Post on 16-Oct-2021
May 2006 • Issue 649
The official magazine of the Royal College of Speech & Language Therapists
The online CPD diary goes live
may o6 Master cover 21/4/06 4:39 pm Page 1
Royal College of Speechand Language Therapists2 White Hart Yard, London SE1 1NX
Telephone: 020 7378 1200email: bulletin@rcslt.orgwebsite: www.rcslt.org
President Sir George Cox
Senior LifeVice President Sir Sigmund Sternberg
Vice Presidents Simon Hughes MPBaroness JayBaroness Michie
Chair Sue Roulstone
Deputy Chair Rosalind Gray Rogers
Hon Treasurer Gill Stevenson
ProfessionalDirector Kamini Gadhok
Editor Steven Harulow
Deputy Editor Annie Faulkner
Publications Editor Sarah Gentleman
MarketingOfficer Sandra Burke
Publisher TG Scott(A division of McMillan-Scott plc)
Design Courts Design Ltd
Disclaimer:The bulletin is the monthly magazine of the Royal College of Speech and LanguageTherapists.The views expressed in the bulletinare not necessarily the views of the College.
Publication does not imply endorsement.Publication of advertisements in the bulletin isnot an endorsement of the advertiser or of theproducts and services advertised.
C O N T E N T S
COVER STORY:
The RCSLTonline CPDdiary goesliveSee page 9 for details
May 2006 • Issue 649
Cover: Getty Images
4 Editorial and letters
6 Obituaries: Mary Pletts, Eileen Gent and
Heulwen Ebsworth
8 News: Conference provides launch pad to success;CPD online diary goes live; NICeST offers library services to RCSLT members; New CRM Head joins RCSLT team; and more.
14 Debbie Smart investigates the reasons why students choose a career in healthcare
16 Jacqueline Pogue and Margery Johnston discuss a sensory integration approach used with an adult with hypoxic brain injury
18 Anna Volkmer describes how she took advantage of the
multidisciplinary team in counselling a family affected by aphasia
20 Reviews: The latest books and products reviewed by SLTs
21 Any questions: Your chance to ask your colleagues and share
your knowledge
22 Opinion piece: Anne Thomas explains why the ending of the Communication Aids Project will leave many children without a voice
27 Specific Interest Groups: The latest meetings and events around the UK
Contents May 21/4/06 4:40 pm Page 1
bulletin May 2006 www.rcslt.org4
editor ia l & let ters
L E T T E R S
Bulletin thrives on your letters and emails
Write to the editor, RCSLT, 2 White Hart Yard,
London SE1 1NX
email: bulletin@rcslt.org
Please include your postal address and telephone number
Letters may be edited for publication (250 words maximum)
I don’t know if it’s just me, but theRCSLT just doesn’t seem to standstill these days.
This month for example, we’re proud to launch two
new major products, both the result of many
months of planning and implementation, and both
designed to support the speech and language
therapy community.
We have now officially launched the RCSLT’s
online CPD diary. This impressive tool will help
you record all your CPD activities and reflections
on learning on an ongoing basis.
The diary aims to minimise paperwork and save
you valuable time. It will also align your CPD to the
Heath Professions Council (HPC) and the
Knowledge and Skills Framework (KSF) processes.
Register for the diary via the RCSLT website
(visit: www.rcslt.org/cpd).
We are also launching Communicating Quality 3
at the Realising the Vision conference in Northern
Ireland on 12 May.
As many of you will know, the RCSLT held a
major consultation exercise for CQ3 towards the
end of 2005. Kath Williamson deserves great credit
for the way she has worked tirelessly to turn around
your comments into a fine final product in a
remarkably short timeframe.
Kath will be at the conference to launch CQ3 and
will be joined by myself and other members of your
RCSLT team.
We look forward to meeting as many members as
possible during what will be a busy and interesting
three days.
For those of you unable to attend, we will
produce a full conference write up for a summer
Bulletin.
Steven Harulow
Bulletin Editor
email: bulletin@rcslt.org
A time for innovation
PECS: difficulties withimplementationRecent letters in Bulletin (March 2006,
p5-6) have highlighted the differing
opinions on the Picture
Communication System (PECS) as a
functional communication system.
We want to put forward our
concerns, not about its efficacy, but the
difficulties we are currently
encountering in implementing it
effectively in mainstream and non-
maintained nurseries.
Far fewer children with complex
communication needs are entering
special schools/units in our locality.
‘Inclusion’ is forging onwards with what
seems little consideration for the
training needs of practitioners in early
years settings.
Fortunately, our team already had a
strong, joint partnership approach with
the early years education team before
the impact of inclusion. Both teams
have been pro-active, not reactive.
Training had already been established
on total communication, increasing the
knowledge, and thus the skills and
confidence of practitioners in speech
and language issues.
Our ongoing concern is how to
establish more effective means of
developing PECS outside special
schools and into early years settings.
Factors affecting our progress are:
many support staff have no
qualifications or experience with
children with complex needs; nursery
staff can be transient, both within
nursery and beyond; the high adult-to-
child ratio necessary for establishment
of PECS stages 1 and 2; general
misinterpretation of use of PECS
resources and confusion with other
visual support material; and parallel
training to parents.
We are reviewing our current
practice to address some of the above
factors – though most are not within
our control.
Other strategies demonstrated have
met with more success, eg Makaton,
visual aids, Hanen programmes.
Maybe the successful introduction of
PECS is one training demand too many
for these settings? How effective has the
‘mainstreaming’ of PECS been for other
colleagues?
Jo Clarke, Kay Wells, SLTs
Elaine Roberts, speech and language
therapy associate practitioner
Cheshire West PCT
Email: Jo.Clarke@cahc-tr.nwest.nhs.uk
Letters-Ed 4-6 21/4/06 4:40 pm Page 4
www.rcslt.org May 2006 bulletin 5
editor ia l & let ters
L E T T E R S c o n t i n u e d
No ‘one size fits all’ approachI read with interest Neil Stevens’ article
(‘Beyond autism: the Picture Exchange
Communication System’, Bulletin, January
2006, p12-13), and the subsequent letters
(Bulletin, March 2006 p5-6).
I agree with the writers of the letters
‘PECS has benefits’ and ‘PECS is no
panacea’, that PECS is a useful tool for some
individuals, but that we should be
promoting a multimodal approach to
communication.
I co-wrote an article ‘Functional
Communication: the impact of PECS’
(Speech and Language Therapy in Practice,
Autumn 2003) that reinforces the points
raised.
The article evaluates the effectiveness of
the implementation of an entire PECS
environment within two classes in a special
school catering for pupils with autistic
spectrum disorders.
It looks at the impact on the frequency,
function and methods of the pupils’
communication, as well as the amount of
support they required to achieve this.
The pupils did make good progress with
the use of PECS, but the most striking
finding was that they were communicating
more effectively using a range of
approaches and, often, using the form of
communication that was most appropriate
to the individual situation.
This cannot be credited solely to the use
of PECS, but also to the opportunities for
communication embedded in the classroom
environments.
Neil Stevens’ article does not highlight
the vital role of the communication
environment when implementing PECS. In
fact, he seems to imply that an individual
with learning disabilities can move through
the initial phases of PECS in one session.
He makes no reference to the fact they need
plenty of opportunity to practise these skills
in their everyday environment as the
research indicates.
Therefore, although I agree that PECS
has a place in developing communication
and the principles of its implementation are
extremely useful, we need to tread with
extreme caution when suggesting that it is a
‘one size fits all’ approach.
As SLTs we should be advocating the
facilitation of a wide range of approaches
tailored to meet the needs of the individual
concerned.
Sarah Heneker, SLT
Lead clinician for learning disabilities,
North Surrey PCT
Reading University 1996 reunionCalling all Reading University 1996
graduates. It’s about to be 10 years since we
graduated (see photo), and some of us
thought it would be great to meet up again.
We are planning a reunion on Saturday 8
July at lunchtime, probably somewhere in
Reading. If you would like to join us, please
contact Ruth Sinclair (nee Blakely). Once we
know how many are interested, we will sort
out a venue and time. Tel: 020 8397 3988, or
email: ruth@rudan27.wanadoo.co.uk. I look
forward to seeing as many of you as possible.
Ruth Sinclair
Good practice examplesrequiredWe are in the early stages of planning a
practical book with Speechmark,
provisionally titled Working with students –
a good practice guide for SLTs.
We would like this to be representative of
good practice across the UK and welcome
contributions from speech and language
therapy departments, individuals or
universities for possible inclusion.
For example, this could include
innovative methods for student allocation,
goal-setting, peer placements, ‘rainy day’
activities, providing feedback or other
ideas/frameworks you would be happy to
share with your colleagues.
We aim to produce a very practical book
that will help those new to taking students,
as well as departments/individuals seeking
additional ideas to support students’ clinical
education.
Please send examples and ideas by 31
May to: Gill Rose, 40 Beaudesert Road,
Birmingham, B20 3TG. Email:
gill@roses40.freeserve.co.uk. All
contributions will be acknowledged.
