communicating with conﬁ dence: looking at a client-led...

October 2012 | www.rcslt.org

THE OFFICIAL MAGAZINE OF THE ROYAL COLLEGE OF SPEECH & LANGUAGE THERAPISTS

¬Giving Voice:

one year on from mass mobilisation

¬SLCN and

behavioural diffi culties

¬Meeting

your HCPC requirements

as an NQP

Communicating with confi dence: looking at a client-led service to clients with aphasia

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September 2012 | www.rcslt.org Bulletin 15

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October 2012 | www.rcslt.org Bulletin 3

CONTENTSISSUE 726

I have just got back from the fi rst day of the RCSLT’s Manchester conference to prepare this edition of Bulletin for publication. Judging

by the reaction of the delegates I spoke to at the Midland Hotel and the fl urry of comments on Twitter (#rcsltconference2012) you thought the same as I did: that it was a valuable/challenging/inspirational/enjoyable event (and more).

Of course, SLTs do tend to make an impact wherever two or more gather together. Th is was very obvious in Manchester as excited RCSLT members made their presence known on the city centre’s early morning trains, trams and buses. One senior academic remarked to me that perhaps a good collective noun for the profession could be a ‘chatter’ of SLTs.

We have briefl y detailed the Manchester proceedings in this month’s news section (page 5) and in next month’s Bulletin will examine in more detail some of the key developments to arise from the conference. Meanwhile, if you were there and would like to comment on your experiences, please feel free to do so either on Twitter using the hashtag or by emailing me.

Please note, we have extended the deadline for this year’s Sternberg Award for Clinical Innovation and you still have time to apply for £1,000 prize before the 5 October closing date. Visit: www.rcslt.org/about/honours/RCSLT_honours for details.

Steven Harulow

Bulletin editor [email protected]

4 Letters

5 News

11 Opinion: Deborah Hansen: stroke – a personal experience

12 Kit Clewley, Jill Roberts: A community-based, client-led service to clients with aphasia

15 Reviews

16 Ele Buckley: Giving Voice: one year on from mass mobilisation

18 Clare Butler, Gill Kersey: SLCN and behavioural diffi culties

20 Susan Fairbrother: Meeting your HCPC requirements as an NQP

22 Obituary: Melanie Mills

23 Specifi c Interest Groups

24 Vicky Joff e: The Research and Development Forum

26 Your speech and language therapy job adverts

31 Quick Look Dates

34 My working life: Lyndsey Allen

ROYAL COLLEGE OF SPEECH AND LANGUAGE THERAPISTS2 White Hart Yard, London SE1 1NX Tel: 020 7378 1200Email: [email protected]: www.rcslt.orgISSN: 1466-173X

EDITORIAL BOARDPresident: Sir George Cox Senior life vice president: Sir Sigmund Sternberg Vice presidents: Simon Hughes MP, Baroness Jay, John Bercow MP Chair: Hazel Roddam Deputy chair: Bryony SimpsonHonorary treasurer: Joanna Kerr Professional director: Kamini Gadhok MBE

PUBLISHERSRedactive Publishing Ltd17 Britton Street, London EC1M 5TP020 7880 6200�www.redactive.co.uk

EDITORIALEditor: Steven Harulow Deputy editor: Susan Fairbrother

Contributing editors: Digna Bankovska, Sarah Smithers

Art editor: Carrie Bremner Art director: Mark Parry Senior picture editor: Claire Echavarry

ADVERTISINGSales manager: Steve GriceTel: 020 7880 6220Email: [email protected] Recruitment Sales: Giorgio Romano Tel: 0207 880 7556Email: [email protected] Sales: Ben Nelmes Tel: 0207 880 6244Email: [email protected]

PUBLISHERJason Grant

PRODUCTIONKieran Tobin

PRINTINGPensord Press Ltd

DISCLAIMER©2012 bulletin is the monthly magazine of the Royal College of Speech and Language Therapists. The views expressed in the bulletin are not necessarily the views of the College. Publication does not imply endorsement. Publication of advertisements in the bulletin is not an endorsement of the advertiser or of the products and services.

Driving transformation in Manchester

bulletin

CONTACTS

“SLTs do tend to make an impact wherever two or more gather together”

Steven Harulow

EDITORIAL

COVER ILLUSTRATION Sergio Membrillas

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Bulletin October 2012 | www.rcslt.org4

RCSLT Web PollHave your say...

MY WORKING LIFE

Th e RCSLT prize draw

Bulletin readers can win a copy of ‘Clinical management of swallowing disorders’. Email your name, address and membership number to [email protected] and put ‘October draw’ in the subject line. Entries close

14 October. Only one entry per Only one entry per person. August’s winner was person. August’s winner was Joanna Tebb from Berkhamsted.Joanna Tebb from Berkhamsted.

LETTERS

Bulletin thrives on your letters and emails. Write to the editor, RCSLT, 2 White Hart Yard, London SE1 1NX email: [email protected] Please include your postal address and telephone number. Letters may be edited for publication (250 words maximum)

Your

VIEW

VISIT: WWW.RCSLT.ORGVISIT: WWW.RCSLT.ORG AND FOLLOW THE LINKS

FOLLOW THE RCSLT ON AND

Do staff in your organisation resist using information technology?28% say yes

PRIZEDRAW

An unstoppable quest

I read Victoria Joff e’s Research and Development Forum column in the September 2012 Bulletin (pages 24-25) with particular interest. I commend her encouragement of clinicians to become more research aware and to think about routinely embedding research in everyday practice.

A year ago I became aware, by chance, of the availability of sponsored Open University places for healthcare staff within the Yorkshire and Th e Humber Strategic Health Authority on a ‘fi rst come fi rst served’ basis. I signed up, on a standalone basis, for the K828 Master’s module ‘Researching and evaluating healthcare practice’, which lasts a year and involves a recommended 11 hours of study per week. Th e past year has been stimulating, challenging, and head hurting. Undeniably it has been another call on my time, but it has been well worth doing.

I am now in the process of completing my fi nal assignment, which, like the four preceding ones, is geared towards applying theory to working life. I now understand issues much better and feel more confi dent about engaging in research, development and evidence-based practice. I will be sharing the fruits of my work by leading a clinical governance session in my own department and by contributing as a speaker to the Trent Voice Specifi c Interest Group’s workshop on evidence-based practice.

I know only too well about the pressures of working life, but I join with Victoria in her encouragement of us all to, “be unstoppable in our quest to build the evidence base for our profession”.

Patricia Henshaw

Principal SLT, Voice, York Hospital

(See page 24 for more of your research comments)

Investigate mutism

Jenna Braddick (Bulletin, August 2012, pages 20-21) discusses ‘Tim’ whose postoperative mutism resolved after some time. At a small private college for people with learning diffi culties, a sympathetic and encouraging regime was put in place by the SLT and supported by other staff . Th e article presents useful information about possible aids to recovery.

However, it would have been even more instructive to be clearly told whether Tim spoke confi dently at home immediately postoperatively or only up to the age of 16, as seems to be stated. At that time a cluster of potentially traumatic events coincided in his life. Also, how was it known that he could speak at the time when he was fi rst seen?

Laryngeal damage can occasionally happen during the administration of anaesthetics and psychological traumas can result in a period of mutism. Th is was not necessarily a case of selective or situational mutism and it is always best to be

as clear as possible as to what is really causing a person to be silent.

Speech and language therapists are sometimes discouraged from treating any form of mutism, even most inappropriately, developmental failure to communicate. Th is appears to be because the various forms of mutism are under-researched and, as yet, only partially understood. Because of the serious educational and social barriers with which mutism is associated, this is an area that deserves careful investigation.

Rae Smith

Retired SLT, by email

Resources available through www.smira.org.uk:Johnson M, Wintgens A. The selective mutism resource manual. Milton Keynes: Speechmark. 2001.Johnson M, Wintgens A. Can I tell you about selective mutism?London: Jessica Kingsley, 2012.Sage R, Sluckin A. Silent Children: Approaches to Selective Mutism. University of Leicester 2004.

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NEWS

Innovation development, service redesign, the speech and language therapy research evidence base, and the impact of that research on clinical practice were the main themes of the RCSLT’s conference in Manchester on 11-12 September 2012.

Introducing the keynote speakers, RCSLT CEO Kamini Gadhok told the 350 international delegates that the focus of funding services is based on the evidence of what works, and on services’ demonstrable value for money.

England’s chief health

professions offi cer, Karen Middleton, spoke enthusiastically about the need to deliver more for less. Addressing the themes of the Health and Social Care Act, she spoke about a need to meet an increasing demand for more (and more complex) services as the UK population gets older, by delivering sustainable change and working more effi ciently and more cost-eff ectively than ever before.

Dr Tony Munton outlined the data that SLTs need collect in order to compete successfully for funding. Rather than traditional outputs, such as the number of

Memorable ManchesterSteven Harulow reports on ‘Driving transformation’, the RCSLT’s 2012 Conference

sessions provided, he said the emphasis is now on outcomes – the impact that services have on their users – as a means of presenting sound business cases to service commissioners.

Professor Paul Carding was the third keynote speaker. He looked at the potential barriers to building a strong clinical evidence base in the current NHS environment and provided examples of how they are being overcome within the profession.

A wealth of presentations throughout the two days gave delegates the opportunity to pursue their own particular

specialisms and the 55 posters on display covered a range of clinical topics from augmentative and alternative communication to voice disorders.

Of particular note on day two was the session focusing on regional working between higher education institutions, managers and clinical leaders. Chaired by an almost evangelical Dr Victoria Joff e, this session set the scene for the proposed development of active RCSLT networks of connections and collaborations in the coming months.

Next month’s Bulletin will focus on the conference outputs and in particular on how you can take part in the development of the new networks in your local and regional areas.

Th e Tavistock Trust for Aphasia’s Duchess of Bedford used the conference as an opportunity to present Professor Pam Enderby with the annual Robin Tavistock Award, for Pam’s signifi cant contribution in the fi eld of aphasia.

Th e RCSLT held its annual general meeting at the end of day one. Despite a full and busy day, a packed auditorium stayed on to hear the trustees’ fi nancial report and listen to a summary of the RCSLT’s 2011-2012’s activities. Delegates also had the opportunity to say thank you to outgoing chair Hazel Roddam and to welcome Bryony Simpson to the position of RCSLT chair for the next two years.

◉ For more information on the conference, including speaker notes and slides, visit: http://tinyurl.com/7t6lgap

Left to right: Keynote speakers Karen Middleton, Tony Munton and Paul Carding

Below: Pam Enderby (left) receives the 2012 Robin Tavistock Award from the Duchess of Bedford

Below: An almost evangelical Vicky Joff e leads discussions around the development of regional hubs

IMAGES Geoff Wilson

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NEWS

RCSLT offi ce moveOn 12 October, the RCSLT London offi ce will relocate to temporary premises while the headquarters building undergoes essential maintenance and renovation. The move will be for an estimated four months and we will hopefully be back at White Hart Yard in mid-January 2013. During this time our meeting rooms will be unavailable. The address of the temporary offi ces is: RCSLT, Suite 702, Capital Tower, 91 Waterloo Road, London SE1 8RT. We are arranging for all our post to be redirected to the new address. Our email addresses will remain the same. At the time of writing it is unclear as to whether our telephone numbers will change. However, we will confi rm this on the RCSLT website. ◉ Visit: http://www.rcslt.org/about/contact/contact

Disabled children: protection needs go unidentifi edDisabled children are at risk of slipping through the child protection net, according to an Ofsted report released in August. Ofsted looked at the eff ectiveness of child protection work for disabled children in 12 local authorities, examining 173 cases and tracing the child’s journey through the system to understand how well disabled children are protected from harm. The 'Protecting disabled children: Thematic inspection report' says that although many children and their families receive good multi-agency early support, too many children had child protection needs that went unidentifi ed. The report highlights the need for greater awareness among all agencies of the potential child protection needs of disabled children, for better and more coordinated assessments, and for more eff ective monitoring by local safeguarding children’s boards. ◉ Visit: www.ofsted.gov.uk

Terence Barry Grant Award invites applicantsThe Stammer Trust is inviting applications for small grants of up to £250 towards treatment and research anywhere in the UK. A total of £2,000 is available. The grants may be a part or the whole of the cost of equipment, training or conference attendance, but are not limited to these examples. Applicants should submit their application in writing before 15 October 2012 on one side of A4, indicating how the grant would contribute to their work, and where only part-funding is sought from where the remainder will come from. Successful applicants will be informed before 31 December 2012 and will be required to produce a short report on how the grant has benefi ted their work. This report may be published in The Stammer Trust newsletter. ◉ Please submit your application or queries via email to: [email protected] and put ‘Trust Grant’ in the subject box

NEWS IN BRIEF

A big step towards access to fairer justice NI scheme is fi rst in UK to off er communication support to vulnerable defendants

Th e RCSLT has welcomed the introduction of a registered intermediary pilot scheme in Northern Ireland to provide communication support for vulnerable witnesses and defendants.

Launching its recruitment drive for 12 registered intermediaries on 23 August, the Department of Justice for Northern Ireland said the year-long pilot project will begin at Belfast Crown Court in April 2013. Th e pilot will be the fi rst scheme in Northern Ireland for witnesses and the fi rst of its kind anywhere in the UK to support defendants.

Th e role of a registered intermediary will be to assist victims, witnesses and defendants who may fi nd it diffi cult to understand questions asked of them, and to help communicate their answers more eff ectively during a police investigation or when giving evidence at trial.

Justice Minister David Ford said, “All possible steps should be taken to help those who are vulnerable to have access to fairer justice. Earlier this year I published ‘A guide to achieving best evidence’ for practitioners involved in interviewing vulnerable witnesses and I have continued to explore other avenues to assist vulnerable victims, witnesses and defendants.

“Th is is a unique opportunity for professionals who have a specialism in communication

to make a real diff erence to the lives of vulnerable persons, and to enhance the eff ectiveness and fairness of our criminal justice system.”

Welcoming the development, RCSLT NI Policy Offi cer Alison McCullough MBE said, “Th e RCSLT is delighted that the Department of Justice has taken the initiative to off er communication support to both vulnerable defendants and witnesses. We have been lobbying in England and Wales for the past year for the registered intermediary scheme to be extended to defendants. As an organisation which raises awareness of the needs of individuals with communication diffi culties we urge the UK Government to learn from this example.”

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NEWS

IMAGE Geoff Wilson

Food for thought in Manchester

professional levels.We know we are stronger together than alone. We will put all the outputs from the table discussions onto Basecamp and work with the profession to develop these networks. Next month’s Bulletin will look at the conference outputs in more detail.

