NHS and Independent Speech therapists: Working together

In a previous post I discussed the differences and similarities between NHS and Independent therapists, and the importance of collaboration. But what does collaboration mean?

Collaboration means to work jointly together. Therefore, any example of people working together could be described as collaboration. But what does that mean for Speech and Language Therapists (SLT’s) and their clients?

A SLT may collaborate with a colleague i.e. another SLT, or SLT Assistant; when planning a language group together. A SLT may collaborate with a Health Visitor or GP when concerns are shared about a particular child in their care. Or, a SLT may work with a teacher or Teaching Assistant to set goals for a child in the classroom. Often, these ‘relationships’ can be short-lived; or sometimes they can be long term i.e. when working within a residential school setting. However, the main outcome of these collaborative relationships is that the client remains the centre of professionals focus. Any outcomes set for these children or adults should be client centred. 

A client-centred approach was first thought of by Rogers in the 1940’s. With this approach the SLT and the client and their family/carers work together to achieve change; the SLT becoming a facilitator and working in partnership with the client and their family and carers.  This partnership then enables SLT’s to develop trust and empathy so that clients and their families, carers, teachers etc. feel empowered.

I would also like to highlight that SLT’s are there to promote a positive change, not necessarily a cure. As, ‘cure’ is determined by an individual’s standards and beliefs about what is normal! Therefore an SLT will aim to offer help and advice appropriate to their clients’ needs, to enable them to attain the best quality of life they can be expected to achieve. This is not only challenging for the SLT but for parents, carers, families etc.

At Small Talk SLT Ltd we always strive to ensure that goals are appropriate to our clients needs. We are also very lucky to have the time and resources available to collaborate effectively with our clients and their families; and other professionals where appropriate.

Georgina White

Been busy

We've not posted in a while as we've been so busy this month that we haven't had time to write about it! What have we been doing? Well........

• Weekly Targeted sessions in nurseries and children's centres in Stafford, South Staffs, Lichfield, Burntwood, East Staffs and Tamworth areas
• Universal sessions in Children's Centres in Lichfield, Burntwood, East Staffs and Tamworth including Chatter Tots, Stories and Songs and Baby Talkers
• Bookstart in Stafford for families of toddlers 12m to 3 years
• Early Words Together in South Staffs, Lichfield and Burntwood. This is a new project from the National Literacy Trust for families of children aged 2 -5 years
• The Transition project in Tamworth: a really exciting initiative to help children and families plus network with nurseries and schools
• Various specialist assessments and reports for second opinions and tribunals
• Assessing children for a new channel 4 programme by Maverick TV called 'Born this way?'
• Specialist assessment and therapy in a secure mental health unit
• Individual and group therapy sessions in schools, children's homes and nurseries
• Therapy sessions for the LEA
• Training including Elklan 'working with under 3s' ideal for think two staff. It's accredited at level 2 or 3. We've also been running signing workshops and practical sessions on developing language through play in local nurseries.
• Plus taken on 20 new referrals in March

Erm... I think that's all!

Thank you very much to the team for all their hard work and dedication

We'll update progress on each shortly!

AFASIC: help and support for parents

Listen to Abby's story as she talks about her early childhood and the frustrations she felt by not being able to express herself and to understand others. There's lots of helpful advice for parents on the AFASIC website http://www.afasic.org.uk/

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NHS vs Independent Speech and Language Therapy: what's the difference?

We are often asked about the differences between NHS and independent or private speech and language therapy. Georgina White explains more: 

Similarities:

·         Independent and NHS Speech and language therapists (SLTs) both have to be registered with the Health and Care Professions Council i.e. all SLTs have to complete registered training and are committed to ongoing professional development.
·         All SLTs follow the same standards and ethics
·         All SLTs should be committed to multi-disciplinary team working i.e. working in collaboration with teachers, other health professionals; including other SLs
·         SLT’s are committed to continuing professional development, so many are trained in specialist areas of communication difficulties.

Differences:

·         The main difference between these two services is time! Typically, independent therapists offer immediate appointments for assessment; followed by therapy if required.
·         As independent therapists have more time available, they are able to offer more flexibility; especially in terms of where and when they can see clients. Often independent therapists prefer to see their clients, especially children at home; as this is where they are typically more comfortable.
·        However, time and flexibility comes at a cost as independent therapists charge for their time and experience.