Francesca Cooper
Director of Clinical Placement Education,
University of Wales Institute, Cardiff
Gill Rose
University of Central England, Birmingham
Letters-Ed 4-6 21/4/06 4:41 pm Page 5
bulletin May 2006 www.rcslt.org6
Obituar ies
It is with much sadness that we report the death of
Mary Pletts (pictured), an outstanding therapist and
teacher.
Mary graduated from the West End Hospital
School in 1948. She worked briefly for Enfield local
authority, but after marrying in 1949, left speech
therapy and devoted the next 10 years to bringing
up her daughters.
After 1959, the next 13 years provided Mary with
a wealth of varied clinical experience that she was
later to put to such effective use in teaching. She
worked for the Jewish Home and Hospital in
Tottenham and the Putney Home for Incurables.
Then followed a period at St John’s Hospital in Battersea and
Wandsworth Prison. During the mid-sixties, Mary was working at
Roehampton Hospital where she was involved in assessing cleft
palate repair, as well as the diagnosis of deafness in babies, an area
in which she maintained a particular interest. From Roehampton
she moved to Richmond-on-Thames, working in numerous
school clinics and a school for autistic children.
In 1972, Mary accepted the post of tutor at
Birmingham Polytechnic and two years later
moved back to London, where she became clinical
tutor and head of third year studies at the National
Hospitals College of Speech Sciences (NHCSS),
finally retiring in 1987.
Mary will be remembered as a much valued
member of staff at the NHCSS (now the
Department of Human Communication Sciences,
University College London) where she made a
considerable contribution to its growth and
development.
Her teaching skills were exceptional: able to note and foster
talent in others, she would then help to promote that talent to
best effect. For her work in teaching she was awarded an RCSLT
Fellowship.
Jean Cooper-Robinson, Michael Jackson
Mary Platt (née WIcks) October 1927 - January 2006
Eileen died in November 2005 at the age of 73. She qualified in
1956 from Kingdom Ward and initially worked in Essex.
In the 1960s, Eileen became one of the earliest speech
therapists working in Germany. On returning to England she
worked in Hampshire, Buckinghamshire, and briefly in
Staffordshire before settling in Wiltshire in 1976.
Most of Eileen’s career was with paediatrics, but later as
services for older people developed, she chose to specialise and
was convinced of the role SLTs had in dysphagia, as well as
communication.
Eileen retired in 1997 and despite health problems worked
tirelessly for Age Concern. She stood up for her rights and those
of her patients. Her views were held passionately. Her great loves
were music, especially singing, and her cats.
Her son, Peter, gave a fine eulogy at her funeral, speaking of her
role as mother, her mischievousness, humour and love of cats. It
was not without significance that a fine black feline graced the
church porch with its presence before the service.
Nanette Maver, Beryl Kellow
Ellen Mary Gent,‘Eileen’
Heulwen worked with us in City and Hackney in the 1980s in
community clinics, the Donald Winnicot Centre, day nurseries and at
Joseph’s Hospice.
She was a vital and vibrant part of our committed team who
helped to shape and deliver innovative practice.
We worked hard, but also had good fun and Heulwen was a pivotal
part of both. Her laugh used to cheer up even the grimmest Hackney
day. Always thoughtful, conscientious and empathetic in her
approach, she gave tremendous help and encouragement to all she
worked with – clients and colleagues. We will always remember her.
Lois Cameron, Jane Dixon, Jane Elias, Bernadette Gillespie,
Alison Hyde, Anna Kot, James Law, Jane Macer, Susanne Marsh,
Sally Shaw and Liane Smith (past colleagues)
Following a break bringing up her three girls, Heulwen returned to
speech and language therapy in 2000, joining the mainstream
support service in West Herts.
She quickly became an extremely important member
contributing to the professional growth and personal support in a
fast developing team. She approached changes and challenges
flexibly and positively – even the new IT requirements.
Heulwen’s calm and competent manner, empathetic approach
and thorough professionalism meant she was respected and well-
liked by all therapists, assistants, school staff and families. She
certainly received many more ‘thank you’ cards than most of us.
We especially remember Heulwen’s friendly personality and her
support. Our thoughts are with her family – her husband, Simon;
her daughters, Hanna, Beth and Rhian and her father.
Sue Brown, Alison Graham, the Mainstream Support Team,
and all who worked with her in Hertfordshire Partnership Trust.
Heulwen Ebsworth, 1954 - 2006
Letters-Ed 4-6 25/4/06 2:11 pm Page 6
Realising thevision10-12 May 2006University ofUlster atJordanstown,Northern IrelandThere are only a few days to goto the speech and languagetherapy conference of the year
A special thank you to our conference sponsors
With over 500 confirmed delegates
and a packed programme of over 80
oral and 80 poster presentations,
Realising the Vision promises to be an
extremely informative and useful
event, as well as providing a major
forum for the speech and language
therapy community to share the latest
evidence-based practice
Don’t forget to visit theRCSLT stand:
• Sample Communicating Quality 3
• Discuss the new online CDP diary
• Sign up for surgery sessions
The RCSLT wishes all delegates a very informative and
enjoyable time at the conference
Realising the vision 21/4/06 4:00 pm Page 1
bulletin May 2006 www.rcslt.org88
news
Conference provides launch pad Steven Harulow reports from Northern Ireland on the RCSLT’s conference to addressissues around the delivery of children’s speech and language therapy services
The government plans to establish a regional
task force to develop an action plan to
improve the provision of children’s speech and
language therapy services in Northern Ireland.
This was the key message from Minister for
Children and Young People Lord Rooker at
Shaping the future – meeting children’s language
and learning needs, a conference hosted by the
RCSLT and the Northern Ireland
Commissioner for Children and Young People
(NICCY) in Cookstown on 30 March.
At the conference – which took place as a
tribute to the late Nigel Williams, the
Northern Ireland Commissioner for Children
and Young People, who died that week – over
180 delegates, including parents, government
representatives, managers, commissioners and
practitioners, discussed solutions to the
serious situation outlined in the 2005 NICCY
report on children’s speech and language
therapy provision in Northern Ireland.
NICCY’s 2006 annual review, released
shortly before the conference, shows 2,055
children and young people are still waiting to
be assessed for speech and language therapy,
and 3,402 who have been assessed as needing
therapy are waiting for it to begin.
“The findings from this year’s review
highlight a considerable number of children
and young people requiring speech and
language therapy provision and, although
there has been progress in some trusts in
relation to reduced waiting times, overall there
appears to be little significant change,” the
review says.
In a statement read out in his absence, Lord
Rooker said, “The regional task force will be
made up of a variety of stakeholders to
develop an action plan to improve the
provision of speech and language therapy.”
Lord Rooker also referred to the Children
and Young People’s Funding Package,
launched by Secretary of State for Northern
Ireland Peter Hain in March 2006.
“I am delighted that children with special
needs have been included in the package and
that each year £4 million will be made
available. This money will be used to set up
multidisciplinary teams to provide services
such as speech and language therapy to
schools and other settings.”
An important conferenceDuring the day, delegates heard presentations
from inspirational good practice projects
currently under way in Northern Ireland.
Florence Millar Wilson (South and East
Belfast Trust) and Ruth Nesbitt (Craigavon
and Banbridge Community Trust) spoke
about the success of their Community
Approach. Raymond McFeeters and Brid
Murphy (Thornfield School) discussed the
outcomes of their Language and Learning
Project. Lorraine Coulter and Jane McConn
also outlined their successful Nursery Outreach
Project.
Later, Nuala McArdle, from the Department
of Health Social Services and Public Safety
(DHSSPS) and John Hunter, from the
Department of Education Northern Ireland
(DENI), spoke about their Collaborative
Working Group Strategy.
Leslie Frew, Director of the DHSSPS
Directorate of Child and Community Care,
and Dorothy Angus, Head of the DE’s
Equality, Inclusion and Pupil Support
Division, also outlined their respective
departmental visions for the future.
RCSLT trustees and officers made significant
contributions to the day. For example, RCSLT
Chair Professor Sue Roulstone introduced
Marie Gascoigne’s position paper, Supporting
children with speech, language and
communication needs within integrated
children’s services.
RCSLT Workforce Planning Project
Coordinator Stef Ticehurst outlined the
rationale behind the RCSLT’s innovative
Workforce Planning Project, which will soon
begin to examine speech and language therapy
services for children in the Western Health and
Social Services Board area.
Later in the day, delegates joined break-out
groups to discuss and debate specific issues
related to the delivery of children’s speech and
language therapy services. The results of these
debates were recorded and will be used to
develop an action plan looking at what needs
to be delivered next.
RCSLT Northern Ireland Country Policy
Officer Alison McCullough said, “This was an
immensely important conference, addressing
the speech and language therapy needs for
children in Northern Ireland.
“We gathered together all of the key players
for the first time and it proved to be a great
opportunity to start making a real difference
to services for children.”
Summing up the conference, RCSLT CEO
Kamini Gadhok thanked all the delegates and
speakers for their obvious enthusiasm and
hard work.
“We will take your suggestions and ideas
and develop an action plan for us all to deliver.
“We hope you will all give your
commitment to being involved, as this
conference is the launch pad from which you
are going to shape the future of services for
children with speech, language and
communication difficulties.”
