback Form: TM RCSLT TM feedback form

 

 

Talking Mats Human Rights Day Twitter Chat – Let’s talk about Participation!

Advert 10.12.20

We are looking forward to our second Talking Mats Twitter chat on Thursday 10/12/20 7.30 – 8.30pm.

Join us to discuss and celebrate our new report ‘Can Scotland Be Brave’, which has a specific focus on children and young people’s participation.  Find out more about the report here https://www.talkingmats.com/new-report-to-launch-10th-dec/

The report will be launched by the Scottish Government on the same day, to coincide with Human Rights Day 2020.

Here are the questions we will be asking:

CYP Chat Q1

CYP Chat Q2

CYP Chat Q3

Grab a cuppa – or better still, a mulled wine and mince pie! – and join us to share experiences and ideas.

Remember to use the hashtag #TimeToTalkTM on all your posts!

New report to launch 10th Dec

scotland_the_brave_OS

A new report with a focus on children’s participation will launch on Thursday, 10th December. John Swinney, Depute first minister of Scotland  said that “The UNCRC (Incorporation) (Scotland) Bill will revolutionise the way we listen to children and take their rights into account”  

 In 2018, the first review of ‘Ready to Act’ took place: a plan with bold ambitions and a key focus on child participation.  Around the same time the Scottish Government was making plans to incorporate UNCRC into law. In preparation for this, the Chief Allied Health Professions Officer, approved project funding for Talking Mats Social enterprise to investigate what was happening across our services in Health, Education and the Third sector. The question we focused on was How much did practitioners understand about the obligations of UNCRC Article 12 and what were they doing to ensure child participation?’. 

We chose 3 services who were already committed to upholding children’s rights. We wanted to share good practice and identify areas requiring further support. 

  • Indigo childcare, a Glasgow based social enterprise. They support families with children from birth up to the age of 16yrs.They provide a platform for improved life chances for young people. 
  • Langlees Primary school in Falkirk was working towards a Gold Rights Respecting Schools Awards and has an explicit focus on pupil wellbeing. 
  • Children and Young People’s Occupational Therapists – Fife Health & Social Care Partnership were focussing on increasing the involvement of children and young people in therapy decisions. 

Practitioners were trained in how to use Talking Mats. Over three months they were asked to give children and young people a space to share their views. We gathered all the learning and asked the children about how they felt.  The overwhelming comment was “It was nice to be listened to”  Many practitioners reflected that when CYP are given the opportunity to voice their opinions and are supported to come up with their own solutions, real change happens.  

I’m sure John Swinney is right, one thing that will revolutionise our practice is by ensuring our services adhere to the three UNCRC core principles of Dignity, Equality and Respect. We can then incorporate those shared values to give space, voice, audience and influence to the views of our children and young people and that will radically change our approach. We are delighted that this report called Can Scotland Brave will launch on  Human Rights Day, Thursday 10/12/20 .   

Discuss the report and celebrate with us at our Twitter Chat from 7.30-8.30pm.  Watch this space for our second blog which will include more information about the chat. 

Back to Life, Back to Normality

coping

I stole the lyrics and altered them slightly, but this is the song line that has kept popping into my head over the past few weeks as we find ourselves hurtling through the different phases of lockdown easing. The rules and recommendations that have guided our lives for the past 3 months or so are changing rapidly and change can be difficult.  Communicating how we feel about change and life in general can be difficult.

We have seen creative uses of our resources and have really enjoyed learning how they have helped young people and adults express how they coped throughout lockdown and beyond.  Kirsten Lamb’s guest blog about Returning to School After Lockdown is just one example of how the TM framework was invaluable in gaining the opinions of young people as they adapted to ongoing changes over which they had little or no control.
https://www.talkingmats.com/returning-to-school-after-lockdown/

Another Talking Mats practitioner recently tweeted this mat that she did with a college student, showing how Talking Mats helped structure thinking about how life was going.

college student TM

We felt a single resource was needed to help kick start a conversation around Life (but not as we know it; I am sure that’s a song too) looking at the following themes:

  • Family / Friends / Bubbles / Social Distancing
  • Health
  • Mood / Emotion
  • Sleep
  • Exercise
  • Work
  • School / College
  • Activities
  • Shopping
  • Routine

Lockdown Set

As with every Talking Mat you can change the top scale to be more or less concrete, you can use blanks to add in things that we haven’t included, you can leave things out that aren’t relevant.  Download your free printable pdf here: LOCKDOWN SET

We look forward to hearing stories from our Talking Mats Community on how you helped others express themselves (definitely another song!)

Positive Behaviour Support and Talking Mats

managing_behaviour

 

Many thanks to our new Talking Mats Research Associate, Dr Jill Bradshaw (Tizard Centre, University of Kent), for this latest blog focusing on how Talking Mats can help people with communication difficulties to express themselves – to help work out the reasons for behaviour that challenges.

We know that around 10-15% of people with intellectual and developmental disabilities display behaviour that can be challenging.  This might include hitting out at other people or injuring themselves.  These behaviours can serve very important functions for the individual (e.g. to avoid something unpleasant or to get a need met).  When we try to help make things better, we often focus on improving communication, quality of life and health and wellbeing more broadly.

How do we work out why behaviours that are challenging occur?

We often spend time observing the person and talk to carers and staff who work with the person to gain information about what is working well and what might help.  This is part of a functional analysis.  Here, the aim is to identify the factors that have led to and are maintaining the behaviours displayed.   Traditionally, we have not really asked people directly what they think.  This is partly people who display behaviour that challenges almost always have complex communication challenges.

How can we better access views of children and adults and would Talking Mats be one way of gaining views?

Together with Nick Gore, we have been working on ways of using Talking Mats to enable children and adults to give their views.  We developed a series of mats focusing on:

  • Likes and dislikes;
  • Difficult behaviours;
  • Things that help;
  • Things that don’t help;
  • General preventative variables.

What happened when we used the Talking Mats?

People were able to use these Talking Mats to tell us about what was important to and important for them.  Some information was similar to reports from carers and staff and some information was in addition.   For example:

  • we gained information about preferred activities, such as riding bikes and preferred snacks. Doing things we like to do is important for all of us!;
  • people gave us information about their difficult behaviours and where these took place;
  • people were also able to give us at least some information about what made a bad day and what helped on a bad day. This information helped to inform support strategies.

You can read more about this work here: https://kar.kent.ac.uk/67033/1/PDF_Proof%20%283%29.pdf

Using Talking Mats certainly enabled some people to give their views.  It was particularly helpful as a way of talking about difficulties, where a focus on the mat rather than on direct questioning was useful.

Talking Mats

As expected, more people were able to access the more concrete topics we discussed and the more abstract topics were more difficult.  We have also been working with the Challenging Behaviour Foundation to develop a range of methods (including Talking Mats) to help to gain the views of people with communication challenges.  You can read more about this work here:

https://www.challengingbehaviour.org.uk/learning-disability-assets/valuingtheviewsofchildrenwithalearningdisability.pdf

To view Jill’s presentation about this topic from our Talking Mats is 21 event last August, click here: TM and PBS final version for handout

If you are interested in Talking Mats and Research and have completed our Foundation Training Course, you can find out more about our new Talking Mats Research Network Group by emailing Jill at  J.Bradshaw@kent.ac.uk, and watch this space for a new blog all about the group – coming soon!