I would like to thank Hazel Roddam for her insightful support during her past two years as RCSLT chair. I look forward to working with new chair Bryony Simpson in helping the profession to adapt, survive and thrive.

Finally, it was with great pride that the RCSLT hosted the presentation of the Tavistock Award to Professor Pam Enderby, a star who gets brighter by the day.

Th ank you to all who helped organise and deliver the conference and to the delegates who made Manchester so memorable. ■

Kamini Gadhok MBE, RCSLT CEO

Email: [email protected]

spoke passionately about the challenges and opportunities, particularly with reference to providing services that are based on the evidence of what works, that can show improved outcomes for service users and that are value for money.

Th e RCSLT’s Council recognises that the need for collaboration across the profession has never been greater. As a result of this need, a session on the second day was on engaging delegates to support the development of informed, dynamic, forward-thinking and active networks of connections and collaborations. Th ese will bring together all sections of the profession to:■ Evaluate, strengthen and

implement the evidence base. ■ Infl uence local decisions

around service funding and structure.

■ Maintain a strong and empowering professional identity.

■ Ensure the fl ow of intelligence between local, regional, national and multi-

clinicians, and senior academics and researchers.

One of the biggest ups for me at the conference was the opportunity to meet with our international colleagues. Th e chief executives and presidents from the professional associations from America, Australia, New Zealand, Ireland and South Africa, and delegates from Sri Lanka and other countries were present. Th is provided a great opportunity to have informal and formal face-to-face discussions about how we might work together jointly in the near future.

When we designed this year’s conference programme we tried to ensure the speakers and workshops related to the environment in which our members have to work, and the two key drivers of austerity and reform. Th e keynote speakers

I’ve had an exhilarating two days at the RCSLT’s conference in Manchester this week. Th ere was real buzz among the 350 or so delegates in the conference hall and at the workshops, and I hope everyone went away with lots of food for thought.

It’s always diffi cult to get it absolutely right for all delegates when you are organising a conference of this size, particularly with a range from newly-qualifi ed to experienced

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Cliff ord speaks up for ‘hidden disability’Th e Rev Cliff ord Hughes, a great friend and supporter of the RCSLT, highlighted communication disability during a ‘Time for refl ection’ address at the Scottish Parliament on 20 June 2012.

Business in the Scottish Parliament’s Chamber begins each week with a short address from speakers from Scotland’s diff erent faith groups, as well as those of no religious affi liation. Cliff ord took ‘love’ as his theme and in particular the concept of the Greek word philia – which he defi ned as the friendship and

helped him fi nd a new voice and a new life post-laryngectomy.

He also used the opportunity

camaraderie of kindred spirits. He says he found ‘philia’ with family, friends and the SLTs who

to make a plea for all those who experience barriers to communication. He told the listening MSPs about meeting what he called some, “truly inspirational people, living day by day with a hidden disability,” and outlined the diffi culties they face – those “common barriers when society does not recognise or understand the profound impact of communication disability. I sometimes wonder whether folk out there see us in three D: can’t speak, must be Deaf; can’t speak, must be Daft; can’t speak, must be Drunk.”

He urged MSPs to continue to raise awareness of communication disability and make Scotland a, “truly inclusive communication nation.”

Cliff ord received an RCSLT Honorary Fellowship in 2009 for his work in championing the interests of people with communication support needs

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NEWS

Symposium examines future employment challengesTh e changing healthcare environment prompted the School of Allied Health Professions at the University of East Anglia (UEA) to organise an interdisciplinary symposium to address employability issues for students across our speech and language therapy, occupational therapy and physiotherapy courses.

Th e full-day event took place at UEA on 9 June and covered the themes of ‘transforming’ and ‘transitions’. Transforming explored the varied and sometimes unexpected roles that allied health professionals (AHPs) play in a variety of settings; transitions considered how students and practitioners prepare for the move into professional or diff erent working roles.

We were fortunate to have an excellent line-up of keynote

speakers including Andrew Morgan, chief executive of NHS Norfolk and Waveney; Karen Middleton, chief health professions offi cer at the Department of Health; and Kate Moore, the chief executive

New communication qualifi cation to improve skills and confi denceA new qualifi cation aims to help members of the children’s workforce – from early years’ practitioners to secondary school teachers – boost their skills, knowledge and confi dence in working with children’s language development.

Th e Communication Trust (TCT), in association with City & Guilds, has developed a continued professional development award entitled ‘Supporting Children and People’s Speech Language and Communication’ (City & Guilds

reference number: 4337 and CACHE 600/4257/6).

Th is Level 3 award is aimed at all areas of the children’s workforce, including settings for children and young people, play work, health and social care, youth justice and education support.

According to TCT, the award links to previous and current government programmes and off ers a valuable accredited training route for those involved in them, including the ‘Every Child a Talker’ and ‘Early Language Development’

programmes. Th e Trust says speech and language therapy departments across some local authorities are already delivering the award to off er early language leads a route to a formal qualifi cation building on their prior learning.

TCT Director Anne Fox adds, “With support, departments may be able to deliver the award as part of their local off er to ensure practitioners have access to this valuable robust CPD opportunity.”

Th e Trust suggests that speech and language therapy

teams may wish to off er the award as part of their existing training portfolio.

With nearly a fi fth of interest in the award coming from SLTAs, the Trust is asking SLT managers to consider off ering the award to their assistants. Later in the year, TCT will host a workshop for SLTs in relation to the qualifi cation.

Email: [email protected] for more information and to sign up for a newsletter for SLTs. Please also email if you would like further support in off ering the award across your locality.

◉ Visit: http://tinyurl.com/8rfo2zr to access free award support materials

Karen Middleton says AHPs must continue to promote their vast and varied work and expertise

offi cer of Headway Norfolk and Waveney.

Karen gave a stimulating keynote speech focused on the role of AHPs in future healthcare, entitled ‘Untapped potential’. She spoke passionately about the

need for the AHPs to continue promoting their vast and varied work and expertise, and strongly articulated that they are the future of healthcare. She urged delegates to consider how they might respond to advances in technology to ensure their practice remains at the cutting edge.

A recurrent theme across the day was the need to be adaptable to future changes. Despite the challenges facing AHPs, the day was extremely positive, encouraging delegates to consider how they would rise individually to these challenges.

Around 150 delegates attended the event; students past and present, clinicians and managers from across the eastern region. Another symposium is being planned for Spring 2013 and a date will be confi rmed on the UEA website in the autumn.

Neil Coull, SLT lecturer, Jill

Jepson, and Lisa Taylor, OT

lecturers, UEA Norwich

◉ Visit: www.uea.ac.uk

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It’s back: No Pens Day WednesdayTh e Communication Trust’s (TCT’s) speaking and listening initiative ‘No Pens Day Wednesday’ will return on 10 October 2012. Last year, staff and pupils from more than 800 schools put down their pens and participated in speaking and listening activities using resources and lesson templates developed by TCT.

Th is year, the Trust is promoting a range of No Pens Day Wednesday activities,

including podcasting, interactive story-telling, maths games, debating, vocabulary games and talk homework, to highlight the importance of language for learning for pupils, and provide a day of ‘no marking’ for school staff .

Schools and interested professionals, including SLTs, can register to receive No Pens Day Wednesday materials. ◉ Visit: http://tinyurl.com/c7jd9n6

AHP Bulletin: The good, the bad and the ugly of social media; issues around professionalism; the use of therapy outcome measures; and the ‘Transition towards adult services’ resource pack are just some of the topics covered in the latest online AHP Bulletin. Why not subscribe today?◉ Visit: http://tinyurl.com/9dhm6wm

Sign language app: The University of Bristol has launched a new app that can help people to communicate in sign language through a searchable database of over 4,000 signs. MobileSign is a free British Sign Language lexicon app, designed by the University’s Centre for Deaf Studies. ◉ Visit the Apple App Store: http://tinyurl.com/cto8u7g or Google Play: http://tinyurl.com/c3nde9f

HCPC consultation: The Health and Care Professions Council is seeking the view of stakeholders on a proposal to amend the standards of education and training to require the involvement of service users in programmes approved by the regulator. The consultation will run until Friday 7 December 2012. ◉ Visit: www.hpc-uk.org/aboutus/consultations

Travers Reid: Apply now for the £300 Travers Reid Award 2012 – open to speech and language therapy students whose research project written within the last three years is on the subject of stammering. Applicants must submit a 500-word abstract, together with a covering letter from their supervisor, by 2 November. Those short-listed will be asked to send their full project. ◉ Email: [email protected]

NEWS IN BRIEF

NEWS

Highly-specialist SLT Lindsey Collins has received two plaudits for her work and academic studies in dementia. Lindsey, who works for Tees, Esk and Wear Valleys NHS Foundation Trust, received the Davida Fortinsky Award for outstanding dementia studies postgraduate student of 2012 and passed her MSc in Dementia Studies with distinction.

Lindsey completed the

three-year course by distance learning while working full time as part of the nutrition and dysphagia team at West Park Hospital in Darlington. Her winning dissertation looked at what services can be provided to meet the needs of local people with dementia who experience communication diffi culties.

Lindsey said, “Achieving double success for my work and studies in dementia this year is fantastic and I will be using this learning for the benefi t of my patients. My aim is to create a resource for assessment and treatment for people with communication problems as a result of their dementia.”

Lindsey Collins with her MSc certifi cate

Natalie sings her way to reality show stardom

Celebrity choirmaster Gareth Malone has returned to BBC2 with a new TV series, ‘The Choir: Sing while you work’. Gareth has set up choirs in four workplaces, including Lewisham Healthcare NHS Trust, and will pit the choirs against each other. One star of the show is Lewisham speech and language therapy assistant, soprano Natalie Beaumont (pictured left)

Double recognition for dementia work

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NEWS

All change at the top in England, in preparation for the Children and Families Bill, expected to be introduced to parliament next year. Th e House of Commons Education Select Committee will scrutinise the proposed reform. We are convening a working group to produce evidence for the committee and are working closely with our partner organisations.

More news: the list of services that will be centrally commissioned by the National Commissioning Board has been sent for consideration by the government. It includes both cleft lip and palate, and alternative and augmentative communication for people with complex disability. Th is is good news, but we will be working hard to make sure the detailed implementation is right. ■

Derek Munn, RCSLT Director

of Policy and Public Aff airs,


people with speech, language and communication needs, has become parliamentary private secretary to Tory policy guru Oliver Letwin. We will be using all our connections to make the case for speech and language therapy going forward.

Change too in Scotland, where we have a new cabinet secretary for health for the fi rst time since 2007 – no change of policy course expected though.

Meanwhile, the government has published draft legislation on the reform of provision for children and young people with special educational needs

oppose local hospital reconfi gurations in the constituency, in other cases it’s a change of tone from that of Andrew Lansley.

Some of the new faces are known to us. Daniel Poulter at health, a doctor before he went into politics, has met us in parliament to discuss our concerns and has put down parliamentary questions. Liz Truss at education attended the mass mobilisation in Westminster in October 2011. Paul Maynard, a good friend of

Th e 2015 General Election campaign has now begun. September’s ministerial reshuffl e is just one part of the Conservative and Liberal Democrat parties thinking ahead to the image and legacy of the Coalition in the pre-election period. Th ere’s a complete revamp of the ministerial team in health and changes too in education and elsewhere. Some ex-ministers may have wanted freedom to

“We will be using all our connections to make the case for

speech and language therapy going forward”

Join Humf: take part in the Chatterbox Challenge 2013Children’s communication charity I CAN is inviting thousands of chatterboxes to take part in its annual fun and educational event for nurseries, pre-schools, child minding and community groups for children aged from birth to fi ve years.

Now in its 12th year, the 2103 ‘Chatterbox Challenge: Mad chatter’s tea party with Humf’ will take place between 1-8 March. Participating groups will be able to organise tea parties where children perform songs and rhymes to develop their communication skills in a simple and fun way. For the uninitiated,

Humf is the furry little character from the popular pre-school TV series currently airing on Nick Jr.

I CAN SLTs and teachers have developed the singing and rhyming activities for the challenge, which link to key aspects of the new Early Years Foundation Stage, including communication and language, physical development, and personal, social and emotional development.

With family and friends able to sponsor children for their Chatterbox Challenge performance, these events will also raise funds and awareness for I CAN’s work with children who struggle with speech, language and communication.

◉ For information and to register, visit: www.chatterboxchallenge.org.uk

Children can perform songs and rhymes to develop their communication skills in a simple and fun way

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COLUMN

As I write this I am contemplating returning to work following six months

off sick. I had a stroke in November 2011 (right middle cerebral artery area). Th e fi rst symptoms were visual disturbances and a severe headache, which I assumed were due to migraine. Th e following morning my husband noticed my face was not moving properly and that I had forgotten

to put a sock on my left foot. As the day progressed he became more concerned and eventually persuaded me to visit my GP, who rapidly arranged for an ambulance.

It was clear to me that both she and my husband suspected a stroke but it was not clear to me that I had actually had one. Once in accident and emergency I went for a computerised tomography scan and then straight up to the stroke ward. Only when I could not get up to walk did I begin to believe that I had had a stroke. I was then ambulanced to a neuro-surgery ward at a hospital in a nearby city. I was woken every few minutes throughout the night to answer Glasgow Coma Scale questions. Th e next day it was concluded that I was stable and did not require neurosurgery, and so began their eff orts to return me to the original hospital ‘for rehab’.

I note from Rosemary Cunningham’s Bulletin article (July 2012, page 9) that the Royal College of Physicians is recommending 45-minutes of therapy per day from each therapy profession. I would like to suggest that what might make the biggest diff erence for stroke patients would be if some of that time was used on training ward staff about how to communicate with their patients and also on unacceptable forms of communication, such as tugging on their catheter tubes to encourage movement. Th is happened to me when I failed to follow the command ‘up’ because I could not get up unassisted.

I think 45-minutes of intensive therapy would be excellent for many people but would argue that this should not include assessment. I had suffi cient internal language to have concluded that I did not have aphasia and was anxious for the SLT assessment to

conclude that, and hopeful that I would cease to be treated as a complete idiot.

I was shocked to realise that I had visual neglect and to see my own attempts at drawing clock faces. I texted my friend from the SLT course, who frequently describes client’s clock drawing abilities, with a text which I thought said ‘my clocks are rubbish’. She rapidly came to visit expecting goodness knows what. I am still rubbish at texting and typing, even on a full-size keyboard, and am hoping that the cognitive rehab computer programme I am following might help. It is Pearsons’ Cogmed, which works on visual working memory, and which I score very low on.

