Tag Archives: Children

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!

 

 

 

 

 

 

 

 

 

 

Therapy Goal Setting with Children in a Specialist SLCN Setting

Talking Mats

Many thanks to Charlotte Phillips and Laura Douglas, SLTs at Blossom House School, New Malden, for this latest guest blog which looks at how Talking Mats are used for therapy goal setting within the context of a specialist school for children with SLCN.   Further information can be found on their RCSLT Poster Presentation (September 2019) here – AAC Poster RCSLT Conference September 2019

Goal setting can be a labyrinth to navigate! Do these goals reflect the pupil’s own views? Is there a discrepancy between staff and pupil ideas for goals? Are these goals motivating? Are the goals functional? Are pupils avoiding goals they would like to achieve for fear of failure? Add to this the language rich dialogue required in order to establish goals and similar to a maze you may encounter dead ends, twists, turns and a feeling of entrapment. How can we ensure we do not assume needs and that the goal setting process is collaborative and person-centered? Enter Talking Mats; a tool which enables you to make sense of the maze, like the lookout tower in the middle it allows you to have a clear view of how everything fits together. You’ll now find the goal of exiting is far easier!

How can Talking Mats help?

At Blossom House the Talking Mats framework is utilised at the beginning of therapy to support pupils with DLD and specific learning difficulties to identify areas of their strengths and needs and develop personally meaningful goals that are associated to these areas. Some of the pupils are competent verbal communicators within a social context but due to the emotive subjects they may be exploring they may not be able to access these skills within therapy. Talking Mats are also used to baseline students’ self-awareness alongside prompting pupil voice. Talking Mats are tangible and have low linguistic demands which allows students with kinaesthetic and/or visual learning style preferences, and communication needs to engage in these discussions.

Case Study SLCN school exampleThis Talking Mat (using Widgit Symbols as options) was created with a student at the start of therapy whilst the therapist was building a therapeutic relationship. It helped a student who was reticent to share with a new adult to have a full conversation about things that he was happy with and those that were not happy. The mat options were chosen to include a) communication strengths and needs, b) school subjects and c) some areas the SLT knew were areas of strength. The function of this mat was threefold: to baseline the confidence the student felt about certain areas (with the aim to increase this over therapy), to assess his self-awareness of his strengths and needs and finally to act as a tool to help prioritise targets for therapy and develop relevant goals. The student’s self-awareness was accurate as he was able to rate known areas of strength e.g. singing, dancing and drama, as ‘happy’, whilst known areas of difficulty e.g. spelling were accurately labelled as ‘not happy’. Some of the areas of need that the student rated matched the SLT’s referral information as priorities for therapy from his teacher (starred) therefore these were used to go on to create joint goals with the student.

Next Steps

The school would now like to embed Talking Mats as a whole school approach. The first step will be Talking Mats forming a core part of School council meetings to ensure that every pupil has a voice. There will be consultation with SLTs around integrating Talking Mats into the Annual review pupil voice protocol and into therapy outcome measures. This will be facilitated through the use of the digital talking mats package which allows for staff to create mats with pupils on the move, with minimal resources. These can then be emailed to staff and pupils which makes this information practical for staff to use within the context of their extremely busy school day. The use of technology to facilitate self-advocacy is an interesting field which needs further investigation.

If you are feeling inspired and would like to access Talking Mats training to enable you to introduce a similar approach in your school take a look here – 

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

To find out more about our resources, including our Digital Talking Mats app, check out this link here – 

https://www.talkingmats.com/shop/