Kona
thon
Tra
ynor
The conference speakersposture for the camera
008-009 21/4/06 4:43 pm Page 1
www.rcslt.org May 2006 bulletin 99
news
N E W S I N B R I E F
SEN assistanceThe Good Schools Guide to SEN 2006
promises to guide parents through the
world of special educational needs by
provides information on the best sources
of help, support and advice available.The
book includes chapters that explain the
role played by key people in the system,
and has write-ups on 350 schools that
cater for SEN. It also provides access to a
database of SEN provision across all
special and thousands of mainstream
schools.Visit:
www.goodschoolsguide.co.uk
Neonatal hearing screeningThe NHS Newborn Hearing Screening
Programme now offers the parents of
every newborn baby in England the
chance to have their child checked for
deafness and hearing impairment
shortly after birth. Over 1,600 babies will
be screened every day using a new test
either in hospital or in the community.
Visit: www.nhsp.info
Speak and listenThe Basic Skills Agency (BSA) is urging
parents and schools
to ‘speak and listen’
in an effort to
improve children’s
behaviour at
primary school
level. Its new
pamphlet (right)
promoting this
message coincides
with its Talk to me!
campaign, which
supports the
transition from early years to primary
school.Visit: www.basic-skills.co.uk
Patient safety firstThe National Patient Safety Agency
(NPSA) has launched a campaign to
empower patients to take a more active
role in managing their health. The Please
Ask campaign provides practical,
accessible information about patient
safety and encourages patients to ask
questions about their NHS healthcare. A
magazine, tip sheet and website provides
advice on the patient journey.Visit:
www.npsa.nhs.uk
Get
ty Im
ages
This innovative online system is an electronic way
of recording all your CPD activities and reflections
on learning, on an ongoing basis.
The diary aims to minimise paperwork and save
you time. It aligns your CPD to the Heath
Professions Council (HPC) and Knowledge and
Skills Framework (KSF) processes.
The diary includes a system for email alerts, lets
you know about short courses relevant to your
specialism, includes a forum for discussion and a
summative function of hours or analysis of work
done per type of activity required to meet RCSLT
standards.
To gain access to the members’ CPD area you first
need to register on the CPD website
(www.rcslt.org/cpd). Simply click on Access the
online diary link and then the Register for the online
CPD link on the member’s area page.
To register you will need your RCSLT
membership number and an active email address in
order to receive a password notification.
The registration process only takes a few minutes.
Once you have registered, the RCSLT will contact
you by email within a few days and confirm your
access to the online diary.
Once you receive your password, you can change
it to something more familiar to make it easier to
remember. If you’ve already registered, but
forgotten your password, you can also reset your
password via this page.
We have published some useful frequently asked
questions, and their answers, about the diary on the
CPD web pages to help explain why the new CPD
system is online, what the benefits are to you and
some more in-depth information on your CPD
requirements for the year.
The RCSLT has also produced a CPD toolkit that
includes guidance on the KSF Development Review
process, the HPC standards and how they relate to
your CPD, work place examples and a set of forms
to help you to record these work-based CPD
activities. The toolkit is available to download from:
www.rcslt.org/cpd/toolkit
The toolkit provides a step-by-step guide to
writing a personal development plan, advice on
how to conduct a significant event analysis and on
how to start reflective writing. It also offers
guidance on setting up peer review and mentoring
processes.
If you are new to using a computer or the
Internet, there are also additional resources for
developing your computer skills on the website.
If you have any questions or concerns about
using the diary, email: sharon.woolf@rcslt.org
You can now access your continuing professionaldevelopment (CPD) diary online at www.rcslt.org/cpd
Access your new online CPD diaryat www.rcslt.org/cpd
RCSLT online CPDdiary goes live
008-009 21/4/06 4:43 pm Page 2
bulletin May 2006 www.rcslt.org1100
news
N E W S I N B R I E F
Stammer Trust grants
The Stammer Trust is offering grants of
up to £250 towards treatment and
research in the UK.The money can fund
equipment, training or conference
attendance. Apply in writing by October
1, 2006. Successful applicants will write a
report on how the grant has benefited
their work. Contact Ray Williams, email:
ray.williams@adas.co.uk or visit:
www.stammertrust.co.uk
Quick Reads offer
From 18 May, RCSLT members will be
able to download £1-off tokens for 12
new Quick Reads – bite-sized books by
some of the most well known authors
and figures in the UK.These compulsively
readable, short new books aim to
encourage reluctant readers to get
hooked on books. Authors already
published include Ruth Rendell, Maeve
Binchy, Richard Branson and Joanna
Trollope.Visit: www.quickreads.org.uk
A date for your diary
The Department of Health (England) has
confirmed Wednesday 5 July as the date
for the 2006 national Allied Health
Professional Conference, now entitled the
Chief Health Profession Officer’s
Conference.To be held in London, the
conference is for senior AHPs from NHS
trusts, PCTs, social services, strategic
health authorities, foundation trusts,
mental health trusts, heads of university
faculties and the independent sector.The
Secretary of State for Health will attend
and take questions from delegates. More
details when available.
The Speechmark
bursary provides SLTs
with a great opportunity
to share knowledge and
experiences with their
international colleagues.
The bursary started in 1994,
when it was known as the Winslow Press Award. It has
since generated significant interest among SLTs
wishing to further their professional knowledge
overseas, and has helped fund trips to destinations
including India, New Zealand, Hong Kong and Kenya.
You can apply for the bursary if you are a certified
RCSLT member and have held uninterrupted
membership for at least two years. On your return
you will submit a report for publication on the work
you have undertaken.
For further information and an application pack
contact Sharon Woolf, tel: 020 7378 3017 or email:
sharon.woolf@rcslt.org. Submit your entry for the
2006 award by 12 September 2006. Past winners
cannot re-apply.
The RCSLT is grateful for the support given by
Speechmark Publishing Ltd over the years in
sponsoring this award.
Apply now for the 2006Speechmark bursaryIt’s time to start thinking about your application for this year’s £1,000Speechmark bursary towards the funding of your overseas research visits or project work
The RCSLT said farewell to Senior Policy Lead Sylvia
Stirling in March, after more than six years service at
the College.
Sylvia joined the RCSLT as Academic Officer in
January 1999 and following the 1999 reorganisation,
became Head of the Education and Professional
Development Department, with responsibility for the
Academic Board, the Advanced Studies Committee,
the International Committee, the Research
Committee and the Grants Committee and their
working parties.
With Gita Esmailji, Sylvia was responsible for vetting
international SLT applicants for work in the UK; with
Jenny Pigram she arranged and carried out
quinquennial accreditation visits to speech and language
therapy programmes in the higher education
institutions; and with Sharon Silvera she worked on the
arrangements for regulation of speech and language
therapy under the Council for Professions
Supplementary to Medicine, later the Health Professions
Council (HPC) in its first transitional phase.
She was later the administrative officer for the Joint
Accreditation Committee of the RCSLT and HPC.
Working with Speech Pathology Australia, she re-
activated the mutual recognition talks, and
subsequently supported Calum Delaney as the RCSLT
negotiator.
She was a member of the senior management team
when College moved from Bath Place to White Hart
Yard, and was lead officer in College in the
interregnum between Pam Evans leaving and Kamini
Gadhok arriving.
When College reorganised in 2002, she became
Senior Policy Lead in the Policy Team, working on the
Education and Professional Development Board.
Sylvia says she has particularly welcomed the
distance learning course for returners, and was active
in organising the franchise of the course with three
universities who are now offering it. She has given
advice to returners and worked with many for years in
getting them back into practice.
Sylvia says she feels privileged to have worked with
such a splendid profession, and has enjoyed working
with colleagues from all over the UK. She leaves the
RCSLT to return to higher education management
consultancy. We wish her well.
RCSLT says farewell to Sylvia Stirling
010-011 25/4/06 2:12 pm Page 1
We are seeking applications for RCSLT Council posts,as the present post holders are coming to end of theirterms of office. This is a great new opportunity foryou to get involved in the work of the RCSLT and tohelp shape the future of your profession. These arehighly prestigious posts and will give you experienceof leadership and governance in an importantnational organisation.
Please contact us to find out more, or to make anapplication for one of these posts.
RCSLT Deputy ChairDo you have the vision and enthusiasm to help lead theprofession over the next four years? We are looking for anSLT who can represent the profession at the highest level.Whether a manager, clinician or an academic, you shouldconsider standing for this post if you have leadershipqualities and a wide knowledge and passionate interest inthe working lives of SLTs.
This is a two-year position, starting in September 2006,followed by another two-year term as RCSLT Chair.
RCSLT Deputy Honorary TreasurerDo you have skills in budget setting, financial analysis andreporting? Would you like to gain or improve yourexperience of taking an important role in the governanceand financial management of your professional body? We arelooking for a member to support the Honorary Treasurer andthe Finance and Organisational Resources Board (FORB). Youwill be expected to work closely with the Head ofPerformance and Contracts on financial matters relating toRCSLT business.
This is for a two-year term of office, starting in September2006. You will serve for two years as a Trustee, serving as theDeputy Honorary Treasurer or the FORB, followed by twoyears as Honorary Treasurer and member of the RCSLTCouncil.