I got intensive physiotherapy for which I was grateful. I did not feel I needed intensive speech and language therapy. I wanted to do well on assessment. I was asked to ‘touch the bed and the table and then point to the ceiling’ and thought to myself, if this is an informal CELF 4 Concepts and Directions-type assessment I must watch out for a ‘before’ and ‘then’-type command. As the OT observed me making a cup of tea and getting washed and dressed maybe they thought my sequencing abilities had gone. I passed the test but would have appreciated some advice, re: getting my left arm into a sleeve.

Listening to Rosemary Cunningham’s ‘undergraduate lectures on the psychosocial approach to aphasia, I thought it made a lot of sense. And now speaking as a stroke patient I suggest that intensive therapy for stroke patients should include intensive training for ward staff and that this should include communication in dementia, adult learning diffi culties, depression and anxiety, and if the patient has intact language. ■

Deborah Hansen says that training ward staff on the basics of communication would make all the diff erence to stroke patients

Forty-fi ve minutes of therapy per day?

“I suggest that intensive

therapy for stroke patients should include

intensive training for ward staff ”

ILLUSTRATION Trina Dalziel

OpinionDeborah

Hansen

011_column.indd 11011_column.indd 11 19/09/2012 10:5419/09/2012 10:54


FEATUREAPHASIA

T�he client and family member feedback we received showed us that our groups enabling clients to practise communication strategies were not

suffi ciently empowering for those learning new ways to live with a communication disability later in their stroke journey.

Typically, although clients could get their message across, they showed low levels of confi dence in their communicative ability. Th is resulted in individuals focusing on their communicative weaknesses rather than their strengths, expressing dissatisfaction about discharge and viewing the SLT as the expert in communication, rather than themselves.

Clients at this stage benefi t from group therapy that provides excellent opportunities for functional communication at a conversational level (Elman and Bernstein-Ellis, 1999). Our previous groups had focused on encouraging clients to use communication strategies in conversation but had rarely generalised these to settings outside the clinic situation. We needed to enable clients to believe in and take responsibility for their communication skills; recognise that they

are experts in their own communication; and use their communication skills confi dently in the real world.

Achieving goalsOur group therapy experience shows that setting a timeframe promotes greater goal focus and that 10 sessions are usually suffi cient to achieve the goals set. Th e closed group format allowed us to make immediate changes to the group structure. To achieve the goals outlined, research supports a move from directive to facilitative intervention, where clients are supported to set their own goals, work out how to achieve them and work together as a team as independently as possible (Burns, 2005; Ylvisaker, Feeney and Capo, 2007; Ylvisaker et al, 2008). We needed to unite group members in terms of working towards a common goal and provide the opportunity for clients to achieve their individual goals within the community setting.

A maximum of six clients (aged 47 – 79 years) and one expert client (60 years old) attended the group. Expert clients have already attended a group and undertake a more empowering role, using their experience to off er suggestions, advice and support to the next group. Th e group met for 13 one-and-a-half hour sessions between May and September 2011. Since we were

Communicating with confi dence

Kit Clewley and Jill Roberts describe the results of a community-based, client-led service to clients with mild-moderate aphasia

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FEATUREAPHASIA

adapting an existing SLT group intervention, no additional funding was required as no extra resources were needed.

We encouraged the clients to think about a project. Once they had decided on the idea, the TI’s role was to facilitate but not direct the work carried out. Th e TI off ered support and encouraged the clients to generate their own ideas, but she did not lead them. Th is strategy enabled clients to experience a sense of project ownership and independence. Th e TI encouraged the clients to contact each other between sessions, to facilitate the use of communication strategies outside the clinic. We also encouraged the clients to carry out all aspects of the project and they were responsible for all of the decisions made.

Raising awarenessTh e group wanted to raise awareness of communication diffi culties in the local community following stroke. Th ey had seen the nationally-recognised sign for hearing diffi culties, but there was nothing similar for communication diffi culties. Th ey designed a sign to indicate the presence of communication diffi culties – a poster showing how others can help people with aphasia to communicate – and communication cards, colour-coded with the poster to facilitate support. ››ILLUSTRATION Sergio Membrillas

Communication confi dence

Traditional groups focus on encouraging clients to use

communication strategies in conversation

-Research supports move

from directive to facilitative intervention

-New group worked to raise

awareness of communication diffi culties in the local

community following stroke-

Group received 2011 award for best innovative practice from Betsi Cadwaladr University

Health Board



FEATUREAPHASIA

Th eir idea was for shops, GP surgeries, police stations and libraries to display the sign – wherever communication could be problematic. A person with communication diffi culties would point to the sign and produce a communication card, alerting staff to their diffi culty. Th e staff would then refer to their copy of the poster, which gives suggestions about how to help the person to communicate. Th e card, colour-coded with the poster, would indicate the most useful communication strategy to use. Car stickers also raised the local profi le of the project. Th e group members undertook internet research, visited businesses to present the scheme without the TI or SLT (their decision) and used their own contacts to produce the signs, posters, stickers and cards.

Communication confi denceClient/carer feedback and our observations indicated every client improved in terms of displaying greater communicative confi dence within and outside the clinic. Four clients also demonstrated signifi cant motivation to continue to work together on this project following discharge, indicating a strong sense of empowerment.

Evaluation forms showed unanimous client agreement that discharge from the group was timely, given there had been a positive change in everyday life confi dence levels. Th e only group member who was not retired pre-stroke onset returned to work after participating in the group. Th ree members increased their confi dence to communicate with others outside the clinic, particularly with strangers. One reported greater use of the phone, another felt he had improved when communicating in diffi cult circumstances and a third had the confi dence to volunteer as an

Group member views of the project

Dave Littlemore

� �“I was in a communication group before, this time I joined it as a more experienced helper. But my conversation was poor and I needed greater confi dence in talking to a group. This skill gradually developed as I talked to the group over the weeks. I think that our task in the group has been successful. The poster, stickers and cards have been developed as an aid to all those that have communication problems after a stroke. Although

I’ve been talking to relatives and friends, I can now communicate with strangers with more confi dence.”

Sue Licence

�“Early on (after my stroke) communicating was diffi cult. I was embarrassed, frustrated and relied on family members to ‘speak for me’. Working together we have developed the Communicating with Confi dence Scheme, which we are continuing with, following the end of our group sessions. Although some diffi culties remain, my confi dence has increased and I no longer rely on others. I have never taken an active part in any

campaign but am proud to be part of a group who are working together to raise awareness of the eff ects a stroke has on communication with the aim of improving not only my own life but that of others as well.”

and demonstrate that there is no reason why their communication diffi culties should prevent them from playing an active role in everyday life. Th e group described above received the 2011 award for best innovative practice from BCUHB in recognition of the signifi cant emphasis it placed on client-centred intervention.

Several CWC groups have now taken place and the projects have varied signifi cantly. Each client-led and project-based group has demonstrated a positive change in client communicative confi dence. Th e key to the success of this approach is that it constitutes a powerful tool in engaging clients in their own care and establishing them as the experts. ■

Kit Clewley, Specialist SLT, email: kit.

[email protected], Jill Roberts,

Technical Instructor, email: jill.roberts@

wales.nhs.uk, Speech and Language

Th erapy Department, Maelor Hospital

References & resources

Burns, K. Focus on solutions. A health professional’s guide. London: Whurr Publishers, 2005.Elman R, Bernstein-Ellis E. The effi cacy of group communication treatment in adults with chronic aphasia. Journal of Speech, Language and Hearing Research 1999; 42; April, 411-419.Ylvisaker M, Feeney T, Capo M. Long-term community supports for individuals with co-occurring disabilities after traumatic brain injury: Cost eff ectiveness and project-based intervention. Brain Impairment 2007; 8:3, December, 276-292.Ylvisaker M, et al. Metaphoric identity mapping: Facilitating goal setting and engagement in rehabilitation after traumatic brain injury. Neurological Rehabilitation 2008; 18:5, 713-741.

Wrexham Maelor Hospital, Speech and

Language Therapy Department,

Croesnewydd Road, Wrexham, LL13 7TD

STROKE- WE’RE ALL INDIVIDUAL

I’ve had a StrokeWhat you can do

to help

Please be patient,I have difficulty

speaking

I can understandyou, just give me a

little time

Ask me if I have acard or can write, draw

or to gesture

Please give metime to answer

De igned and rodu ed by the member of the Communi a ng with Con den e Grou .

Phone: 01978 725702

STROKE- LIVING WITH THE EFFECTS

expert to help future group clients.Th e group members are continuing to raise

the local profi le of the project. Th ey have organised fundraising events, presented the project to the Betsi Cadwaladr University Health Board (BCUHB) chair and to the regional assistant manager of Th e Stroke Association. Th e group members have secured copyright for the materials they have produced but since their ultimate aim is to raise awareness of communication diffi culties on a national scale, they are pleased to supply electronic versions of the sign/poster/cards to anyone wishing to introduce the scheme to their area.

Communicating with confi dence (CWC) groups aim to empower clients to communicate confi dently outside the clinic



FEATURESUB HEAD XX XXXXXReviewsTh is month’s resources

reviewed and rated by Bulletin’s reviewers

BOOK

Translational speech-language pathology and audiology: Essays in honour of Dr Sadanand SinghEDITORS: Robert GoldfarbPUBLISHER: Plural PublishingPRICE: $79.95REVIEWER: Miranda de Jongh, SLT, Portland Hospital Cochlear Implant ProgrammeRATING OVERALL ●●○○○

Th is is a collection of chapters, contributed by authors inspired by Dr Singh’s extensive research in speech sciences. Perhaps his research interests were as eclectic as this book – with more than 40 chapters covering research/clinical areas from auditory neuropathy to aphasia, with a focus on audiology.

It is unclear who this is for. If you have a specialist interest in the material covered, you could fi nd more detailed sources elsewhere. Th e introduction to ‘translational research’ is interesting, with the goal to integrate research fi ndings into clinical practice a vital principle for all health professionals.

Despite some interesting and relevant chapters in these areas, some do feel dated; one chapter discusses verbotonal therapy, with most references predating 1980. Conversely, the book has only one mention of auditory-verbal therapy, despite its prominence in recent discussion and intervention.

BOOK

Speech prosody in atypical populations: Assessment and remediationEDITORS: Vesna Stojanovik and Jane SetterPUBLISHER: J&R PressPRICE: £29.99REVIEWER: Estie Haden, speech and language therapy studentRATING OVERALL ●●●●○

Th is book argues that prosodic diffi culties are overlooked in clinical practice, despite the impact they can have on the intelligibility and comprehensibility of clients. It helps to redress this issue by providing clinicians and students with the information needed to assess and provide intervention for clients with prosodic defi cits.

Th e book is structured as a series of essays written by clinicians and academics across the fi eld, from voice experts to neurolinguists. Th is wide range of specialisms allows for diverse prosodic analysis from diff erent clinical populations, making this book an excellent reference material for those working with clients with high-functioning autism, foreign accent syndrome, dysarthria, language impairment, voice disorders, and Down and William syndromes.

Th e book makes strong links to clinical practice through discussions around assessment and intervention, including specifi c therapeutic techniques for intonation, stress and speech rate.

BOOK

Narrative Intervention ProgrammeAUTHOR: Victoria Joff ePUBLISHER: SpeechmarkPRICE: £85REVIEWER: Victoria Bailey, Paediatric SLT, Staff ordshire and Stoke-on-Trent Partnership TrustRATING OVERALL ●●●●●

Th is excellent resource provides a narrative therapy programme to be delivered to small groups of students, aged eight to 18, by SLTs and teachers or teaching and SLT assistants with SLT support. Areas covered include active listening, types of narrative, story structure, story sequencing, characterisation, settings and descriptive language, with content relevant to curriculum subjects.

A discussion of the importance of narrative skills provides a refresher for some readers or an introduction for those with less experience in narrative therapy. Th e resource off ers comprehensive teaching notes and useful strategies to maximise student performance, along with a CD that supplies worksheets and picture resources.

Aspects of the programme may be beyond the scope of

students in the lower end of the targeted age range, such

as more complex ideas in later sessions or the need

to have an insight into their own learning.

However, the author encourages

adaptation of the programme

where appropriate.

Shop at Amazon.co.uk, via the RCSLT homepage, to buy your essential discounted books. Visit: www.rcslt.org

For every purchase you make the RCSLT will receive a percentage of your order from Amazon.

015_reviews.indd 15015_reviews.indd 15 19/09/2012 10:5619/09/2012 10:56

Ele

BuckleyE


Ican’t quite believe it is one year since SLTs, assistants and service users took to the streets of London,

Edinburgh, Cardiff and Belfast to show their support for the Giving Voice campaign, and met with politicians to put the case for speech and language therapy.

While the mass mobilisation of autumn 2011 was defi nitely one high point of the campaign, in some ways it was just the beginning. Giving Voice continues apace, thanks to your hard work. I am pleased to report that the RCSLT Giving Voice team is growing, with new part-time posts at our bases in London and Edinburgh. This extra capacity in the team will allow us to off er enhanced support for you in your campaigning activities. In addition, we launched our local activity fund in July, with £200 being awarded every month between July 2012 and July 2013 to Giving Voice campaign groups.

So, a year on from mass mobilisation seems like a suitable time to celebrate some of the fantastic campaigning activity from around the

Including, infl uencing and innovating

16

Ele Buckley refl ects on the Giving Voice campaign a year on from mass mobilisation

country. Here are just a few examples demonstrating how you have used the Giving Voice campaign to include, infl uence and innovate in the past year.

IncludingOne of the fi rst campaign groups to receive a Giving Voice local activity fund grant is based at Vista Healthcare Independent Hospital in Hampshire. Newly-qualifi ed practitioner Alex Wheldrake-Knowles applied for a grant to support the already established signing choir of seven patients, jointly supported by the occupational, and speech and language therapy departments. Th e choir (pictured), which combines Makaton, British Sigh Language and gesture in its performances, held its fi rst performance in the grounds of the hospital on 2 August at the Giving Voice event, ‘Communication Rocks’. Alex and fellow SLT Steph Blades used some of the activity fund money to have special choir T-shirts printed.

I was honoured to be asked to attend. It was an amazing experience to visit this low-secure setting

and meet patients with a dual diagnosis of learning diffi culties and mental health issues. Th e choir sang, ‘I’m Walking on Sunshine’, ‘Shiny, Happy People’ and Boyzone’s ‘No Matter What’ and the performance was a roaring success. Th e choir performed again at the hospital’s annual open day on 24 August to an audience of patients, staff , families and external agencies, including members of the local parish council.