Despite any differences or similarities in the SLT services, collaboration is vital. At Small Talk Speech and Language Therapy Ltd, we take great pride and consideration in involving all other professionals in a clients care pathway. We will work closely with other NHS SLT’s involved with our clients so that we can be sure that we are aiming for the same goals, and that families and clients can get the continuity of care they deserve, when and where possible.

Georgina White

www.private-speech-therapy.co.uk   0844 704 5888

Early Words Together:coming together nicely

The Early Words together project is in full swing at the Lichfield and South Staffs Children's Centres now. It is a superb new initiative from the National Literacy Trust to help families develop their skills in order to help their children at home. Studies have shown that parents are a huge influence on children's educational success, so if they can help from very early on, it will have a knock one effect to school progress and beyond. The NLT call it the 'home learning environment' or HLE.

The 6 week programme looks at the importance of sharing books, how nursery rhymes are  still important, mark making, choosing stories and also includes a visit from the library staff.

Many people think that libraries are quiet places where children should be seen and not heard but in fact, they actively encourage families. The library staff use puppets to show children the positives of joining the library so they can have access to new books every week.

The feedback from the families so far has been very positive, 'I think its really useful to know about these things,' said Anne-Marie, mum of 2 pre-schoolers. The sessions will be fully evaluated both internally and externally as part of a pilot project running until next March. If successful, it will be run nationwide.

Attention!!

I was talking to someone last week about the importance of attention for any form of learning but especially learning for language development. They hadn't heard about the levels of attention to which speech and language therapists constantly refer, so I thought I'd do a quick summary:

There are 6 stages of attention which were identified in the 1970s by Cooper, Moodley and Reynell. No-one has improved on these but the age for the stages are now questionable so that very few children now go to school with mature attention.

ATTENTION CONTROL  - developmental stages (Cooper, Moodley & Reynell)

(All age levels are approx)

Stage 1:  DURING FIRST YEAR                                                                   

Extreme distractibility. Child’s attention held momentarily by whatever is the dominant stimuli

Stage 2: SECOND YEAR

Inflexible and rigid attention- child can concentrate for some time on a task of his/her own choice but cannot tolerate adult intervention. Attention level is better where the activity is one of his/her own choosing

Stage 3: THIRD YEAR

Single-channelled attention, but becoming more flexible. With adults help can focus attention. Child can transfer from his task to adult’s direction and back to the task. Attention is still adult directed making it necessary for the teacher, to ensure she has the child’s attention before giving instructions.

Stage 4: FOURTH YEAR

Still single Channelled to one task but the child can now transfer spontaneously. Moves gradually to the stage where she only needs to look at the speaker if directions area are difficult to understand

Stage 5

Two-channelled attention. Where the child is now able to attend to a verbal instruction in relation to the task without actually looking at the adult. Attention can only be sustained for short periods of time.

Stage 6

Mature school entry level. Where integrated attention is well established and well sustained N.B May see fluctuating levels depending on environment, task complexity or health

Many year 6 teachers will be shouting that their children cant keep level 6 for long. We live in such a visually dominant world that auditory stimuli can be harder to deal with. We need to know what level a child is performing at so we can tailor acitivties accordingly and also help to move them to the next stage.

Many children with speech, language and communication difficulties have problems with attention and listening so we may work on this before anything else.

Reasons, means and opportunities: choice making opportunities

Children will not develop language without a reason, a means and an opportunity. One of the best ways a parent can give the opportunity to communicate is by offering choices.

It sounds a really simple thing to do but it helps  children understand that they can use language to have an effect on the world around them. Once they see they can have an effect or see the power of using language to help them to get what they want, this is powerful motivation. A motivated child will communicate more and in turn learn more skills. Even children with no spoken language can be taught the power of choice making by pointing.

To help your child make more choices try the following ideas:

 Develop the habit of offering choices as often as you can,  wherever possible.    

Choices can include:

§  which piece of fruit eg apple or banana

§  Which drink to eat eg water or juice

§   which cup to use eg green or red

§  Which book to read eg Grufello or Squash and a Squeeze

§  Which DVD to watch

§  Which toy to play with. If toys are freely available they don't need to request one, if they're up high, they have to request so its better for developing communication. Unfortunately for communication development, nurseries have to allow free choice now so they don't always have the scope that you do at home.

This simple change can have a big effect! Try is today!