RCSLT Councillor for Service ManagementAre you an experienced service manager? Can you help theRCSLT lead members through changes in commissioning andSLT service management? We are looking for a member to
work closely with managers in the UK and with officers at theRCSLT, defining a clear vision for the future of managementwithin the profession and providing oversight for thedevelopment of RCSLT policies relating to servicemanagement issues. You will chair the RCSLT managementboard. This is a two-year position, starting in September 2006.
RCSLT Councillor for Research andDevelopmentDo you have a passion for research? If you have backgroundin research and a proven track record of either securingresearch grant income and/or publications in peer-reviewedjournals, you can help the speech and language therapycommunity by taking this position on the RCSLT Council. Youwill help the RCSLT to support the development of researchby SLTs. You will also chair the Research and DevelopmentWorking Group. This is a two-year position, starting inSeptember 2006.
RCSLT Councillor for the Membership andCommunications BoardCan you help the RCSLT to communicate more effectivelywith its members? Would you like to learn more about publicand customer relations?
We are looking for an SLT who can help the RCSLT developservices and products for members and other customers andcan help define a communications strategy. You will chair theMembership and Communications Board. This is a two-yearposition, starting in September 2006.
RCSLT Councillor for Policy and PartnershipsCan you help the RCSLT develop policies and positions thatwill help SLTs in their work? Would you like to learn moreabout policy and partnership development?
We are looking for a member who can help the RCSLTdevelop a strategy for working with Government and otherorganisations, like the Allied Health Professions Federationand the Health Professions Council. We are looking for amember who has an enthusiasm for building positiverelationships and networks, with a view to influencing othersto the benefit of SLTs. You will also chair the Policy andPartnerships Board. This is a two-year position, starting inSeptember 2006.
It’s an exciting time tojoin the RCSLT Council
Contact Bridget Ramsay for an application pack or for more information about these posts. Tel: 0207 378 3001
or email: bridget.ramsay@rcslt.org More information on these positions is available on the RCSLT website.
Visit: www.rcslt.org/about The deadline for receipt of nominations is 1 June 2006.
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bulletin May 2006 www.rcslt.org1122
news
The RCSLT welcomes Richard Guy as the head
of its New Customer Relationship Management
(CRM) Team.
Richard, who joined the organisation on 6
March, will lead the RCSLT’s communications
and membership functions
Richard’s appointment is the fourth of the
four new heads of department at the RCSLT as
part of its major organisational review. He
joins Brian Gopsill, Sharon Woolf and Nick
Smith – the heads of Performance and
Contracts, Professional Development and
Policy and Partnerships, respectively – as part
of the new senior management team.
Richard (pictured) has joined the RCSLT
from the Training and Development Agency
for Schools (formerly the Teacher Training
Agency) where he worked for six years on a
range of high-profile campaigns to attract
people to a career in teaching.
Since joining, Richard has begun to develop
an enhanced communications strategy for the
RCSLT and helped to prepare RCSLT officers to
deal with media enquiries at the conference in
Northern Ireland on 30 March (see page 8 for
details).
He has also been working with the RCSLT
Council on approaches to recruiting new
members to the Council and RCSLT Boards.
“I am very excited to have joined the team here.
The RCSLT enjoys a great reputation as a
professional body,” says Richard.
“As I heard at the launch of the Marie
Gascoigne’s position paper on children’s services,
the RCSLT is regarded by the Department of
Health and others as leading the way among
professional bodies, in so many areas.
“I hope to be in contact with many members
over the coming months and look forward to
seeing you at forthcoming RCSLT events.”
You can meet Richard at the Realising the
Vision conference in Belfast on 11-12 May.
RCSLT welcomes new CRM Head
The RCSLT has recruited another Westminster
political adviser to add to its growing Policy and
Partnerships Team.
Matt Aston (pictured) has been appointed as an
interim policy officer and joins us from the
Labour Party, where he worked for the past five
years. As a health policy specialist he developed
and communicated the party’s policies and briefed
senior Government ministers on issues of the day.
Matt is an accomplished wordsmith and,
working right at the heart of Labour’s operation for two general elections, wrote
many of Labour’s policy statements and consultation documents.
Before moving into mainstream politics, Matt worked in the voluntary sector.
He was press officer for the lesbian and gay campaign group Stonewall at a time of
great legal change and worked on the successful campaigns to equalise the age of
consent, to repeal Section 28 and to allow gay people to serve in the military.
Since arriving at the RCSLT last month, Matt has been working on an analysis
of what the recent health white paper means for SLTs, as well as on drafting the
RCSLT’s submission to the national workforce review team.
Matt says, “It is an exciting time to be working for the RCSLT and I’m
particularly interested in contributing to the great body of work that is going on
to inform therapists about the challenges they will face in the post-white paper
environment.”
The Care Services Improvement Partnership has launched a
new website aimed at “uniting people with knowledge”
around the National Service Framework (NSF) for Long-
term Conditions.
Funded by the Department of Health, the site aims to
help anyone who has an interest in implementing the NSF
for Long-term Conditions by:
� Bringing information about the NSF together in one
place
� Enabling you to assess how you are doing, pointing you
towards information and expertise to help you change
and track your own journey as you progress
� Allowing a community of people with a common
interest in long-term conditions to work together, share
ideas and knowledge
The NSF sets out a 10-year vision of how we can provide
the best care for people living with long-term conditions.
It draws on research of best practices and sets them out
as 11 quality requirements of a first-class service, covering:
a person-centred service; prompt diagnosis, appropriate
referral and treatment; rehabilitation, adjustment and social
integration; and life-long care and support for people with
long-term neurological conditions, their families and carers
Visit: www.longtermconditions.csip.org.uk
Uniting peoplewith knowledge
Westminster adviser joins RCSLT
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www.rcslt.org May 2006 bulletin 1133
news
RCSLT members can get free access to the
specialist library service at the National
Information Centre for Speech-Language
Therapy (NICeST) at University College
London (UCL)
Under a service level agreement with the
RCSLT, all members can access the library’s
collections, and in-house (but not offsite) use
of electronic journals from a dedicated
workstation in the library based at the
Department of Human Communication
Science in Wakefield Street, central London.
RCSLT members can also borrow up to five
items at any one time for an annual fee of
£50. This now includes certain items from the
library’s collection of assessment tests.
Literature searching is also available for £25
per search, using online databases such as
Medline and PsycInfo.
If you work for one of the NHS trusts
associated with UCL in London, you may also
be entitled to free library membership,
including borrowing, through your
organisation. More information is available
from the UCL library services’ membership
pages at: www.ucl.ac.uk/Library/nhs.shtml
Library resources cover subjects ranging
from education and psychology, through
linguistics and language, to medical subjects
such as anatomy, audiology, and speech,
language, swallowing and voice disorders and
therapy.
There is a special collection of books and
games for use in schools and over 90 current
subscriptions to specialist journal titles that
can be accessed from a computer in the
library.
Practical therapy resources include almost
500 different clinical assessment tests for
speech and language development and
disorders from simple vocabulary checklists
to briefcases full of toys and objects.
The library also has a historical collection
of over 1,500 books and pamphlets that
document the history of the profession over
the last 150 years. You can browse all of the
library’s main stock, including the tests,
projects, and historical materials, via the UCL
library services online catalogue, eUCLid, at:
http://library.ucl.ac.uk
You can search the library’s catalogue
online at: www.ucl.ac.uk/HCS/HCSlibrary
and librarian Stevie Russell and her dedicated
staff are available to answer enquiries in
person, by phone (020 7679 4207) or by
email: hcs.library@ucl.ac.uk
The library is usually open Monday to
Friday until 7pm during term time and
during the spring vacation (during other
vacations, the library closes at 5pm).
The library will be closed during last two
weeks of August and moved to a temporary
location whilst refurbishment takes place over
the coming year. Usual services will be
offered, but please contact the librarian prior
to your visit, tel: 020 7679 4207 or email:
s.russell@ucl.ac.uk
The RCSLT and UCL will review the
agreement in July 2006 when the impact of
the refurbishment will be clearer. Until then,
contact Stevie first to confirm the facilities
available, especially with regard to the
borrowing facilities.
Bulletin book drawRCSLT Bulletin readers can win a copy of Genius! Nurturing the Spirit of the Wild,Odd, and Oppositional Child, by George T Lynn with Joanne Barrie Lynn andpublished by Jessica Kingsley Publishers.
The authors draw on their own experience of their son, who has Tourettesyndrome and discuss research and case studies offering strategies forunlocking the potential in ‘attention different’ children.
To win your free copy, send your name and address to May Book Draw,Bulletin, 2 White Hart Yard, London SE1 1NX.Entries close 14 May 2006. Only one entry per person.
The winner of March’s draw for a copy of Speechmark’s resourcepack, Test of Morpheme Usage, is Christina Barnes fromTrowbridge in Wiltshire.
NICeST offers free libraryservices to RCSLT members
Make a September date inyour diary
The RCSLT will host a one-day conference with a research-based
theme in Edinburgh on 28 September 2006
Details will be available soonWatch this space
013 21/4/06 4:45 pm Page 2
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feature RECRUITMENT
Why do studentschoose the alliedhealth professions?The NHS Plan proposed recruitment of
20,000 extra nurses and 6,500 extra therapists
by 2004 (DH, 2000). However, research at the
time of my final-year dissertation in
2003/2004, reported a fall in the number of
people choosing to enter the NHS as health
professionals (Arnold et al, 2003).