Th e Giving Voice campaign team wanted to raise the importance of communication across the hospital and to demonstrate how individuals with diff erent abilities can come together in a united way. Prior to the choir being formed two of the choir members participated in an in-house Makaton training course. Th e aim of the course was to enable them to communicate with fellow patients who use sign to communicate. Th ey have

“I doubt whether we would have structured our

activities in the positive way we have without the initial drive from Giving Voice”

Communication Rocks: The Vista Signing Choir were benefi ciaries of a Giving Voice local activity fund grant

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FEATUREGIVING VOICE AWARDS


GivingVoice

learned over 170 signs and now, as part of the choir, will be actively involved in promoting a more confi dent use of signing across the hospital by both staff and patients.

Infl uencingMeanwhile, the Giving Voice campaign team at the Cardiff and Vale University Health Board has also been busy. Since meeting with Welsh Assembly members at the Senedd on the 18 October last year, they have continued to campaign. Th ey used the RCSLT’s Matrix Report (available at: www.rcslt.org/giving_voice/matrix_report) to show the vital role of speech and language services within the multidisciplinary team and targeted their new chief executive by giving him the opportunity to meet a range of service users within his fi rst two weeks in post. Th e service users interacted directly with him, providing a reminder

of the success of speech and language therapy intervention on participation and quality of life. Th e campaign team are also planning a further ‘Executive Walkabout’, which will involve service users from a range of settings.

Ruth Nieuwenhuis, head of adult speech and language therapy services at Cardiff and Vale, quotes one of the team’s GV champions when she says, “Th e campaign helped us to realise that we needed to promote our services and gave the team some ideas and the confi dence to do this.”

Ruth adds, “I doubt whether we would have structured our activities in the positive way we have without the initial drive from Giving Voice.

“Th e cost savings identifi ed in the Matrix Report helped to justify our vital role within the multidisciplinary team. Where some services were reduced in the face of subsequent austerity

measures, our speech and language therapy bid stood fi rm and led to a release of vacancies and recruitment.”

InnovatingRita Th akaria, SLT team leader at North East London Community Service, and her team have provided a great example of innovative service transformation – and how they gained an additional funding award. Back in 2009, the adult speech and language team in Redbridge made a successful bid to the Department of Health for an innovation award of £75,000 in order to tackle some of the challenges faced in delivering speech and language therapy services in Redbridge – such as extended waiting lists – and reconnect patients with communication and swallowing diffi culties with their local communities. No mean feat in an area estimated to be one of the most diverse in London, with the additional challenges this brings in terms of making services accessible to all population groups to tackle health inequalities.

Th is service transformation dovetailed with the Giving Voice campaign when, on 13 October 2011, the Redbridge

team held a ‘Transforming Community Services’ launch day. Patients, carers, and the public attended the event, alongside MP for Ilford South Mike Gapes and local councillor Filly Maravala, to learn about what speech and language services off er. Since then, there has been further good news for the Redbridge team. Th ey won a further award of £20,000 from the North East London Foundation Trust to fund portable nasendoscopy/stroboscopy equipment. Th is will allow the team to provide community-based voice and fi breoptic endoscopic evaluation of swallowing services – working in collaboration with local GPs and ENT departments.

Going into 2013Th ese are just a few examples to illustrate how Giving Voice can save posts, help services apply for and gain signifi cant funding, involve and enrich service users’ experiences and, above all, shout about speech and language therapy.

If you haven’t already done so, please do make contact and join the Giving Voice campaign. We will continue to recruit and train Giving Voice champions who will lead local activity groups. Whether you would like to be a champion, or are interested in raising the profi le of your service but don’t know where to start, please get in touch. ■

Ele Buckley, RCSLT National

Coordinator for Local

Campaigns. Email:

[email protected]

Resources

Apply for a Giving Voice local activity fund award of £200 at:http://givingvoiceuk.org/giving-voice-local-activity-fund

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FEATURESOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

I�n some parts of the UK nearly half of children entering the education system do so without the speech and language skills they need to learn to read and write (Mackenzie, 2009). Th ere is evidence to suggest there is a link between speech and language development diffi culties and children with emotional and

behavioural needs. According to Cross (2004), “Diffi culties in either domain can infl uence the development of the other.”

Th e Special Educational Needs (SEN) Code of Practice (2001) describes social, emotional or behavioural diffi culties (SEBD) as a learning diffi culty, where children and young people demonstrate features, such as being withdrawn or isolated; disruptive and disturbing; being hyperactive and lacking concentration; having immature social skills; or presenting challenging behaviours arising from other complex special needs.

Benner et al (2002) reviewed 26 papers and discovered that approximately 71% of children with SEBD also had some type of communication diffi culty. Th ere is also evidence that as many as 40% of children with emotional and behavioural diffi culties could have unidentifi ed communication diffi culties (Cohen et al, 1998).

Th e Department for Children Schools and Families’ ‘Behavioural, Emotional, and Social Diffi culties’ (BESD) Guidance’ (2008) states

Language diffi culties and behaviour: increasing awareness

Clare Butler and Gill Kersey report on a pilot study examining speech, language and communication needs and behavioural diffi culties

that each local authority should make eff ective arrangements for children and young people with SEN, including those with BESD, and that the needs of children and young people with SEN are identifi ed and assessed quickly and matched by appropriate provision.

Research also shows that over 60% of young people in the criminal justice system have a communication disability and 46-67% of these have poor or very poor skills (Bryan, Freer and Furlong, 2007). It is argued that a third of children with speech and

language diffi culties later develop mental health problems, with resulting criminal involvement in some cases (Clegg, 1999).

Th e Bexley pilot projectTh e multi-professional Bexley Joint Communication Team (JCT) provides assessment, advice and support for pupils in mainstream schools with speech, language and communication needs. It consists of SLTs, advisory teachers and specialist speech and language assistants with links to educational psychology and other agencies. Fifty-four mainstream schools receive three visits a term from an SLT. Th e work includes planning, assessment of children and opportunities for training staff . Th e assistants off er group and individual support to children following language programmes.

Prior to June 2010, children with SEBD who had been removed from school or who were in a specialist SEBD provision received no support from the JCT. Th ey did not receive an equitable speech and language therapy service compared to children who attended mainstream schools or schools for children with learning disabilities.

Th ere was no health or education funding for speech and language therapy services to children on the roll at specialist SEBD provision and the little provision they received was as a result of an extension from mainstream school service monies and the autism service. As these children were not receiving appropriate assessment and intervention, some were not reaching their full potential with literacy, language or communication skills.

In June 2010, we established a pilot project at the primary pupil referral unit (PRU) and

Table one: Th e assessments used and who conducted them

Assessment data Assessed by: The Children’s Communication Checklist (Bishop, 2003) Class teacher

Baseline and outcome measure Class teacher

Reading and spelling ages School tracking

Assessment of comprehension and expressionSubtest: Expressive vocabularyStandardised for age appropriate levels

SLT/SLTA

Clinical Evaluation of Language Fundamentals 4 UK (Semel, Wiig, Secord, 2006)Subtest: Listening to paragraphs, concepts and following directionsStandardised for age appropriate levels

SLT

Speech fl uency SLT

Expressive language – sentence structure and narrative SLT/SLTA

Understanding spoken instructions SLT/SLTA

Small group social interaction SLT/SLTA

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FEATURESOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

of the training and that their confi dence in meeting these needs had improved. All staff said they would like the speech and language service to continue after the pilot project. From these results, we provided weekly sessions on a short-term basis to target individual need.

Th e future As a result of this pilot the Bexley Behaviour Federation has funded speech and language support in both provisions since January 2011 and we are now providing two sessions each week (one full day) for both SLT and assistant time. Th e pilot study results have prompted the opportunity to develop training and awareness within mainstream school staff across the borough. We plan to review the children that have provided data for this project regularly in their settings, and analyse and evaluate the outcomes to reveal if intervention and raised awareness levels are eff ective. We will also continue to provide early intervention within these settings and make links with mainstream schools for children likely to be excluded. ■

Clare Butler, SLT; Gill Kersey, SLTA, South

London Healthcare Trust.


References & resources

Benner G, Nelson J, Epstein M. Language skills of children with SEBD. Journal of Emotional and Behavioural Disorders 2002; 10: 43-59.Bishop D. The Children’s Communication Checklist. San Antonio: Pearson, 2003.Bryan K, Freer J, Furlong C. Language and communication diffi culties in juvenile off enders. International Journal of Language and Communication Disorders 2007; 42, 505-520.Clegg J, et al. Language abilities of secondary age pupils at risk of exclusion, A preliminary report. Child Language Teaching and Therapy 2009; 25:1, 123-40.Cohen N, et al. Language, achievement, and cognitive processing in psychiatrically disturbed children with previously unidentifi ed and unsuspected language impairments. Journal of Child Psychology and Psychiatry 1998; 39, 865-977.Johnson M, Player C. Active listening for active learning: A mainstream resource to promote understanding, participation and personalised learning in the classroom. Staff ord: Qed, 2009.Lockhart B. Presentation at Locked up and locked out: Communication is the key. Joint Conference between Youth Justice Agency and RSCLT, 2009.Mackenzie J. Presentation at Locked up and Locked out: Communication is the key. Joint Conference between Youth Justice Agency and RSCLT 2009.Semel E, Wiig E. Secord W. Clinical Evaluation of Language Fundamentals 4. San Antonio: Pearson, 2006.The Department of Children, Schools and Families. Behavioural, Emotional and Social Diffi culties (BESD) Guidance. 2008. Available online: http://tinyurl.com/bmb8yxc

need that would aff ect their learning and social competence. Seven of the children at the primary provision for SEBD also revealed communication needs. Figure one shows the particular problems they displayed. Th e scores also correlated with their low reading and spelling scores, which were below what would be expected for their age.

Increasing staff awarenessWe provided three training sessions for teachers and teaching assistants covering a range of speech, language and communication needs, including revised ‘Active Listening Training’ (Johnson and Player, 2009). Th e sessions included advice and suggestions for resources, and created opportunities to discuss individual needs during our weekly visits.

Evaluation of the training was positive and all 18 participants who responded said the training raised their awareness of need. All teachers reported that they felt their understanding of speech, language and communication had improved as a result

the primary provision for children with emotional and behavioural needs. Th is was in response to concerns raised within our team that children at mainstream schools that had been known to the speech and language support service in Foundation stage were being re-referred to the speech and language therapy in Key Stages 1 and 2 because of concerns regarding language diffi culties. Th ese same children were being referred to the behavioural support service, although links between the two were not being made.

What we didIn 2010, we screened 14 children from the primary PRU and eight from the primary provision for children with SEBD for communication diffi culties. We did not included children with a diagnosis of autism in this study as a service was already provided for them. Structured observations (table one) looked at attention and listening, social interaction, speech sounds, expressive sentence structure, and narrative and understanding instructions.

Th e assessments showed that 13 of the children from the PRU had a communication

Figure one: Breakdown of communication needs identifi ed in the study group

Percentage of children with communication need

Attention and listening

95%

Social interaction

95%

Expressive vocabulary

38%

Narrative

86%

Understanding

57%

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FEATURENEWLY-QUALIFIED PRACTITIONERS

Meeting your HCPC requirements as an NQPSusan Fairbrother examines the issues around newly-qualifi ed practitioners, their CPD and Health and Care Professions Council registration

Your quick look guide

HCPC registration■ By law you must be registered with the HCPC in order to use the title ‘speech and

language therapist’.

■ All registrants must renew their HCPC registration every two years.

■ When you renew, you must have practised at some point in the previous two years of your registration cycle. The HCPC has a broad defi nition of ‘practice’ (see above). If you can show you have completed its CPD standards over the previous two years, then you can renew.

Continuing professional development (CPD)■ To remain HCPC-registered, you must undertake continuous CPD and keep up-to-date,

accurate records of your CPD activities.

■ If you are a newly-qualifi ed practitioner (NQP) and you are not working in an SLT role, you can still complete CPD.

■ The RCSLT has an online diary facility that you can access to record your CPD activities and refl ections. This is open to all (other than retired) RCSLT members.

The NQP framework■ If you are an NQP and you have secured an SLT post, you will need to start completing

the RCSLT’s NQP framework. The framework meets the CPD requirements, so you will not be expected to also complete the CPD diary. You can record your completion of the NQP framework using the RCSLT online CPD diary if you wish.

■ If you are working as an SLT assistant or teaching assistant, or if you have been doing speech and language therapy-related volunteering (perhaps alongside non-speech and language therapy-related work), you will not be able to start the NQP Framework. You can only start the framework when you fi nd an SLT post. However, you can and should start to complete and record CPD.

■ Most NQPs complete the Framework within 12-18 months, but this is just a guide. Depending on the type of role, it may take longer (for example, if your post is part time). The framework is portable so you can sign off some competencies in subsequent jobs.

T�he Health and Care Professions Council (HCPC) (formerly the Health Professions Council) is responsible for regulating health and care professionals. It

keeps a register of professionals who meet its standards for training, professional skills, behaviour and health. SLTs must register with the HCPC and renew their registration every two years. Th e HCPC can take action if a registrant does not meet the standards. Th is can include stopping a professional from practising. Undertaking and keeping records of continuing professional development (CPD) is a key requirement of HCPC registration.

After receiving queries from RCSLT members, we became aware that there is some confusion and anxiety around HCPC registration – especially for SLTs who are struggling to fi nd work. We contacted the HCPC to clarify the situation regarding the two-year renewal of registration. We asked whether registrants who have not worked in an SLT role would have to go into the HCPC’s ‘return to practice’ category after two years post-HCPC registration.

Th e HCPC’s Mark Potter says the organisation has, “a broad defi nition of

‘practice’” and that, “someone is in practice if they are drawing on their professional skills and knowledge.” He confi rmed this can include voluntary work, working as an assistant, and even something not directly in the line of speech and language therapy, such as working as a teaching assistant. Th e key thing to remember, according to Mark, is you still need to be completing the CPD standards.

RCSLT’s Professional Development Liaison Manager Creek Wier says, “People sometimes confuse the requirements for HCPC registration with those for the RCSLT NQP framework, and we have tried to clarify this in our quick look guide (below). Please do continue to get in touch with any questions, queries or worries you may have.” ■

Resources

Visit: www.rcslt.org/members/cpd/backgroundVisit: http://tinyurl.com/czb2pvm for information on HCPC CPD requirementsEmail: [email protected] if you have any questions or worries about this topic

020_HCPC.indd 20020_HCPC.indd 20 19/09/2012 10:5919/09/2012 10:59


ASK YOURCOLLEAGUES

Any questions?Want some answers, why not ask your colleagues?

