Autumn 2005

Article from the Autumn 2005 Issue

Stepping stones

Morris, T. & Stein, L. (2005)

Tom Morris reported (Summer 2004) on a Sure Start investigation of non-attendance at clinic appointments. Here, with Liz Stein, he reports on the steps taken to enable more people to access speech and language therapy.

Tom Morris reported (Summer 2004) on a Sure Start team investigation of non-attendance at clinic appointments. Here, with Liz Stein, he reports on the five steps taken as a result to enable more people to access speech and language therapy: discharge, communication, location, skills mix & joint working, caseload management. The changes were relatively simple and have resulted in an increase in the attendance rate for initial appointments and a reduction in the number of children discharged for non-attendance.

Signing up to inclusion

Westaway, A. (2005)

Why training clients’ peers to support their communication strategies should be integral to our early years’ intervention strategies.

Anna Westaway describes how she provided training to the peers of Sophie, a preschool child with speech, language and learning difficulties, so they could support her communication strategies, in particular Makaton signing. She discusses the implementation and the response of the children, Sophie’s progress, the effect on nursery staff and future plans to develop this package of care. In light of her experience, Anna suggests training of peers is not only desirable but should be integral to our early years’ intervention strategies.

Conference calls: Stammering in young adults

Nicoll, A. & Fry, J. (2005)

The key themes of a workshop for therapists on stammering in adolescence.

Editor Avril Nicoll and workshop facilitator Jane Fry summarise the key themes from a day on ‘The Communication Skills Approach to the Management of Stammering in Adolescence’: learning from history, acknowledging readiness, creating distance / desensitisation, focusing on solutions, reframing self-talk, reducing fear, moving on.

Expert guidance: Head and neck cancer dysphagia

Patterson, J. (2005)

Therapists specialising in head and neck cancer dysphagia seek consensus on their role.

In November 2004, speech and language therapists specialising in head and neck cancer dysphagia met in Newcastle to seek consensus on their role. Jo Patterson reflects on the evidence for pre-treatment assessment, instrumental assessment and interventions, and considers the implications for future research.

Winning Ways: The affirmation key

Middlemiss, J. (2005)

Life coach Jo Middlemiss considers that joy and happiness at work and in the rest of your life follow on from inner affirmation.

Maureen and Jenny both have issues with their weight that are affecting their performance at work. In the fourth of a series to encourage reflection and personal growth, life coach Jo Middlemiss considers that joy and happiness at work and in the rest of your life follow on from inner affirmation.

Feature: Speaking skilfully

Nicoll, A. (2005)

The effect of our language choices on therapy outcome.

Our understanding of communication and of the ways it can be enhanced is constantly changing. Editor Avril Nicoll takes a look at the growing interest in the effect of our language choices on therapy outcome, drawing on ideas from solution focused brief therapy, non-violent communication, engagement and Buddhism. Speech and language therapists contributing to this feature are Elaine Kelman, Jane Fry and Geraldine Wotton.

Turn up and tune in

Booth, K. & Freedman, N. (2005)

A project to help carers in nursing and residential homes develop the skills to support elderly people with acquired communication disorders.

Elderly people with acquired communication disorders who live in nursing and residential homes depend on care workers to support their everyday conversation. But how do the carers develop the skills to do this? Karen Booth and Niki Freedman recount a training project in Bedfordshire which had promising results – for those who attended. Reasons for poor uptake are discussed, as are plans for countering it when running the project again.

How I set goals

“How would you go about it?”

Easton, S. (2005)

Sarah Easton finds out what would encourage us to make goal setting with clients an integral part of rehabilitation.

Goal setting is meant to be integral to rehabilitation but it doesn’t always happen. Sarah Easton describes a small descriptive case study of process used to find out what was happening in Portsmouth in relation to goal setting. Four themes emerged: the role of communication; the patient’s level of involvement in their rehabilitation; dilemmas faced by speech and language therapists; the type of communication disorder. The research was followed up by a study day on goal setting facilitated by Cathy Sparkes which has resulted in a small group being set up to support the department in making goal setting with clients an integral part of rehabilitation.

“Do you have a master plan?”

Haw, C. (2005)

Caroline Haw uses the development of a community rehabilitation team information booklet to facilitate and standardise goal setting.

Caroline Haw is part of an interdisciplinary community rehabilitation team which has a remit to facilitate early hospital discharge for patients following stroke. The team is keen to get away from the notion that, as health professionals, they know best. Caroline describes the development and pilot of ‘What’s Your Goal?’, a patient information booklet that is intended to be ‘aphasia-friendly’ and to support the process of negotiating goal setting.

“You will know when it feels right.”

Boa, S. (2005)

She had the motivation and a variety of tools, but Sally Boa needed a structured negotiation framework to cement her goal setting skills.

Sally Boa’s interest in goal planning stems from clinical work and a research project that examined whether Talking Mats™ could be used to help people identify rehabilitation goals. Sally explains how a study day ‘Goal Negotiation – a shared journey’ with Cathy Sparkes and Sam Simpson gave her the structured negotiation framework she needed to cement her goal setting skills. It also answered her questions about: methods that can help people understand rehabilitation goals; stage(s) of goal setting and length of process; translating things that are difficult into ‘goals’; helping clients understand and relate to the written goal plan.

My Top Resources – brain injury

Anderton, S. (2005)

Ten essential resources for working in a community brain injury team.

Susan Anderton works in a new community brain injury team. Her top ten resources reflect the predominantly young, male nature of the client group.