My dissertation aimed to identify the main
reasons why university students choose a
career in the allied health professions (AHPs),
including speech and language therapy,
occupational therapy and podiatry, and
nursing and midwifery.
My study was based heavily on Arnold et
al’s research (2003). My aim was to inform
recruitment teams at undergraduate
university level of common themes and
positive factors influencing students,
including:
� Timing of and reasons for career choice
� Their views on the university interview
process
�Other AHPs considered before choosing
their current degree
� The type of personality prospective
students appear to be, relating to Holland’s
theory that health professionals should be
dominantly social ‘types’ seeking a social
vocation and a social environment, which the
NHS provides (Holland, 1997).
I used the Statistical Package for the Social
Sciences (SPSS, 11.5) to analyse quantitative
data, and thematic and content analysis to
analyse qualitative data.
I designed and distributed a questionnaire
to 265 students starting AHP degrees in three
university colleges: The College of St Mark
and St John, Plymouth; The University of
Plymouth and The University of Exeter
(formerly St Loye’s School of Health).
Ninety-five (36%) questionnaires were
returned. The largest return rate of 31 (66%)
was from SLT students. The largest responses
were from students in the 18-20 year and 26-
45 year age ranges. The majority of
respondents were women and Caucasian,
which was similar to other studies
investigating students’ choices of health
professions as a career (Craik et al, 2001;
Craik and Wyatt-Rollason, 2002).
The NHS recruitment campaign at the
time of this study used TV, national press and
media to encourage individuals to be a part
of the NHS team. In 2003, advertisements
attracted over 81,000 contacts to NHS
Careers (DH, 2004).
From the study, most SLT students (30)
knew their starting salary as a newly-qualified
SLT. Several expected to earn more than some
other AHPs, suggesting they had researched
salaries. However, SLTs generally rated the
importance of a good salary much lower than
the importance of working in a professional
environment and opportunities to further
their career and training.
The questionnaire asked for students’
experiences and their views on the interview
process for their prospective healthcare
course. The majority (91%) said they
attended an interview. Of these, 95.6% rated
it as a positive experience. All of the
respondents believed prospective health
professionals should be interviewed, as AHPs
need to possess certain key traits, including a
high level of interpersonal skills.
Prospective students expected to be
interviewed and see it as essential to allow
assessment of prerequisite skills and qualities.
SLT students believed that interviews make it
possible to assess a student’s suitability to
work in the health professions. This included,
personality, career motivation and
interpersonal communication skills.
Less than half (43%) of respondents chose
their health profession while they were in
employment. One of the study’s conclusions
is that SLT students were more likely to be
pursuing their new career as a change of
career. The study suggests a majority of
students chose speech and language therapy
to satisfy personal goals, such as a rewarding
career, a desire to work with children and to
help people, rather than to gain material
rewards such as a high salary.
Most students did not have relatives or
friends in the profession or previous jobs
relating to their current career. Most had not
previously worked for the NHS. The majority
(83.6%) of respondents who received careers
advice via direct contact with health
professionals reported it was a positive
influencing factor. Direct contact with SLTs
was a recurrent theme in why students chose
their career. Some had made their choice at
secondary school or college.
The study supports the need for health
professionals to incorporate career advice
with direct personal contact in schools,
colleges and work places, as this plays an
important role in recruitment.
The study shows that different people
Debbie Smart investigates the reasons why students choose a career in healthcare
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www.rcslt.org May 2006 bulletin 1155
seek different opportunities in their
vocational choice. This suggests that aspects
of each separate AHP need to be advertised
separately, rather than grouped as AHPs as a
whole. In the study, SLT students rated
working in the private sector as the lowest
priority and a desire to work in the NHS
higher than other students.
SLT students rated the guarantee of a job
after qualifying the most important
influencing factor. They also rated the most
important job aspects as regular hours, the
variety of work settings, and opportunities
for career progression. They also rated NHS
race and gender equality policies highly,
alongside family-friendly policies.
Recommendations Although this is a small-scale study, my
recommendations, which aim to inform
recruitment teams, are as follows:
As potential NHS employees, students
rated gender and race equality policies as
among the highest important factors. These
policies should, therefore, be included in
information provided to potential recruits.
Direct contact with school pupils from
diverse linguistic and cultural backgrounds
may be a successful method of promoting the
health professions as careers. In agreement
with Arnold et al (2003), the NHS (and
recruitment teams) should present role
models, including men, which potential
recruits can relate to. At the time of my study,
the RCSLT was targeting students from ethnic
communities (Madhani, 2004).
Different people seek different
opportunities in their vocational choice. SLT
students said they chose their vocation to
help people; gain a rewarding career; be able
to get to know clients; work as part of a team
and get further training in a secure job.
Recruitment may be improved by issuing
information directly to places of
employment, where most participants in this
study made their decisions.
According to Holland (1997), people
search for environments that will let them
exercise their skills, abilities and interests.
Targeting environments, such as youth
groups, where potential recruits include
voluntary workers, are assumed to be a way
of promoting these professions to people who
are interested in the type of opportunities
these jobs provide.
It was clear from the study data that
featureRECRUITMENT
prospective students expect to be interviewed
and believe it is highly beneficial and
necessary for prospective health professionals.
The study shows prospective health
professionals need to possess certain skills
and qualities as a prerequisite for their crucial
role in ensuring patients are treated by people
with the right skills (DH, 2000b).
Participants in this study agreed that
interviews play a key role in recruiting people
with the ‘right skills’, referred to by the DH.
Students who are committed to their choices
are willing to be interviewed, and to have
their prerequisite skills assessed.
It is evident that people entering the allied
health professions, including speech and
language therapy, seek a work environment
that allows them to exercise their values and
desire to help people. SLT students said they
wanted to help people, to build rapport with
clients, to have a personally satisfying and
rewarding career, to work as part of a
supportive team, to work in the community
and to be able to specialise in paediatrics or
adult clients.
These job aspects should be maximised in
promoting the health professions to potential
recruits. I suggest that direct influence from
qualified health professionals is a way to
promote the positive roles that prospective
students could play in clients’ lives.
The study provides a brief insight into
students’ motivation in choosing a career in
healthcare and into their ambitions and
expectations of their chosen career. Overall,
the study aimed to contribute to recruitment
and to help maintain the increasing number
of students, including SLT students, choosing
to enter education each year.
Debbie Smart – SLT, Crawley, WestSussex
References:Arnold J, et al. Looking Good? The Attractiveness of theNHS as an Employer to Potential Nursing and AlliedHealth Profession Staff. Loughborough University, 2003.Craik C, et al. Factors influencing the career choice offirst-year occupational therapy students. British Journalof Occupational Therapy 2001; 64:3 114-120.Craik C and Wyatt-Rollason T. Characteristics of studentswho enter occupational therapy education through theuniversities and colleges admission service (UCAS)clearing system. British Journal of Occupational Therapy2002; 65:11, 488-494.Department of Health. The NHS Plan. HMSO: London,2000.Department of Health. HR in the NHS Plan. Briefingupdate, Spring 2004. Available online:http://www.dh.gov.uk/PublicationsAndStatistics/Publications/fs/enDH. Meeting the Challenge: A strategy for allied healthprofessions. DH, 2000b Available online:http://www.dh.gov.uk Holland J. Making Vocational Choices (2nd edition).Psychological Assessment Resources, Inc: USA 1997.Madhani N. Attracting students from ethniccommunities. RCSLT Bulletin, March 2004, 623: 12-13.
Acknowledgement:I would like to thank Dr Gaye Powell and Anne Ayre atThe College of St Mark and St John for their continuedsupport during this study.
“Direct contact with SLTs was a recurrent theme in why students chose their career”
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feature BRAIN INJURY REHABILITATION
A sensory integrationapproach
In July 2001 John (not his real name), a 28-
year-old man with insulin-dependent
diabetes, suffered hypoxic brain injury
secondary to hypoglycaemia.
By December 2001, although he was fully
mobile and eating a normal diet, he remained
incontinent and needed full assistance for all
activities of living. John’s cognitive function
was severely impaired. He was largely non-
verbal (carers reported occasional words),
had minimal attention control and mouthed
all objects. There was little evidence of
auditory comprehension: he would orientate
to his name but would stare, displaying little
emotion.
An assessment of John’s vision indicated he
could only see strongly contrasted features,
but he did not bump into objects/people as
he paced around the ward. Discharge
planning in April 2002 proved difficult and
John was subsequently placed in a private
unit for learning disabled individuals with
challenging behaviours.
Staff there found John’s behaviours
increasingly difficult to deal with. These
included constant pacing; frequent loud
hysterical laughing; teeth grinding;
approaching staff aggressively – grabbing
their arms and staring angrily; and biting
himself or chewing his clothing when
approached or being worked with. Personal
hygiene was identified as the biggest problem.
It took two or three staff to attend to
washing, dressing, and toileting. These daily
procedures and infrequent events, such as
having his haircut, were extremely distressing
for both John and staff alike.