Oral hygiene Do you have an oral hygiene/mouth care policy? How successful is it? Helena Shaw

[email protected]

Recycling resourcesDo you know of any organisations that recycle SLT theory text and resource books by sending them to developing countries or similar? Mhairi Gillanders

[email protected]

Dysphagia assistants trainingHave you provided in-house training for assistant practitioners in dysphagia? Did you use, or create your own competencies?Alex Edditts

[email protected]

Aphasia resourcesDo you know of any aphasia-friendly resources designed to help people with aphasia provide feedback on the services they have received while in hospital? Katrina Clarkson

[email protected]

Paper-free assessmentsHave you found a paper-free solution to published assessment record sheets? Sue Newman

[email protected]

Reading for deaf childrenWhat do you think of the current state of publishing for deaf children? What can publishers do to make reading more accessible for deaf children?Kat Baker

[email protected]

Pictorial menus Do you use a pictorial menu on your wards? How did you develop it and what is the format (pictures/photographs)?Rachel Purcell

[email protected]

Community spacesHave you run clinics within settings that families frequently visit, such as children’s centres? Has this resulted in positive outcomes for your service? Hannah Selman

[email protected]

SLT for teenagersDo you provide intervention for language, speech or functional communication for teenagers? Do you know of any good materials or articles? Anne Wilson

[email protected]

Progressive neuro groupDo you work for a progressive neuro service near Harrogate? Would like to share practice and ideas on Parkinson disease, MS, MND, Huntington’s and ataxia.Emma Burns

[email protected]

DementiaHave you changed your working practice/service delivery to clients with dementia and dysphagia to respond to rising referral numbers? Have you developed a dementia care pathway/protocol for SLT dysphagia service provision? Does this include details of managing dysphagia at the end of life, incorporating ‘comfort feeding’?Cate Hayman

[email protected]

Email your brief

question and

any replies to

[email protected].

www.rcslt.org/discussion/

forum

Gujarati translationDo you have a Gujarati translation of the BDA’s Dysphagia Diet Food Texture Descriptors?Nicholas de Mora-Mieszkowski

[email protected]

Dysphagia risk assessmentDo you use a risk assessment in the decision-making process for the review or discharge of patients with dysphagia? Kate Corrieri

[email protected]

Modernising servicesHow have you modernised your paediatric service while balancing increased numbers of referrals against cost reductions and maintaining an eff ective, high-quality service?Amanda Hampshire

[email protected]

021_any_questions.indd 21021_any_questions.indd 21 19/09/2012 10:5919/09/2012 10:59


FEATURESUB HEAD XX XXXXX

Obituaries

Melanie was educated in America, Belgium and the UK and took her fi rst degree – a BA Honours in Humanities majoring in philosophy, linguistics and computing languages – at Hatfi eld Polytechnic. She qualifi ed as a teacher of English as a foreign language and worked at summer camps for children in Austria for several summers, which were some of the happiest times of her life combining learning and travel around Europe. During this time she continued her academic career studying for a BSc (Hons) speech sciences degree at the National Hospital College of Speech Science – now University College London (UCL).

After graduating in 1991 Melanie worked within the NHS, schools and in her private practice. While working as an SLT she

Bulletin remembers those who have dedicated their careers to speech and language therapy

“Melanie had a natural rapport with children and immersed

herself in school life”

REMEMBERINGREMEEMMBERING

Melanie

Mills1964 – 2012

and Association of Speech and Language Th erapists in Independent Practice members working in this speciality. She enjoyed discussions and working with her tutors and fellow students, and was grateful for their contribution to her research. She enjoyed writing up the results, even during times of great personal challenge.

Her family were proud to accept a posthumous MSc in Education Studies on her behalf from Sheffi eld University. Th is was for the work on her doctorate studies she had completed to date. Along with her previous qualifi cations this was a fi tting tribute to encapsulate her lifelong love of study. It is hoped that it might be possible to publish her nearly-completed research in the future.

Melanie’s early death has brought great sadness to her family, friends and colleagues. She is remembered for her interest and commitment to widening her knowledge and skills, which she clearly enjoyed, as well as her sense of humour, generosity and her determination to give the best care to her clients. ■

Catharine Kendall

gained further qualifi cations in teaching students with dyslexia and completed her MSc at UCL. She also gained a postgraduate certifi cate in education from London University and worked as a teacher in primary school education, where she could combine her professional skills.

Melanie had a natural rapport with children and immersed herself in school life. Sadly, she was forced to retire through ill health; however, she still continued her learning and worked towards her doctorate of education at Sheffi eld University. Her research thesis was entitled ‘Every child does matter: Th e voice of the secondary age student and speech and language therapy provision in England’ and was based on her focused interviews with many RCSLT

gegegee

Keep in touch with your RCSLT onlineVisit www.rcslt.org and follow the links

022_obituary.indd 22022_obituary.indd 22 19/09/2012 11:3619/09/2012 11:36


SIG for Cleft Palate and Craniofacial Anomalies (National)11 October, 9.30am – 5pm‘Introduction to TalkTools Oral Placement Therapy for feeding and speech’; ‘Speech outcome following palatoplasty: critical review of the literature’; ‘The RCSLT working for you, working with you’; and individual case presentations. Queen Elizabeth Hospital, Birmingham, Postgrad Education Centre, Mindelsohn Way, Edgbaston, Birmingham, B15 2WB. SIG members £35; non-members £50 (lunch included). To reserve a place, email: [email protected] or tel: 0161 701 9080

Tracheostomy SIG 11 October, 9.30am – 4pmCompetencies and outcome measurement in tracheostomy care part 2 (adults and paediatrics). Royal Hospital for Neuro-disability, Putney. £10 (lunch included). Numbers limited, to attend, email: [email protected]

National SIG Disorders of Fluency11-12 OctoberAssessment and treatment of cluttering, with Yvonne Van Zaalen. Mile End Hospital, London. One day (£30); both days (£40). Price includes 2012-2013 membership. For information, email: [email protected]

Early Years SIG (Western)12 OctoberEvidence-based practice in early years work: Initial fi ndings from the Bristol research project ‘Child Talk’; feedback from Better Communication Research Programme; prioritisation. Bristol. Email: [email protected]

North East Newly-qualifi ed Practitioner SIG16 OctoberAutism and the newly-qualifi ed practitioner competency framework. NEAS Head Offi ce, Unit 15, Lumley Court, Drum Industrial Estate, Chester-Le-Street, DH2 1AN. To confi rm attendance or for more information email: [email protected]

Psychiatry of Old Age SIG18 October, 9.30am – 4.30pmPrimary progressive aphasia: research and therapy updates; training provision: bring and share session; AGM. Dementia UK, 6 Camden High Street, London NW1 0JH. Members: £15; non-members: £25. Includes lunch and refreshments. To book, email: [email protected]

Scottish SLT SIG Dysphagia22 OctoberOutcome measures in swallowing. Jo Patterson, Macmillan SLT and Clinical Academic Researcher at Newcastle University will host a practical session at AK Bell, Library, Perth. Members £10; non-members £20. Contact: [email protected]

Multisensory and Visual Impairment SIG (National)23 October, 10am – 3.30pmNEW group. Initial meeting will determine SIG’s future direction. All ideas welcomed. Topics: ‘diff erences and similarities between autism and deafb lindess’, ‘VI and social communication’ and ‘dysphagia practitioners in sense residential homes’. Free lunch and refreshments. BVSC, 138 Digbeth, Birmingham, B5 6DR. To book or for information, email: [email protected]

Yorkshire Paediatric Dysphagia SIG 2 November, 9.30am – 4pmGillian Kennedy: Feeding neonates. Lecture Theatre, 3rd Floor Strayside Education Centre, Harrogate District Hospital, Lancaster Park Road, Harrogate, HG2 7SX. Lunch included. Applications by 19 October. SIG members £5 (membership application received before 1 August); non-members £45. Email: [email protected]

SW Brain Injury SIG 6 NovemberStudy day on mental capacity and decision-making. Ward 23 Frenchay Hospital, Bristol. Cost £4. Contact Ashleigh Denman, email: [email protected]

West Midlands Dysfl uency SIG6 November, 1.30pm – 4.30pmPlease bring cases studies to discuss. Will also look at role of technology in therapy, in particular use of apps. Bring examples to discuss. Meeting room 1, Paybody Building, by City of Coventry Health Centre, Stoney Stanton Road, Coventry CV1 4FS. Enquiries/info, email: [email protected]

North West Voice SIG 7 November, 9am – 4.30pmGary Woods: ‘The role of videostroboscopy’ in the assessment of dysphonia followed by informal practical session on techniques used with the singers’ voice and/or transsexual voice. Mayo Building, Salford Royal Hospital Stott Lane, Salford, Manchester, M6 8HD, seminar room 6, level 2. Email: [email protected]

South West Fluency SIG7 November, 10am – 4pmAgenda tbc. Trust Headquarters, Frenchay Hospital, Bristol. Email: [email protected] or [email protected]

London and South East Region Secondary SIG8 November, 9.15am – 3.45pm ‘The future of SLT in secondary schools’. AM: presentations re: “Providing a SLT service to secondary schools, plus: ‘How the RCSLT can support our SIG’: PM: Workshops. QE2 School’s Access and Inclusion Centre, Kennet Road, London, W9 3LG. £25 to include annual membership; £15 day fee. Email: [email protected] or tel: 020 7059 6886

South Wales Voice SIG15 November, 9.30am – 4.30pmThe ageing voice. Speakers include Jane Shaw. Village Hotel, Cardiff . Non-members £50; members £30; students £20 (includes lunch and refreshments). Email: [email protected]

London Paediatric Dysphagia SIG15 November, 9am (registration) – 3.30pmHCP and parents’ perspectives on the non-oral feeding and tube weaning process. Institute of Neurology, Lecture Theatre, 33 Queen Square, London WC1N 3BG. Members £10; non-members £35. To register, email: Lisa Pitts: [email protected] or visit: www.pdsig.org

SIGAN and HISIG 16 November, 9am – 4.30pm‘Cognitive communication: You can do it too. Thinking beyond TBI and specialist rehabilitation’. 33 Queens Square London. Price TBC. Enquires: [email protected]

South West SIG in Autism19 November, 9.30am – 4pmDiff erential diagnosis and co-morbidities/multidisciplinary interventions in autism. The Vassall Centre, Gill Avenue, Fishponds, Bristol BS16 2QQ. Members free; non-members £15. Email: [email protected]

South East SIG in Deafness21 November, 9.30am – 4.30pmSpeakers tbc. Graham Fraser Lecture Theatre, Royal National Throat Nose and Ear Hospital, 330 Grays Inn Road, London WC1X 8DA. Annual fee £5; non-members £3. Email: [email protected]

ESSEX SLI SIG26 November, 10am – 3pmSusan Ebbels: ‘Shape coding’. Training Room 1, The Lodge, Runwell Chase, Wickford SS11 7XX. Members free; non-members £5. To book email: [email protected]

North West Mainstream SIG 26 November, 9am – 4pmMaggie Johnson: Active listening and learning in the communication-friendly classroom. Includes practical strategies for building on visual strengths, compensating for poor time-awareness, attention and motivation, and development of active listening. Sale West Development Centre, 120 Manor Avenue, Sale, M33 5JX. Members: £20; non-members: £40. Contact Louisa Reeves, email: [email protected]

South West Motor Speech Disorder SIG28 November, 9.30am – 3.30pmWorking with progressive neurological conditions: care pathways, case studies and complicating factors. Lecture Theatre, Musgrove Park Academy, Department of Postgraduate Medical Education, Musgrove Park Hospital, Taunton, TA1 5DA. Members free; non-members £5. Enquiries/to book, contact Emily Burtenshaw. Email: [email protected]

Aphasia Therapy SIG30 November, 9.30am (registration) – 4pm ‘Counselling and speech and language therapy practice’: Dr David Hiles (Dept of Psychology, De Montford University). Addenbrookes Hospital, Cambridge. Members £20; non-members £30. Email: ruth.o’[email protected]

SLT in Children’s Centre SIG10 December The New EYFS and play. Education Centre, Lower Ground Floor, Edgware Community Hospital, Burnt Oak Boardway, HA8 0AD. Members £15; non-members £25 to include membership until 31 August 2013. Pay on day (by cheque or in cash). Places limited, to book email: [email protected]

South East and London Stammering SIG12 December, 1pm – 5pmResearch updates. Tammy Davidson Thompson: how UK SLTs treat the psychosocial aspects of living with a stammer. Sharon Millard: outcome data for the intensive groups at MPC and their new parent rating scales. More tbc. UCL, Chandler House, 2, Wakefi eld Street, WC1N 1PF (room G15). £15 for study day. Membership for one year £15 (includes two study days). Email: [email protected] or tel: 020 8815 4255

OCTOBER SIG NOTICESSPECIFIC INTEREST GROUPS

Send your SIG notice by email to: [email protected] by 2 October for November, by 2 November for December and by 3 December for January 2013. Please note: The RCSLT offi ce will close on 15 October for refurbishment. The meeting rooms will be unavailable until mid-January 2013.

023_specific_int_groups.indd 23023_specific_int_groups.indd 23 19/09/2012 11:0019/09/2012 11:00


FEATURESUB HEAD XX XXXXX

Victoria

Joff eVi

Over the past few months I have used this column to extol the

virtues of clinical speech and language therapy research, emphasise the importance of building an evidence base for our profession, and set you challenges to move you from being ‘research aware’ to ‘research active’ practitioners.

I have been delighted to receive correspondence regarding your own research activities and thought it appropriate to share some of your comments here. It is certainly very encouraging to read about your research eff orts and there are some fi ne examples that should encourage those of you who are still thinking about taking your fi rst steps into the wonderful

towards applying theory to working life. I now understand issues much better, and feel more confi dent about engaging in research, development and evidence-based practice.

Lynn Dangerfi eld,SLT, Clinical lead - stroke care, Solent NHS TrustI have just completed the second year of a Professional Doctorate course at the University of Portsmouth, the fi rst two years being taught, assessed research modules, and have submitted a research proposal. I plan to begin my research in the autumn. I was very encouraged to read of the Allied Health Professions Research Network and will look into this when I return from annual leave at the end of August.

Shona Barber,SLT, Harrogate and District NHS Foundation TrustI’ve recently been applying for the Masters in Clinical Research programmes at universities who have applied for the funded studentships from the National Institute for Health Research. It’s such a fantastic opportunity to synergise the NHS and academia to create structured, high-quality, clinical-academic careers.*

Jen Chesters,Research SLTI moved from full-time clinical research to a research post 18 months ago. I did so as I have always been very interested in research and I am ideally aiming to work in clinical research, while maintaining a clinical caseload. I thought the best way forward was to gain a PhD, and take things from there. I work in a cognitive neuroscience team on a project investigating sensor motor interaction in people who

stutter. I really enjoy my work and I feel my team off ers a fantastic opportunity to train in neuroscience research techniques. I will start my PhD in October.

Jacqueline Pogue,SLT, Northern Trust Brain Injury ServiceI am interested in driving forward the evaluation and measurement of our interventions and have a particular interest in the impact on wellbeing. I have recently completed the ‘Research Evidence in Health Science’ 15-point module at University Ulster Jordanstown, which has given me a fl avour for evaluating articles etc.

Carole Charters, Independent SLTIn 2009, I left the NHS after 30 years to work as an Independent SLT. I returned to university in 2010 to study for a Professional Doctorate (Health) at Northumbria University. I am halfway through now and absolutely love it. My research is about the employment experiences of individuals with Asperger syndrome. I am aiming to determine if there is a possible need for speech and language therapy input for such individuals during their employment journey. ■

Dr Victoria Joff e, RCSLT

Councillor for Research and

Development.

Email: v.joff [email protected]

*Look out for these funded

NIHR MRes places, which have

only just become available. At

City University we were only

told in early September that we

had been successful in obtaining

12 funded places. We are now

recruiting for an October start

and there are other institutions

in similar positions. So keep

your eyes and ears open, and

get applying.

In her latest Research and Development Forum article Vicky Joff e shares examples of your research activities

Moving from research aware to research active

Research and Development Forum

world of research. Many thanks to those who have written in and agreed to share their experiences. Please keep sending your comments in. Email: V.Joff [email protected]

Patricia Henshaw, Principal SLT Voice, York HospitalA year ago I became aware of the availability of sponsored Open University places for healthcare staff within the Yorkshire and Th e Humber Strategic Health Authority. I signed up for the K828 Master’s Module ‘Researching and Evaluating Healthcare Practice’. Th is lasts a year and involves a recommended 11 hours of study each week. I am now in the process of completing my fi nal assignment, which, like the preceding four, is geared

024_research-column.indd 24024_research-column.indd 24 19/09/2012 11:0119/09/2012 11:01


AAAwaard--wwwinning ttrainiingg

NEW Counselling skills for recently qualifi ed SLTs17 October 2012 £53Develop and practise a range of essential core counselling skills to help you work with emotional issues you will encounter as an SLT.

NEW Assertiveness for recently qualifi ed SLTs5 November 2012 £53Develop your personal effectiveness by learning and practising some key assertiveness skills highly relevant to a range of workplace situations.

Working with adults who stammer25 February – 1 March 2013 + follow-up day £466Comprehensive training covering assessment, block modifi cation, interiorised stammering, art therapy andacceptance and commitment therapy.

Vocal fold management – principles and practice22 – 23 April 2013 £128For SLTs working in adult stammering therapy, this two-day workshop takes you through step-by-step the different stages involved in teaching this fl uency technique to your clients.

Introduction to mindfulness for SLTs2 – 3 May 2013 £128Relevant to work with both paediatric and adult client groups. This introduction to mindfulness-based stress management and mindfulness-based cognitive therapy will provide valuable professional learning as well as personal strategies for life management.

Supporting stories of change: using narrative ideas and practices in stammering therapy 5 June 2013 £65An original approach to stammering therapy, offering creative ways of working with your clients to assist them in fi nding new stories for themselves. This experiential course is relevant for work with teenagers and adults.

Effective counselling skills for SLTs 24 - 26 June 2013 £299Counselling skills are central to speech and language therapy. This course (relevant to work with any client group) will develop confi dence in understanding and using these skills.

Plus tailor-made courses delivered locally. Topics include adult stammering therapy, counselling skills, group work, assertiveness, process of change, supervision, stress management and mindfulness.

Please contact: City Lit, Speech Therapy, Keeley Street, London WC2B 4BA. Tel: 020 7492 2578; e: [email protected]

www.citylit.ac.uk/stammeringtherapy

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APPOINTMENTSCALL GIORGIO ROMANO ON 020 7880 7556Appointments TO ADVERTISE CALL GIORGIO ROMANO

ON 020 7880 7556 OR EMAIL [email protected]

Did you hear it? The whisper. From that woman talking on her phone. Sounds like she was near roadworks. The intercept is full of ambient noise. The sounds of a drill. And car engines, and the workmen shouting. Who is she? Make sense of it at www.mi5.gov.uk/careers

Speech Analyst £21,315 - £31,840 + benefits | London

To apply you must be over 18 and a British citizen. Discretion is vital. You should not discuss your application, other than with your partner or a close family member.

Inscape House School is a non-maintained, specialist day school for children and young people between the ages of 5 to 19 years. The school has an established reputation in this fi eld and has achieved NAS Accredited status for many years. This is an exciting time in the development of the school. The provision, which is currently on two sites in Cheadle and Salford will come together over the next year and be based in Cheadle.

Due to relocation and maternity leave we are seeking a therapist to join our team.

The post holder will work as part of a

multi disciplinary team to manage a small caseload of children and young people with autism spectrum conditions.

Above all you will be:

• Enthusiastic and committed to the education of our pupils• Able to empathies with young people with ASC• Experienced and successful in working with children with social communication diffi culties and associated challenging behaviour

For further details or to arrange an informal visit to Inscape House please contact the recruitment hotline.

For an application pack please:

Visit www.togethertrust.org.uk

Email [email protected]

Contact the recruitment hotline on 0161 283 4828 (leaving your full name, address, post code and contact telephone number)

CLOSING DATE : 12 Noon on, Monday, 15 October 2012

The Together Trust is committed to equality and diversity. Please note due to the nature of the roles a full enhanced CRB disclosure will be undertaken by the Trust.

TherapistHours: Full time Salary: Band 6/7 points 21 – 31 (£24,198 - £34,488 p/a)Job reference: 2012/65

togethertrust.org.uk

Speech andLanguage Therapist

OctRec.indd 26OctRec.indd 26 19/09/2012 12:0919/09/2012 12:09


APPOINTMENTSCALL GIORGIO ROMANO ON 020 7880 7556

Are you interested in working in an educational setting and within a school committed to enabling pupils to reach their potential?Stanbridge Earls is an Independent co-educational secondary Boarding and Day School specialising in educating pupils (aged 10–19) with specifi c learning diffi culties including SLCN. A signifi cant proportion of pupils have statements of Special Educational Needs. The opportunity has arisen for therapists to join our innovative and developing team.

Post 1: Full time Band 5 (equivalent) Speech and Language Therapist - Pro rata (35 hours per week, term time only)

This post would be suited to a newly qualifi ed therapist with a specifi c interest in developing his/her skills and experience in working with secondary aged pupils whose specifi c learning diff erences impact on their language and communication skills.

Post 2: Full time Band 6 (equivalent) Specialist Speech and Language Therapist - Pro rata (35 hours per week, term time only)

This post would be suited to a dynamic speech and language therapist with experience in working with secondary aged pupils with specifi c learning diff erences. Your role will be to manage and provide direct therapy to a small caseload of pupils in individual and group sessions. Induction training, together with regular clinical supervision will be provided. We are a small friendly and supportive team with a wealth of knowledge and experience.

Stanbridge Earls School’s commitment is to the safeguarding and promotion of the welfare of the children in its care, therefore experience in working with children would be an advantage. Also the successful candidate will have to undertake an enhanced criminal record check via the Criminal Records Bureau (CRB).

For an electronic application pack please contact the Headmaster’s PA Mrs Andrea Cox (Tel: 01794 529405 / email: [email protected]) or if you would like more information please contact Mrs Alex Archer, Head of Speech & Language Therapy (Tel: 01794 529400 / 01794 529417). Informal visits are welcomed.

Closing date for applications: 15th October 2012

If you want to be challenged and rewarded you have to consider a move to Glenside, one of the country’s leading specialist neuro rehabilitation hospitals and care homes.

The Speech and Language therapy department is well established as an integral part of the Glenside team. This exciting new post carries the responsibility for developing a high quality rehabilitation service in the hospital, linking closely with colleagues working in a variety of rehabilitation settings across campus.

You will need experience of rehabilitation with patients with complex communication and swallowing diffi culties as a result of their neurological condition. Experience of team working and a goal focused approach is also essential.

Collaborative working across services will enable you to stretch your professional boundaries and provide you with opportunities to implement your innovative ideas and creativity.

Your contribution to inter professional training, peer support and development will be both highly valued and professionally rewarding.

Visits prior to application are strongly recommended.

Closing date: Friday 12 October 2012

For more information contact: Catherine Coates on01722 746855 or Email: [email protected]

SPEECH AND LANGUAGE THERAPISTSPECIALIST IN NEUROREHABILITATIONBand 6 (£25,528 – £34,189) or Band 7 (£30,460 – £40,157) depending on experience

www.glensidecare.com




SPEECH AND SPEECH AND LANGUAGE LANGUAGE THERAPISTTHERAPIST £27,612 - £29,521 – Term Time Only (39 Weeks per Year)£27,612 - £29,521 – Term Time Only (39 Weeks per Year)36 Hours Per Week36 Hours Per WeekRequired from January 2013Required from January 2013

Garratt Park School is a secondary 11 – 18 years special school catering for students who have mild/moderate learning diffi culties and additional complex needs. The school has a Resource Base, which supports students with Autism (ASD). Due to on-going success, Garratt Park School has expanded and continues to offer a wide range of exciting opportunities. In 2008, the school achieved Specialist School Status in Maths and Computing.

The school provides an Advisory Service to mainstream secondary and primary schools for students with ASD and/or Social Communication Diffi culties. A new teaching block as well as extensive improvements to the existing school have recently been completed.

We have an opportunity for an experienced clinician to join a high profi le Speech and

Language Therapist Department with clinical supervision provided. You will have delivered a Therapy Service within an educational setting and be skilled at working effectively training others and be part of a multi-disciplinary team. You should be a creative Therapist who is highly motivated, with excellent interpersonal and communication skills. You should also be a confi dent and skilled practitioner, looking to extend your clinical skills alongside other professionals committed to enhancing Language and Social Skills across the curriculum.

Your commitment to the belief that all children can do and learn, whatever their disabilities, is an essential requirement for this post. Experience and/or knowledge of working with children who have Special Educational Needs is essential.

For an information pack, including a Job Description and Person Specifi cation, please contact Janice Button at the school on 020 8946 5769 or [email protected] date: 12.00 p.m. Friday 19th October 2012Interview date: Wednesday 7th November 2012

Only short-listed applicants will be contacted

We are committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expect all staff and volunteers to share this commitment.

This post is subject to a CRB check. CVs are not accepted.

www.garrattpark.wandsworth.sch.uk

£28,128 - £35,787. Future potential up to £37,581This is an excellent opportunity to join our team at a very exciting time. RNIB Pears Centre for Specialist Learning serves youngsters aged up to 19 who have severe visual impairment and additional complex needs.We need an experienced Speech and Language therapist to further develop our work in supporting. communication, with additional skills in the management of dysphagia. This post involves working directly with the young people as well as training our staff to consistently support the young people’s identified needs. You must be a qualified Speech and Language Therapist with a post registration qualification in managing dysphagia. Flexibility, commitment, enthusiasm and a willingness to learn are also essential. Experience of working in this field would be highly advantageous.

Appointment is subject to an ISA Barred Lists and Enhanced Criminal Records Check.

Closing date for applications: 19 October 2012.

To apply (quote ref: 6208) visit www.rnib.org.uk/jobs to download an application pack.Committed to diversity. Reg. Charity No. 226227.

Specialist Speech and Language Therapist




Communicating at every levelThere couldn’t be a more rewarding home for your specialist skills than in our Early Help team, where you’ll be improving outcomes for children and their families.

Speech & Language Therapist£32,532 - £38,733 Ref: 2773

The role

We are looking for an enthusiastic, creative and committed individual to join our friendly and supportive team. The individual will clinically lead and provide a highly specialist speech and language therapy service with a specific focus on Autism Spectrum Disorder. You’ll help devise, implement and review comprehensive support programmes for children, their families and the Early Years settings across the Borough of Southwark that will include a Highly Specialist Speech and Language Therapy component.

You will work as part of a multi-disciplinary team alongside an Occupational Therapist, Educational Psychologist and Early Years Autism Officiers.

The requirement

The successful applicant will have excellent communication skills, be organised and committed to working collboratively and innovatively to promote the development of a pre-school population with a diagnosis of Autism.

Your specialist knowledge of assessment tools and practices and appropriate therapeutic interventions should be underpinned by evidence based practice relevant to autism. You’ll also have experience of delivering training to a range of audiences and contributing to policy and service development. The ability to make differential diagnoses based on evidence from assessment, reflect on auditory, visual and kinaesthetic aspects of clients’ communication and identify strategies to enhance communicative effectiveness will be vital.

The applicant will have a recognised Speech and Language Therapy qualification, and a registered member of the RCSLT.

Closing date 10 October 2012.

To find out more visit www.jobsatsouthwark.co.uk

www.jobsatsouthwark.co.uk

Put your signature on Hampshire

Speech & Language Therapists - SEN £32,553-£36,612 Term-Time Only (£36,921-£41,550 p.a. pro-rata) Either Winchester, Havant, Fleet/Basingstoke Local Offices 37 hours (Term Time Only) • Permanent • Ref: HCC1258554Nearly a million pounds has been made available to establish a highly specialist SaLT service which will provide our very young children and children and young people with special educational needs and disabilities with the start in life that they should be given.

In this post you will be responsible for the whole therapy cycle (from assessment to delivery) for children and young people presenting a range of communication difficulties and learning difficulties in Special Schools in Hampshire. You will be responsible for direct delivery and also work in a consultancy capacity to develop staff, enabling them to maximise children’s learning through meeting their communication needs.

Naturally you will be professionally qualified and registered in this field and hold a recognised SaLT degree qualification or equivalent. This will be coupled with significant post graduate experience as a therapist with children with severe and complex needs.

Given that this will be a new service, you will be able to show evidence of delivering an effective therapy service along with a commitment to continuous service improvement in a fast-paced multi-agency environment requiring a flexible approach to work with colleagues.

You will also need to meet the travel requirements of the role.

For an informal discussion please contact Diane K Smith on 01962 847463.

For more information and to apply online visit www.hampshirejobs.org.uk Alternatively, to request an application pack please call the Resourcing Centre on 0845 850 0184. Textphone users only can call free on 0808 100 2484.

Interview date(s): TBC. Closing date: 14 October 2012.