John disliked touch and we considered
addressing this through some form of
desensitisation. It was, therefore, timely that
we obtained places on a sensory integration
course. We hoped to gain a greater
understanding of John’s problems and to
learn ways to intervene effectively to decrease
his sensitivity to touch and enable him to
better interact with the staff.
The course topics included (see glossary):
� Sensory systems: tactile, auditory,
vestibular (1), proprioceptive (2) and
visual
� Sensory integration (3)
� Sensory modulation (4)
� Strategies for sensory regulation (5)
� Levels of arousal (6)
In the three months between parts one and
two of the course, course participants
prepared case studies, video recording
observations, completing sensory profiles and
trying sensory regulating techniques, such as
using a firm touch to calm.
We worked with John five times in this
period. John’s sensory profile identified his
behavioural responses to daily life sensory
experiences. With this framework it became
obvious that his ability to cope with sensation
had been severely affected by his brain injury.
He had severe problems modulating his
responses to sensory experiences, making
him unable to cope with his environment.
John’s profile identified he was highly
defensive to sensory experiences, such as
touch, eye contact, sound and movement. He
found these stimuli overwhelming and his
response was at the primitive level of
survival, ie to get out of the situation. He was
in a constant state of high arousal with all
sensations interpreted as threatening. He
displayed survival behaviours, eg flight
(pacing and moving away) and freeze
Jacqueline Pogue and Margery Johnston discuss a sensory integration approachused with an adult with hypoxic brain injury
Table one: Clinical observation form example
Session: 3 – Sensory Room Physio/SLT/dad/key worker
Date Event Time Response
03/02/04 � Pacing while holding father’s hand � No laugh
� Eye contact with father � Laughing and releases hand
� Contact with father � John gives dad deep pressure through arms (SSI)
� Laughing
22 secs � Sucks t-shirt (SSI).
� Eye contact with physio 3 secs � Approaches physio, biting his finger and grimacing
� Dad gives thick drink from straw 1 min 22 secs � John stands still.Grinds teeth between sucks
SSI = Sensory seeking inhibitory (trying to regulate high arousal level)
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www.rcslt.org May 2006 bulletin 1177
(physically freezing when being moved).
John attempted to regulate his arousal
state. He sought deep pressure sensation in
an effort to calm himself and cope in the
situation, eg sucking, biting fingers or objects,
chewing clothes and grinding his teeth. The
initial video observations revealed he was
responsive to specific types of sensory input,
eg deep pressure applied to his chest, back
and shoulders lowered his arousal state,
making him calmer.
We established the following goals:
� For John to tolerate personal hygiene
procedures as demonstrated by reduced
self-biting and reduced aggression
� For John to tolerate staff presence
� For staff to understand and respond to
John’s sensory needs
� To improve John’s interaction with his
father
John had 12 sessions of direct intervention.
We videoed, micro-analysed and evaluated
each session using a clinical observation form
(see table one). This pinpointed John’s
specific reactions. A programme of
therapeutic listening (8) was also prescribed
and monitored by the course tutor.
Due to John’s difficulty with tolerating
people it was felt appropriate to work initially
through his father, with whom he had a
strong attachment (7). In the initial sessions
in the sensory room it was evident he wanted
contact with his father as he paced across the
room and kept approaching him. However,
John was unable to ‘tolerate’ the contact,
shown by his teeth grinding/sucking t-shirt
and walking away.
As the sessions progressed and we trialled
various sensory regulating strategies (Oetter
1991), John’s behaviours became easier to
‘read’. Triggers for certain behaviours were
identified as we asked the question, “What is
John seeking?” and he was able to reach a
calm and alert state much quicker, by using
deep pressure, sucking thick fluids or
crunching on apple or carrot.
When calm, John was able to tolerate and
to some extent enjoy his father’s presence,
shown by appropriate facial expression,
hugging, imitating hand movements,
tolerating brief eye contact and more
appropriate-sounding laughter.
After the fifth and sixth sessions we
debriefed staff using video clips.
Encouragingly, they had started to decipher
John’s behaviour and were beginning to see
featureBRAIN INJURY REHABILITATION
how certain strategies resulted in improved
interaction.
In sessions six to 12, it was easier to calm
John using a range of strategies, such as
getting John to crunch on a carrot, therapists
reducing eye contact and auditory stimuli.
We introduced a gym ball to increase
vestibular/proprioceptive demands on John’s
system. An additional result was that
vocalisations increased: CV syllables and one
swear word (which he had not said for 10
months).
After the 12 sessions, debriefing for as
many staff as possible summarised the work
and gave an opportunity to discuss everyday
examples of John’s behaviour/scenarios. The
staff were very positive about the changes
they had seen (see table 2) and were more
confident in their own knowledge and
abilities to provide the most suitable sensory
experience.
After six months John maintained his
progress. We noted further positive changes,
such as using a straw appropriately without
tipping a cup, increased variety in
vocalisations, and staying regulated by
crunching on carrot while getting his
hair cut.
We have started to apply the sensory
integration/regulation approach to higher
functioning clients with traumatic brain
injury and have had some encouraging
results. A poster presentation detailing the
approach with one client will feature at the
May 2006 RCSLT conference.
Jacqueline Pogue – Senior clinical specialistSLTMargery Johnston – Senior clinicalspecialist physiotherapist
Community Adult Brain InjuryRehabilitation Service, HomefirstCommunity Trust, Northern Ireland
References:
Ayres AJ. Sensory Integration and the Child. 9th edition.Los Angeles:Western Psychological Services 1999.Crittendon PM, Claussen AH. The Organisation ofAttachment Relationships 2000 Maturation, Culture andContext. Cambridge Press USA 2000.Frick SM, Hacker C. Listening with the Whole Body.Madison:Vital Links 2001.Oetter P, Richter EW, Frick SM. More integrating themouth with sensory and postural functions. Hugo: PDPPress Inc 1993.Roley S, Blanche EI, Schaaf RC. Understanding the Natureof Sensory Integration with Diverse Populations. SanAntonio:Therapy Skill Builders 2001.Schore A. Affect Regulation and the Origin of the Self.Lawrence Erlbaum Associates 1994.
Acknowledgement:
To Eadeoin Bhreathnach, consultant occupationaltherapist and attachment counsellor, for hercontribution to this article.
Table two: Summary of benefits/change
� Able to tolerate personal hygiene procedures
� Able to tolerate/enjoy close contact with father
� Increase in vocalisation
� Tolerating eye contact with some staff
� Staff confidence in management
� Recognition of John’s desire to communicate and interact
Glossary of terms
(1) Vestibular system: responsible for interpreting gravity and movement, making it possible to develop a sense of place in space.
(2) Proprioceptive system: enables us to know where parts of our body are at any time and what they are doing. Allows us to
make postural adjustments.
(3) Sensory Integration: the organisation of sensation for use. Our senses give us information about the physical conditions of
our body and the environment around us (Ayres, 1999).
(4) Sensory modulation: The process by which incoming neuronal signals are adjusted in intensity to ensure internal order (Roley
et al, 2001).
(5) Sensory regulation: the ability to adjust to changing conditions through internal processes that are coupled with behaviours
to maintain a sense of control (Roley et al, 2001).
(6) Levels of arousal: the different states of: rest; calm; alert/attentive; vigilance; fear; flight; fight; freeze; cut out; and shutdown.
The therapist assesses whether the individual is able to achieve and maintain an appropriate arousal state for the situational
demands throughout the day.
(7) Attachment: parent-child relationships and the nature of their interaction (Crittendon, 2000). Considered to be a mutual
regulation process (Schore, 1994).
(8) Therapeutic Listening: Occupational Therapist Sheila Frick developed the Therapeutic Listening Programme, which uses
electronically altered CDs to facilitate sensory processing (Frick and Hacker, 2001).
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feature APHASIA: PSYCHOLOGICAL WELL BEING
Counselling and aphasia:a multidisciplinaryapproach to families
Speech and language therapists commonly
realise that the psychosocial well being of a
person with aphasia and the psychosocial
well being of their partners are closely linked
(Booth and Perkins, 1999). Consequently,
aphasia requires lifestyle re-adjustments for
both partners in a relationship (Nichols,
Varchevker and Pring, 1996).
So, when Paul and his wife Julia brought
up the issue of arguments and aggression as a
problem impacting on their relationship we
knew this was a matter we had to address. See
table one for an outline of Paul’s background.
They confessed that Paul had become so
frustrated by his communication impairment
that he had been physically violent towards
Julia. Both felt they were not being listened
to. Paul felt he had lost all respect from Julia,
and Julia felt Paul wasn’t trying.
Julia started attending counselling to help
her cope with the changes in their
relationship. Paul was placed on the waiting
list for counselling with CONNECT.
Unfortunately, we were told there would be a
waiting period to access this service. Julia
reported that if there was not some kind of
improvement soon, she was considering
ending their relationship and leaving Paul,
taking their one-year-old daughter with her.
The situation had reached crisis point.
Emma (occupational therapist) and I felt
we needed to act as facilitators for Paul and
Julia to solve their own problems. This would
encourage the maintenance of new skills and
lead to independent problem solving of
future issues.
We decided we would use a video with
playback and analysis to direct Paul and Julia
into developing more insight into their
everyday conversational styles. They would
then be able to develop their own
personalised strategies to change their
conversation and consequently their
relationship. Rice et al (1987) advocate
targeting functional communication in
individuals with aphasia to improve the well
being of the patient and their spouse.
We felt we had a good relationship with
this couple, particularly as they had entrusted
us with this intimate problem. Consequently,
we felt confident they would respond to the
approach we were developing.
Emma has a background in mental health,
anger management and cognitive behavioural
therapy. We drew on this experience to
support Paul and Julia in analysing the
evidence from the video and facilitating
strategy ideas. I have a background in aphasia
rehabilitation and an interest in the work that
Ray Wilkinson and colleagues used to
develop the Supporting Partners of People with
Aphasia in Relationships and Conversation
(SPPARC) resource pack.
This guided the structure of the therapy
program and development of appropriate
therapy materials. Due to a lack of funding
we decided to develop our own materials. In
retrospect, we have had the opportunity to
review the SPPARC resource pack and felt
our approach was somewhat different to the
one they outlined. We aimed to focus on
non-verbal as well as verbal behaviours.
Initially we asked the couple to rate
themselves on a series of communication
skills. Using this analysis we asked them to
identify their areas of ‘need’ and write
themselves goals.
This allowed us to clarify their aims and
make our therapy as appropriate to their
needs as possible. Lesser and Algar (1995)
support this approach and remind us that
therapy targeted directly at patients needs is
more likely to be efficient and effective.
We were pleasantly surprised to find
Anna Volkmer describes how she took advantage of the multidisciplinary team incounselling a family affected by aphasia
Table one: Paul’s background
� Diagnosis – left CVA� Admitted to hospital – January 2004. Julia three months pregnant� Age at onset – 48� Accepted to specialist neuro-rehabilitation ward – February 2004� Discharge to Julia’s parent’s home – May 2004� Initial contact from community rehabilitation service– June 2004� Daughter born – August 2004� Moved to ground floor council flat – December 2004� Main problem areas
– mild expressive and receptive aphasia with severe verbal apraxia– reduced right upper limb and lower limb function– cognitive skills, eg memory and safety awareness – Difficulties in activities of living such as parenting, employment, driving and
community access� Current problem identified – June 2005
18-19 21/4/06 4:48 pm Page 2
www.rcslt.org May 2006 bulletin 1199
that both partners spontaneously decided to
set themselves, as well as each other, a goal
(see table two).
After Julia and Paul consented to filming
we made a 10-minute video clip of them with
their daughter. The following two sessions
centred around educating Paul and Julia on
communication and conversation analysis.
We then used this structure to analyse the
video (see table three).
We used a cognitive behavioural approach
with Paul and Julia, so they were able to
recognise specific difficulties, eg Julia
interrupting and not giving any time or Paul
using no more than ‘yes’ and ‘no’. This
allowed us to steer Julia and Paul into
developing a set of personalised strategies.
In keeping with the client-centred focus we
had adopted, these strategies had to be
featureAPHASIA: PSYCHOLOGICAL WELL BEING
written in as close to their own words as
possible in order to facilitate their
understanding and motivation. For example,
‘Julia to “shut-up” and give Paul more time to
contribute to conversation’.
We used Paul and Julia’s final video clip as
an outcome measure as well as a method of
re-enforcing strategies. Finally, we reviewed
their goals and they re-rated their
communication skills.
The results were overwhelming:
Conversation analysis:
� Fewer episodes of trouble and difficult
repair. Repair became a ‘joint’ effort
� Julia using periods of silence to allow
Paul to take a turn
� Paul using more speech outside of
‘yes’/’no’ and ‘automatic swearing’
� Topics dealt with – not avoided
Anna Volkmer – SLT
Email: annaluisevolkmer@hotmail.com
References:
Booth S, Perkins L.The use of conversation analysis toguide individualised advice to carers and evaluatechanges in aphasia: a case study. Aphasiology 1999;13:4/5, 283-303.Nichols F,Varchevker A, Pring T.Working with peoplewith aphasia and their families: an exploration of theuse family therapy techniques. Aphasiology 1996; 10:8,767-781.Lesser R, Algar L.Towards Combining the CognitiveNeuropsychological and the Pragmatic in AphasiaTherapy. Neuropsychological Rehabilitation 1995; 5:1/2,67-92.Rice B, et al. An evaluation of a social support group forspouses of aphasic partners. Aphasiology 1987; 1:3, 247-256.Schiffrin, D. Conversational Analysis. In Linguistics: TheCambridge Survey, edited by FJ Newmeyer. Cambridge:Cambridge University press 1988.Lock S,Wilkinson R, Bryan K, Maxim J, Edmundson A,Bruce C, Moir D. Supporting partners of people withaphasia in relationships and conversation (SPPARC)Conference paper. International Journal of Language andCommunication Disorders 2001; 36:25-30. ISSN: 1368-2822.Lock S,Wilkinson R and Bryan, K. The SPPARC ResourcePack: Supporting partners of people with aphasia inrelationships and conversations. Bicester: SpeechmarkPublishing 2001.
Table two: Paul and Julia’s goals
Paul’s goals:� “To be able to initiate ideas and conversation before someone else does and
increase my confidence in doing this.”� “For Julia to allow and encourage me to initiate conversation, activities and ideas.”
Julia’s goals:� “To have more patience and know how to listen to Paul more.”� “For Paul to respect me more and therefore tell me how he feels and not lash out.”
In conversation many things can go wrong. Here are four broad categories into whichthese problems can fit:
Trouble and repairTrouble is a breakdown in the flow of speech, eg a hesitation or word error. In conversation it is how this is dealt with, how often this happens and whether one person is made to appear ‘less competent’ that can cause distress and discomfort more than the error itself.
Turns and sequencesA conversation involves at least two people taking turns in making contributions. This pattern can be violated by, for example, frequent interruptions, failure to complete turns or dominance of one speaker. These changes alter the ‘rules’ of turn taking.
Topic and maintenanceBy assessing who is initiating and changing topics and how frequently we can observe who is dominating the pattern of topic change in conversation. The maintenance of a topic and emotions associated with these topics suggests whether a topic is an issue in itself.
Non-verbal communicationPosture can reveal our emotions in conversation. It also facilitates eye contact.Reduced eye contact results in a reduction in the amount of information we canobserve, eg gestures and facial expressions. Furthermore, it is easy to become distracted or cause distractions, particularly if trying to avoid a particular topic.This can lead to misinterpretations in communication.
� Eye contact and posture are open
� Gestures are not ignored or
misunderstood
Self-rating scores: showed significant
improvements in all eight areas initially
identified as problematic.
Goals: both felt Paul was speaking more and
Paul felt Julia was really listening more,
although Julia remained concerned that she
could do better.
This episode of care has led us to challenge
our input with other clients. Clients and
other professionals need to be aware of what
we can offer as therapists. Often we are the
people patients will entrust with their
problems, and as such we are responsible for
helping them solve these issues. Therapists
themselves need to recognise the skills they
have and never hesitate to work on areas they
feel are somehow difficult or emotionally
charged.
This encounter has reinforced for me the
statement Schiffrin’s (1988), “conversation is a
vehicle through which selves, relationships
and situations are talked into being”.
Table three: Conversation and communication analysis framework
18-19 25/4/06 2:19 pm Page 3
bulletin May 2006 www.rcslt.org20
book reviews
Book ReviewsAssessing and PromotingEffective Communication – 2ndEdition (APEC2) GILLIAN BOLTON, 2004
£260
This pack has been developed for SLTs to use
to deliver a comprehensive training course
for class teachers and support assistants
working with pupils with severe and
moderate learning difficulties. On completing
the course, participants can expect to have a
clear understanding of a systematic
framework for the assessment of
communication skills and approaches to
teaching and intervention.
The contents of the sessions offer a good
balance between theory and practice and
reflect a child-led developmental approach to
observation, assessment, teaching and
facilitating communication, and the proposed
framework links clearly to the P scales.
The pack consists of 10 sessions, each
designed to last approximately an hour and a
half and to be delivered weekly. Follow-up
activities are recommended between sessions.
The session materials are detailed, but easy to
follow once you have become familiar with
the layout. The pack also has an impressive
range of handouts, overheads and other
supporting resources.
Delivery of the whole course would involve
a significant time commitment and, for that
reason, it may perhaps be more easily
delivered in a special school setting. However,
an experienced trainer could certainly deliver
parts of the pack on a shorter timescale.
The pack is quite expensive and colleagues
may already have some of the materials
available to them, albeit in a different form.
The trainer delivering the sessions also needs
to refer to the Redway School framework
found in Communication, Curriculum and
Classroom Practice
(Latham and Miles
2001, David
Fulton). This is not
provided,
incurring extra
cost if a copy is
not readily
available.
However,
developing a
course of this size and detail can be daunting
and often impractical, so the benefit of
having someone do it for you, to some extent,
justifies the cost.