Diversity and inclusion form the basis of our success.




Put your signature on Hampshire

Significant investment has been made to establish a specialist Speech and Language Therapy (SaLT) service which will provide our very young children (some with disabilities) with the start in life that they should be given. We currently have the following vacancies:

Speech and Language Therapists - Children’s Centres £36,921 to £41,550 per annum East Hampshire 37 hours Permanent • Ref: HCC1258560

This exciting new post will develop, shape and manage this new service that will support children’s speech and language development within children’s centres and across the wider early years sector. This is an opportunity for an individual with vision and drive that builds upon the existing SaLT support within early years and which compliments the NHS SaLT service. You will be responsible for managing a team of therapy assistants.

Naturally you will be professionally qualified and registered in this field and hold a recognised SaLT degree qualification or equivalent. This will be coupled with significant post graduate experience as a therapist working with pre-school children. You will also need to have strong leadership skills and a commitment to working in partnership with key partners and parents to improve outcomes for children.

Speech and Language Therapy Assistants, 10 posts - Children’s Centres £23,343 - £26,277 per annum Countywide covering East and West Hampshire 37 hours Permanent • Ref: HCC1280036

In this post, you will develop and shape this new service that will support children’s speech and language development within children’s centres and the wider early years sector.

You will contribute to the assessment and support of individual speech, language and communication needs and deliver SaLT programmes for young children within children’s centres. This will include working with parents and other pre-school partners to ensure that outcomes for children are improved.

You will need to hold a recognised Level 4 qualification in a relevant area of work (e.g. early years, education or health). You will also need to evidence experience of working with young children with a variety of needs and their families, and an understanding of working with other key partners.

For an informal discussion about either role, please contact Sally Taylor on 07912 341 080.

For more information and to apply online visit www.hampshirejobs.org.uk

Alternatively, to request an application pack please call the Resourcing Centre on 0845 850 0184. Textphone users only can call free on 0808 100 2484.

Interview date(s): TBC Closing date for both vacancies: 12 October 2012

Diversity and inclusion form the basis of our success.

Speech & Language Therapist£29,802 - £34,556 pa pro rata

(dependent on experience, minimum band 6)

Craig y Parc School, Cardiff

Scope is a registered charity, number 208231

Are you innovative and do you like using technology in therapy? Do you seek to work in a holistic manner with other therapists? We are recruiting a Speech and Language Therapist to join our onsite therapy team at Craig y Parc School. We are a residential/day school for pupils aged 4-19 years of age, who have cerebral palsy and complex neurological conditions. The therapy department operates a strong inter-disciplinary service delivery, aiming for the students to achieve progressive independence through learning, practising and generalising skills across their waking day.

This role provides an opportunity to independently manage a fixed caseload of pupils, with access to a wide range of onsite therapy resources and personnel. Paediatric clinical experience is essential, along with advanced assessment and treatment skills.

We particularly welcome applications from disabled people. The successful applicant will be subject to an enhanced CRB check.

For further information, queries or to arrange an informal visit, please contact Annie Kingston, Head of Therapies on 02920 890397 or [email protected]

To apply please visit www.scope.org.uk/jobs

Closing date: 19 October 2012.




West Kirby Residential School Specialist SEN College & National Support School

Meols Drive, West Kirby, Wirral, Merseyside CH48 5DH

WKRS is a non-maintained special school for pupils with complex education needs, many with communication problems. There are currently over 80 co-educational day and residential pupils on roll aged 6-18. The school has achieved outstanding reports from OFSTED 2011 and holds Bronze Investors in People Status. Flexibility, humour and a willingness to go the extra mile are essential for all our staff to ensure a high standard of support for all our pupils.

Specialist Speech and Language TherapistEquivalent to Band 6 | 37 hours per weekWe require an experienced Therapist to join the Speech and Language Therapy department in this progressive school.You will work alongside an experienced clinical lead Therapist and a Band 6 Therapist, managing a varied caseload of pupils with complex special needs, therefore a keen interest in developing a holistic approach to therapy with young people who have social, emotional and behavioural difficulties is essential. The majority of pupils have a diagnosis of autism or Aspergers Syndrome and communicate verbally and therefore, experience of children with ASD and the therapy techniques associated with this client group, you will support staff with strategies and initiatives. Duties will also include providing training to school staff.We seek someone who can generate enthusiasm and develop the potential of pupils who may have experienced frustration during the early years of their education. You will be willing to contribute to other curriculum areas and extra curricular activities outside the department.In return, we offer excellent support from colleagues and staff; clinical supervision; commitment to CPD, access to internal and external training and opportunities for multi-disciplinary and multi-agency working.Application forms and further information can be downloaded from the school website: www.wkrs.co.uk or contact Mrs M P Josey, Head of Support Services at the school on 0151 632 3201. For an informal discussion or to arrange a visit please contact Nicky Tolley, Senior SALT.Closing date: Monday, 15th October 2012.The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to rigorous recruitment checks.

Registered Charity No. 207790. Limited Company Registered No. 200018

HIGHLY SPECIALIST SPEECH AND LANGUAGE THERAPIST (Early Years Complex Needs/Dysphagia) Band 7, full time, permanentHackney is a vibrant borough benefi ting from high levels of diversity, good multi-agency networks and strong investment.

An opportunity is available for a Highly Specialist SLT to join the network supporting young children with complex needs across 3 SLT locality teams that comprise the Hackney SLT Service. The post holder will hold a caseload of young children with dysphagia, ASD and/or complex needs, as well as specifi c responsibilities for pre-weaned and weaned populations in special care baby unit and the community.

Specialist clinical skills and a wealth of experience will enable provision of support and clinical supervision to less experienced SLTs. Other key responsibilities include contribution to student education, development of outcome measures and multi-agency pathways.

Applications are welcomed from SLTs with a broad range of skills and previous experience.

Bank SLT(varying grades, full or part-time ongoing opportunities) Enquires are welcome from SLTs with one or more years of experience.

Please express interest by fi rstly contacting Sally Hewett (SLT Team Manager) on 020 7683 4262.

The post closes at midnight on Sunday 14th October 2012. Applications should be via the NHS jobs website. Interviews are on Wednesday 24th October 2012.

DEx is a small charity that provides subsidised, holistic Early Intervention programmes for children with Down Syndrome aged 0 – 4. We are seeking an experienced and innovative SPEECH AND LANGUAGE THERAPIST, who has experience of working with young children with Down Syndrome, for 8 hours per week [includes contact and non-contact time] to work collaboratively with a small team that meet on Friday mornings at Golden Lane Campus, London EC1Y 8JA. You will work on a freelance basis in tandem with our established SLT in planning and delivering small group sessions and in supporting our 30+ families with assessment, support and carry over activities. The successful candidate will ideally have experience of working with children with Down Syndrome and be familiar with some of the evidence based approaches used with this client group. You will be a strong team player, confi dent, motivated and well organised.

Please contact [email protected] by 12th October for an application pack.

K

eep it s

im

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t: 020 7292 0730 e: [email protected]

www.piersmeadows.co.uk

Contact usfor locum SLT

Positions nationwide

WANT TO ADVERTISE?

Please contact Giorgio Romanoon 020 7880 7556 or email [email protected]

bulletin



ersonal refl ections y Child a Talker project

001_cover.indd 1 20/5/11 10:43:25

¬Working

with off enders

¬Postgraduate

diploma in palliative care

¬Identifying

undiagnosed dyslexia in

deaf children

May 2011 | www.rcslt.org


Money for study: the RCSLT is off ering members the equivalent of over £87,000 in CPD funding this year

001_cover.indd 1 18/4/11 11:18:54

July 2011 | www.rcslt.org


Be bilingual-be proud: recent speech and language developments in the fi eld of bilingualism

¬The Health

Professions Council re-registration

process for SLTs

¬Working with

adults in vegetative or minimally

conscious states

¬An educational fi rst

for SLT support workers in Scotland

001_cover.indd 1 20/6/11 15:36:32

Mirroring modernisation: adapting university training to meet service changes

September 2011 | www.rcslt.org


Parent–Child Interaction Therapy and children with SLI

¬Speech and language therapy in East Africa

¬The role of the SLT in rehabilitating patients with HIV

001_cover.indd 1 19/8/11 11:34:44

The Bulletin welcomes contributions written by members for members and these guidelines aim to help contributors write articles that are clear, accurate, interesting and easy to read.The RCSLT Bulletin is a professional magazine, rather than an academic journal. Our aim is to publish articles that are thought-provoking, enjoyable and of use to practising therapists and support workers. Please note: the Bulletin editorial team will edit all submissions selected for publication.

LETTERS TO THE EDITORA letter is the simplest way to communicate your opinion. Be brief and concise. Limit yourself to 250 words and focus on just one concept or idea. A lengthy letter is more likely to be discarded, or the editor will decide what information to trim to fi t the space available. Include your name, address, daytime phone number, your status and your place of work. Indicate clearly if you wish to have your name withheld from publication.

NEWS AND FEATURE ARTICLESIf you have been involved in an innovative project, undertaken research, won an award or held an interesting event, consider writing a news or feature article.News items can be brief (50-75 words) or up to 300 words (half a Bulletin page).Two-page feature articles are 1,200 words in length, including references. One-page articles are about 600 words. • Please write in an accessible style. Look at articles you and your colleagues have enjoyed reading. • Never use a long word if a short one will do. Sentences of more than 25 words are hard to read, so try to split them up.• It is okay to be personal. For example, if you are writing about your own practice, say ‘I’ rather than ‘the author’ or ‘the present post-holder’.• Spell out abbreviations the fi rst time you use them. For example, Picture Exchange Communication System (PECS).• Avoid jargon or explain it: not all your readers will be specialists.• Avoid the passive voice. For example, if

you write, ‘A decision was made not to assess patients over 60 years old’, the obvious question (and one which the editorial team will ask you) is, “Who made the decision?” Better to write, “The multidisciplinary team made a decision not to assess patients over 60 years old.”

PHOTOGRAPHYWe welcome photographs, but they must be clear and of good quality and you must obtain written consent to publication from patients or carers. Remember, the Bulletin is available online to members and written consent must acknowledge this. Send hard copies of photographs by post or email high resolution (300 dots per inch) JPEG fi les. Photographs taken from websites are too low in resolution to print in the Bulletin. We cannot use scanned images from books and magazines for copyright and technical reasons.

HOW TO REFERENCE

The Bulletin uses the author/date system. References in the text should cite the author/s names followed by date of publication, in date order, eg (Chalmers 2004; Barnett and Renior 2003; Quillan et al 2001). Page numbers should be given in the text for all quotations and paraphrases (eg Smith 2004, pp.26-27). Where there are three or more authors, the fi rst authors’ name followed by et al will suffi ce. Provide a reference list should in alphabetical order of fi rst authors’ names. All references should be to primary sources. Publications listed in references should follow the format below:Author’s name. Article title. Book or journal. Publisher (for books). Date. Volume number; pages.

FOR EXAMPLE: Beitchman J. Seven year follow-up of speech-impaired children. Journal of Child Psychology 1996; 37, 961-970.Copley B, Forryan B. Therapeutic Work with Children and Young People. London: Cassell, 1997.

SUBMITTING YOUR CONTRIBUTIONIt is a good idea to contact the editor before submitting a news or feature article. Do not

submit the same article to other magazines or journals at the same time, and do not submit an article that has already been submitted to another publication. If you have written a diff erent article on the same topic for another magazine, please discuss this with the editor. Send articles by email and include your postal address and a phone number.

COPYRIGHTThe RCSLT retains the copyright of any article accepted for publication. We normally permit re-printing, with due acknowledgement, by not-for-profi t organisations, but please contact the editor fi rst.

WHAT CAN YOU EXPECT FROM US?We will attempt to publish your news piece or letter in the next available publication. We will acknowledge receipt of your feature article within one month and will inform you whether it has been accepted within six to eight weeks. If your article is accepted, the editor will contact you with queries either when accepting it or at a later stage when doing detailed editing. We usually publish feature articles within six months of receipt. If we do not accept your article, we will off er suggestions for alternative publication.

SEND YOUR CONTRIBUTIONS TO:The Editor, RCSLT, 2 White Hart Yard, London SE1 1NXemail: [email protected],tel: 020 7378 3004

Developing interview skills for adolescents with communication disorders

November 2011 | www.rcslt.org


¬The Giving

Voice Awards

¬Giving Voice:

next stop local

¬Improving

postoperative dysphagia care

001_cover.indd 1 24/10/11 11:36:42

Giving Voice: Reporting on your mass mobilisation events in London, Edinburgh and Cardiff

December 2011 | www.rcslt.org


¬Promoting value added therapy

¬Documenting dysphagia recommendations

¬What to do if you are the subject of an HPC complaint

001_cover.indd 1 18/11/11 15:36:20

VOLUNTEER

FURTHER TRAINING

GO

ING PART TIME

STAY S

UPP

OR

TE

D

SUPPORT ROLES

Kicking off your career: useful advice to new graduates looking for their fi rst post

August 2011 | www.rcslt.org


¬Early years’

workers and auditory

comprehension

¬Using multimedia

devices to promote communication with

children with ASD

¬Developing

stammering services in

Bangladesh

001_cover.indd 1 19/7/11 09:23:53

Writing for thebulletin

Write for Bulletin FP.indd 1 14/12/11 08:49:10BUL.10.12.032.indd Sec1:15BUL.10.12.032.indd Sec1:15 19/09/2012 11:5819/09/2012 11:58


QUICK LOOKDATES

Picture Exchange Communication System (PECS) TrainingPECS Basic Training: Newcastle, Glasgow, Northampton, Manchester, London, Bristol, Canterbury, Birmingham, Liverpool plus more. Teaching critical communication skills: London. For all training dates/information, Pyramid Educational Consultants. Visit: www.pecs.com, tel: 01273 609 555

17 October, Reading adult videofluoroscopies: introductory courseAn introduction to the interpretation of videofluoroscopic images in the diagnosis and treatment of adults with acquired dysphagia. Christina Smith, UCL. Cost £130. Tel: 020 7679 4204. Email: [email protected]. Visit: www.ucl.ac.uk/psychlangsci/students/professional/class23 October, Words are not enoughDeveloping pragmatic communication skills in deaf children @The Ear Foundation. Part 1: The importance of social communication. Part 2: 3-13 years old or ‘From storytelling to sarcasm’. Email: [email protected]

Talking Mats training25 October/22 November, Stirling; 9 November, London; 28 November, Newcastle; 29 November, Dublin. These trainings explore the potential of this communication framework in depth. For further information contact Talking Mats. Visit: www.talkingmats.com, email: [email protected] or tel: 01786 479 511

26-27 October, LSVT LOUD training and certification workshop, Oslo, NorwayEvidenced-based voice treatment for Parkinson disease with application to adults and children with neurological conditions. To register, visit: www.lsvtglobal.com. For information, email: [email protected]. “The best conference I’ve participated in – ever.”

1-2 November, LSVT LOUD training and certification workshop, NewcastleEvidenced-based voice treatment for Parkinson disease with application to adults and children with neurological conditions. To register, visit: www.lsvtglobal.com. For information, email: [email protected]. “The best conference I’ve participated in – ever.”

6-7 November, Feeding disorders conference, LondonA multidisciplinary conference on feeding and eating in childhood and related disturbances, with emphasis on research and clinical

practice developments relating to developmental, systemic and bio-behavioural issues. Booking: www.ichevents.com, email: [email protected], tel: 020 7905 2675

8 November, Voice Clinics Forum 2012Topics: Actively promoting and protecting multidisciplinary voice clinics; preparing a business case; update on the BLA; Voice clinic training for ENT, SLT and singing teachers; voice clinics questionnaire - preliminary results. University Hospital of South Manchester, Wythenshawe. Further information: www.britishvoiceassociation.org.uk (Events Diary)

9 November, Informing the audiologist @The Ear Foundation. With Josephine Marriage – a new checklist designed for you to work best with your audiologist to get the best for your child. Revise speech acoustics and sharpen your observational skills. Email: [email protected] November, Makaton: Enhancement, MidlandsConcentrates on improving and developing participants’ signing and translation skills. Practical sessions supported by lectures looking at how to adapt communication. Visit: www.eg-training.co.uk, tel: 01530 274 747

Elklan total training package for 5-11s Equips SLTs and teaching advisers to provide practical, accredited training to education staff and SLTAs. 12-13 November London; 3-4 December Dublin; 4-5 March, Salford. Therapist £425; teacher £325. Contact: 01208 841 450, email: [email protected] or visit: www.elklan.co.uk

Elklan total training package for 11-16s Equips SLTs and teaching advisers to provide practical, accredited training to staff working in secondary school settings and SLTAs. 12-13 November, London. 7-8 March, Salford. Teacher/therapist teams welcome. Therapist £425; teacher £325. Contact: 01208 841 450, email: [email protected] or visit: www.elklan.co.uk

14-15 November, Understanding commissioning and competitive tendering, including AQP for practitioners and managers of servicesTwo one-day courses or attend both with 10% discount. Tutors: Marie Gascoigne, Michelle Morris and Emma Jordan. NCVO London. Visit: www.bettercommunication.org.uk for booking form and course outlines

15-16 November, London. Elklan total training package for children with complex needs

Equips SLTs and teaching advisers to provide practical, accredited training to support communication in children with more complex needs. Covers pre-intentional to early intentional communication skills. Teacher/therapist teams welcome. Therapist £425; teacher £325. Contact: 01208 841 450, email: [email protected] or visit: www.elklan.co.ukElklan total training packagefor under-fives Equips SLTs and teaching advisers to provide practical, accredited training to staff working in Early Years. 15-16 November, London; 4-5 March, Salford. Teacher/therapist teams welcome. Therapist £425; teacher £325. Contact: 01208 841 450, email: [email protected] or visit: www.elklan.co.uk

16 November, SPLD SIG (Dyslexia)Study day. ‘Understanding dyslexia as part of the bigger picture’. Speakers include: Victoria Joffe, ‘Helping children in secondary school’; Valerie Muter – ‘Co-morbidity’; Fin O’Regan; Behaviour and learning expert, ‘No two children are the same’. Institute of Materials, Carlton Terrace, SW1 5AF. Members £80; non-members £95. Email: [email protected]

17 November, VCN UK, LondonMaking sense of singing for everyone with Frankie Armstrong. Playful, vocal exploration, through speech and song. Developing expressive spoken voice and vocal confidence. Places limited. Contact the VCN. Email: [email protected], tel: 01926 864 000

19 November, Medico-legal Training, Manchester

Unique opportunity to ensure your expert witness report is properly written and robust for presentation to court and learn how to present your expert opinion in court. Medico-legal SIG members £150; non-members £185 (includes lunch and refreshments). Email: [email protected]

23 November, Implantable Devices 2012: The State of the Art - The Ear Foundation annual conferenceTHE forum to hear the very latest research and practice on implantable devices from a faculty of international experts and leaders in the field. Email: [email protected]

Elklan total training package for verbal children with ASD This course equips SLTs and teaching advisers to provide practical, accredited

training to those supporting verbal children with ASD. Covers a range of strategies and approaches. 5-6 December, Dublin; 7-8 March, Salford. Therapist £425; teacher £325. Contact: 01208 841 450, email: [email protected] or visit: www.elklan.co.uk

6 December, Afasic - Voice for Life Bristol, UWEMajor free SLCN event for professionals, parents and young people. More than 30 workshops presented by national organisations and local agencies, plus an exhibition and schools activities. Visit: www.afasicengland.org.uk or email: [email protected]

21-22 January, Adult apraxia of speech - evidence based therapy approaches and case study workshopProfessor Nick Miller leads two-day, practical workshop reviewing evidence-based therapy for apraxia of speech. Video case studies of therapy in practice, opportunity to review your own case studies with the group. Northwick Park Hospital. £230. Email: [email protected], tel: 020 8869 2808

25 January, British Association of Paediatricians in Audiology London ConferenceSchool Of Oriental and African Studies, University of London, Russell Square London. RCSLT members £55. Enquiries, email: [email protected]. Further information, visit: www.bapa.uk.com

6 March, Cervical auscultation course Run by Quest Training. A practical, skills-based course to be held in Birmingham. £130. Further information from the website, www.quest-training.com or contact Jo Frost, tel: 07904 981 462, email: [email protected]

11-14 March, Paediatric/ALD dysphagia course Run by Quest Training. This four-day taught course, plus work based learning, develops skills and competence in dysphagia assessment and management. Birmingham. £535. Further information from the website, www.quest-training.com or contact Jo Frost, tel: 07904 981 462, email: [email protected]

11-12 June, TalkTools: Sensory Feeding, ManchesterA step-by-step approach to teach your most challenging clients tolerance of touch, enabling them to learn to eat and develop appropriate oral-motor movements. Visit: www.eg-training.co.uk, tel: 01530 274 747

BOOK YOUR QUICK LOOK DATE TODAYIncrease the potential of your course or event by advertising in the RCSLT Bulletin Quick Look Dates section. A Bulletin survey* shows 79% of readers have attended a course advertised in these pages.

Contact Giorgio Romano to book your advert. Tel: 020 7880 7556 or email: [email protected]

Terms and conditionsPayment must be received by Redactive Media before we can publish your Quick Look Date advert. Advert textwill be edited for consistency. Enhanced coloured boxes: the editor will determine the box colour.

BUL.10.12.033.indd 33BUL.10.12.033.indd 33 19/09/2012 12:0519/09/2012 12:05


what I could show them, the aim of every session being to show the parents something they didn’t know their child could do and for the parents to be the ones to elicit it.

December 2011 and the opportunity to move jobs and cities, to take up the role of education programme coordinator at Th e Ear Foundation, a charity that supports adults and children who use hearing technology. Out of my comfort zone, I was required to draw on clinical knowledge in a new way, consider adults as learners, design and deliver courses on all aspects of deafness, draw together experts in their fi eld, learn about marketing and design online learning. Not wanting to completely stop working directly with children and their families, I established an independent practice, Th e Auditory Verbal Lounge.

Th e ethos of continued professional development in our profession has enabled many of us to be skilled for roles much wider than, ‘someone who works with adults and

children with a wide range of communication and swallowing diffi culties’. However, there is now little funding for external training programmes and even the once safe specifi c interest group meetings – so vital for sharing of good practice – are being hit by employers who are refusing time or funding for travel.

I will be the fi rst to admit every career path involves an element of good luck and being in the ‘right time at the right place’, but it also involves commitment from employers to grow professionals long after the fi nal day of university. With all departments feeling the squeeze, reducing funding for continuing professional development is all too easy a target. ■


For further information ◉ www.earfoundation.org.uk◉ www.auditoryverballounge.co.uk◉ www.avuk.org

“Every career path involves commitment from employers to

grow professionals long after the fi nal day of university”

OCCUPATION: PROGRAMME COORDINATOR, THE EAR FOUNDATION

As a graduate SLT, I got my ‘grounding’ through working for fi ve years as a paediatric community therapist in Sandwell,

a highly diverse area with many bilingual families and areas of high social deprivation. It was here that I began to develop my interest in children with hearing loss. I was encouraged to spend time at the local cochlear implant programme, observing sessions and being given time for the discussion and refl ection so key for changing practice. When a post became available at the cochlear implant programme, I decided to apply. Along with the job, came the need to commit to an ongoing training programme to become a certifi ed auditory verbal therapist.

Auditory Verbal Th erapy is a parent-centred approach that enables children using hearing technology to maximise use of their hearing to develop spoken language in the most natural way, through listening. Th e training to become certifi ed takes a minimum of three years. With the need to receive 60 hours of formal instruction on courses, a mentor throughout to provide guidance on therapy, and the need to study for the fi nal four-hour exam, there was huge commitment from both my employer and myself.

Working at the paediatric cochlear implant programme in Birmingham off ered me the opportunity to see families every two weeks for two years following implantation. My initial training as an SLT had made me highly diagnostic, with the expectation that clear goals could be set for communication development. It had trained me mostly as an assessor and an adviser and often what I had seen for parent guidance involved modelling and ‘handing’ over an activity. Training as an auditory verbal therapist and supporting families on such a regular basis brought a remarkable change in my practice. It was no longer about what I ‘told’ parents, but about

MY WORKING LIFE

Lyndsey

Allen

Lyndsey (left) with her mentor Elizabeth Tyszkiewicz. Taken in 2008 during an Auditory Verbal Therapy training visit in Pakistan

034_workingweek.indd 34034_workingweek.indd 34 19/09/2012 11:3719/09/2012 11:37


RCSLT Finance & Organisational Resources Board (FORB) vacancy

This is an excellent CPD opportunity that will enable you to broaden your professional skills, contribute to the running of your College and safeguard the future of your profession.

As a member of FORB you will be part of the governance of the RCSLT, which will take you into the areas of fi nance, investments, HR, IT, contracts, performance management and facilities. You will also be able to develop a greater understanding of RCSLT’s activities – skills that you can then apply to engage with members through your own professional networks. You do not need to be a professional expert in any of these fi elds, but you do need to be able to assimilate information, think strategically and have a willingness to make decisions on behalf of College.

The Board meets for a day four times a year, in London, and you will be required to attend an induction day within six months of joining the Board. You will need to set aside time to read Board papers and to respond to occasional issues by email. Further training will be given as required.

The initial term of offi ce is for two years with the possibility of a further two years. Travel and accommodation expenses are met by College.

For details, email: jo.off [email protected] or tel 020 7378 3007 for an information pack. The deadline for completed applications is 19 November 2012.

The FORB terms of reference are on the RCSLT website. Visit: www.rcslt.org/about/howwearerun/rcslt_boards

J0in the RCSLT Policy& Public Aff airs Board

The RCSLT’s Policy and Public Aff airs Board is responsible for strategic management and policy development, and activities related to UK and devolved government policy.

Five positions now available on the Board:

• Three open vacancies• One vacancy for Wales• One for Scotland

You will join the board for two years initially and the estimated time commitment is about eight days per year. Boards meets three/four times annually, usually at the RCSLT headquarters in London. The other time is for preparing for meetings, attending an induction day, and attending other RCSLT events, eg conferences/AGM/launches.

For details, email: jo.off [email protected] or tel 020 7378 3007 for an information pack. The deadline for completed applications is 17 October 2012

Visit: www.rcslt.org/about/howwearerun/rcslt_boards

Play your part and enhance your CPD experience



Are your patients finding effectivemedicines hard to swallow?

Swallowing difficulties can affect 70 to 90% of olderpeople.1 So, many of your patients over the age of 60may be having trouble swallowing tablets andcapsules.2 It may not have crossed your mind to askthem, and they probably won’t tell you! So what couldbe happening to the medication you prescribed?

Some may not be taking it at all, meaning repeatvisits to you or even worse, potential hospitalisation.3

In fact 30% of emergency admissions amongst olderpeople are related to medication (including non-compliance and omission of drugs) and more than50% of these are preventable.4

Others may try to comply by crushing tablets oropening capsules, unknowingly changing thepharmacokinetics. This might render the medicineinactive, or as in the case of sustained releases tablets,deliver the whole dose at once risking a potentialincrease in Adverse Drug Reactions.5,6

There is a simple solution. Guidelines recommendthat you should ask your patients if they can swallowmedicines. If they can’t, you could consider prescribingan alternative formulation, like an oral liquid.7

For more information on this topic visitwww.rosemontpharma.com

The source of liquid solutions.

Rosemont®

Rosemont Pharmaceuticals Ltd. Rosemont House, Yorkdale Industrial Park, Braithwaite Street, Leeds LS11 9XE T +44 (0)113 244 1400 F +44 (0)113 245 3567E i n f o d e s k @ ro s e m o n t p h a r m a . c o m S a l e s / C u s t o m e r S e r v i c e : T + 4 4 ( 0 ) 1 1 3 2 4 4 1 9 9 9 F + 4 4 ( 0 ) 1 1 3 2 4 6 0 7 3 8 W w w w. ro s e m o n t p h a r m a . c o m

Adverse events should be reported. Reporting forms and information can be found at www.mhra.gov.uk/yellowcard Adverse events should also be reported to Rosemont Pharmaceuticals Ltd on 0113 244 1400.

References: 1. Kelly J, Wright D & Wood J. Medicine administration errors inpatients with dysphagia in secondary care: a multi-centre observational study.Journal of Advanced Nursing 2011; 67(12): 2615-2627. 2. Strachan I & Greener M.Medication-related swallowing difficulties may be more common than we realise.Pharmacy in Practice 2005: 15: 411-14. 3. Greener M. JME 2006; 9: 27-44. 4. Chan M,

Nicklason F and Vial JH. Adverse drug events as a cause of hospital admission in theelderly. Internal Medicine Journal 2001; 31: 199-205. 5. Wright D. Medicationadministration in nursing homes. Nurs Stand 2002; 16(42): 33-38. 6. Bonner MC. Thefacts about administering medicines in altered forms. NRC 2002; 4(12): 568-571. 7.Consensus guidelines for the treatment of dysphagia. http://www.eguidelines.co.uk


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