JUDY ROUX
Language and Communication Support
Service, Newham Children and Young
People’s Service
With thanks to colleagues from Newham PCT
school’s team
Specialist Support Approaches toAutism Spectrum DisorderStudents in Mainstream SettingsSALLY HEWITT
Jessica Kingsley
Publishers, 2005
£13.95
ISBN: 1-84310-290-0
This practical book
outlines various ways to
support pupils who have
an autism spectrum
disorder (ASD) in
mainstream settings. It is
targeted primarily at
education staff.
There is an introductory overview of ASD,
and the following chapters focus on
particular areas where difficulties may arise
for these pupils and what strategies may be
employed, eg transitions, work materials.
Some the strategies are described in detail,
eg describing a graded approach, but other
sections are vague and lack detail. More
emphasis on why the pupils respond the way
they do in specific contexts would help to
explain a suggested intervention.
Although the book refers to
language/communication/interaction issues,
I think SLTs would welcome more detail on
this topic.
This book contains an abundance of
strategies and approaches that would be
helpful for education staff. However, it could
be overwhelming for schools with no
previous experience of pupils with ASD.
PAULINE HAGGARTY
SLT clinical lead (ASD), RCSLT ASD adviser,
Chair ASD SIG (Scotland)
Swallowing Guidelines:Individualised Programmes ofCareELIZABETH BOADEN, JO WALKER
Speechmark, 2005
£54.95
ISBN: 0-86388-517-9
This resource,
applicable to all
client groups,
produces
individualised
dysphagia
programmes using
an interactive
programme on CD-ROM.
The book contains clear
instructions, a manual and template
with flexible menus for each section.
Sections include swallowing
guidelines; description of
swallowing difficulties; oral
desensitisation exercises;
introduction of toothbrush into
the mouth; environment;
equipment; texture and
consistencies; general advice and
prompts; eating and drinking
advice during swallowing;
compensatory techniques and oro-motor
exercises.
A useful section of additional resources
includes a diary and recording sheets,
diagrams and label templates, concluding
with worked examples.
Individualised information, selected and
marked on a photocopiable template, can be
inputted on CD. Specific additional advice
can be inserted in text boxes in each section.
Recommendations can be illustrated with
helpful diagrams and incorporate appropriate
record sheets and printed labels for the clarity
of the client, carers and professionals.
Distribution can be electronic or in paper
form and programmes can be easily updated.
The pack does not claim to give academic
advice or be an alternative to current best
practice, but busy SLTs regularly producing
such programmes will welcome this
publication as a departmental resource.
SUE FOX
Special needs service manager - City
Hospitals Sunderland, RCSLT adviser on
paediatric dysphagia
R E A D A B I L I T Y:*****
VA L U E :
*****C O N T E N T S :
*****
R E A D A B I L I T Y:*****
VA L U E :
*****C O N T E N T S :
*****
R E A D A B I L I T Y:*****
VA L U E :
***** C O N T E N T S :
*****
Questions 21/4/06 4:49 pm Page 19
Any Questions?Want some information? Why not ask your colleagues?
Facial flex
Has anyone used a facial flex with clients? Was it successful?
My client with a progressive neurological condition is keen
to buy one.
Jane Winter
E M A I L : jane.winter@cpr-pct.nhs.uk
Help with sounds
Help wanted for someone who cannot specifically utter out
classes of sounds, such as stops (P,b,t,d,k,g,m) and
liquids(l,r,w).
Abiy Menkir
E M A I L : abiatta@fastmail.fm
Assessments in developing countries
Do you know of any assessments for children or adults in
developing countries?
Nana Akua V Owusu
E M A I L : nanakua@aol.com
T E L : 020 7482 0154
Velo-cardio-facial-syndrome
Does anyone have experience of the educational
implications of a child with this syndrome, particularly
upper primary school level?
Alison Yelland
E M A I L : Alison.yelland@stenhouse.edin.sch.uk
Down syndrome and stammering
Any ideas for working with 14-year-old Down syndrome
student with expressive language at 3-word level and a
severe stammer?
Jane Pearn
E M A I L : Jane.Pearn@gov.im
Community dysphagia
Have you worked with dysphagia as part of a community
multidisciplinary team? What guidelines have you adopted?
What policies and procedures are in place?
Niamh Davis
T E L : 00353 18566407
E M A I L : niamh.davis@mailc.hse.ie
Moderate learning difficulty
Guidelines/information wanted to help us decide on treating
children with very uneven profiles. We aim to use our time
effectively and not treat those with moderate learning
difficulty unless there is a significant discrepancy between
their verbal and non-verbal skills, or an area of speech and
language more delayed than others.
Jean Weatherall
T E L : 0161 607 1691
E M A I L : jean.weatherall@salford.gov.uk
Deafblind children
Do you have experiences or resources useful for working
with a deafblind child (aged two) who has many sensory
difficulties and developmental delay? I have advised using
objects of reference, but the family has been told to use body
signing.
Louisa Waters
E M A I L : Louisa.waters@medway.nhs.uk
Bilingual selective mutism
Information wanted about differentiating between a
bilingual child’s silent period and a child with selective
mutism. Also info on children’s silent period - why it
happens, how long it can last.
Sunita Shah
E M A I L : sunita.shah@brentpct.nhs.uk
T E L : 020 8438 7055
www.rcslt.org May 2006 bulletin 2211
ask your co l leagues
Email your brief query to anyquestions@rcslt.org. RCSLT also holds a database of clinical advisers who may be able tohelp. Contact the information department, tel: 0207 378 3012. You can also use the RCSLT’s website forum to post yourquestions or reply to other queries, visit: www.rcslt.org/forum
Questions 21/4/06 4:49 pm Page 20
bulletin May 2006 www.rcslt.org22
Opinion p iece
The school where I work is one of a very
small and decreasing number of schools for
children with physical disabilities in the
country. It currently caters for children from
three to 18 years with a huge range of
medical, motor, sensory, social needs and
educational achievements from low P levels
to GCSE level.
Increasingly in recent years we have been
able to assess and obtain funding for children
who have little or no intelligible speech to
have and learn to use high tech voice output
communication aids.
Many of these are accessed by simple
switches that enable the pupils to use what
little voluntary movements they have to scan
the computers and select the messages they
want to say. Pupils’ lives are transformed by
access to such technology.
For the last four years the Communication
Aids Project (CAP) has enabled many
children to access the equipment they need,
but this ended in March and it is uncertain
whether the funding will be available from
other sources.
The CAP project, administered through the
British Educational Communications and
Technology Agency, a government agency
supporting ICT developments in education,
was centrally funded to provide an initial £10
million for two years to enable children in
England and Wales with various special needs
to access communication technology. It was
extended for a further two years with a
similar amount of money. This sounds a lot,
but the reality is that some of the equipment
required costs £7,000 a child, and no new
applications have been accepted since January
2005.
Local services are now supposed to take
over funding, but they very often have other
Loss of CAP funding isdevastating news
priorities and consider it unfair to spend such
large amounts on one child. Also, all the
expertise of a national body has been lost.
We currently have seven children who have
received CAP-funded communication aids
and a further three who have now left the
school.
This equipment transforms lives. It means
that a bright child, who has great difficulty
even communicating ‘yes’ and ‘no’ and has to
resort to a series of vague facial expressions
and sounds, can go into McDonald’s and
make their own order. It means that they can
crack corny jokes. It means that at last their
feelings can be expressed.
One child when told that she could not
have an electric wheelchair because it would
not fit into the family’s flat hit two buttons to
great effect. “Frustrated! Frustrated!
Frustrated!” “Angry! Angry! Angry!”
Such equipment also gives access to
education. The same child leapt about three
academic years from a reception level to
writing her own stories within a year of
having her communication aid. We currently
have one child, whose equipment was funded
before CAP, who is sitting five GCSEs. She is
mainly in mainstream now, but is still
supported by us.
She aims to be a writer. She is profoundly
physically handicapped with cerebral palsy
affecting all four limbs, and speech that is
unintelligible to all but those extremely close
to her. She uses a head switch to access her
communication aid and computer. She is of
normal intelligence and with the right
technology, help and sheer determination is
able to achieve something approaching her
academic potential.
We hope this girl will end up with good
qualifications, but she still comes up against
exam boards that initially refused to allow
her to use a communication aid for an
English oral and tried to take marks off for
handwriting because she is word processing
everything.
However, she is one of the lucky ones who
managed to get funding enabling the right
equipment to be obtained at the right time.
The end of the CAP project means that
children like her will again not obtain the
equipment they need unless parents go
through the courts to get it, or waste years
fund raising. Many will be left without a
voice.
The project ended with £1million less than
it needed to give the children referred for the
last time in January 2005 the equipment they
need. Many children, after over a year of
waiting, have now had the devastating news
that there is no money for their equipment.
This includes a prototype first-ever English
Korean communication aid that the ACE
Centre has been developing for one of my
clients.
I sometimes feel I need a button that says:
“Frustrated! Frustrated! Frustrated!” “Angry!
Angry! Angry! ”
Anne Thomas – SLT
Anne Thomas explains why the ending of the Communication Aids Project will leave manychildren without a voice
“Pupils’ lives are transformed byaccess to such technology”
Do you have something you want to say? Write to: bulletin@rcslt.org
Page 22 - Opinion 21/4/06 4:50 pm Page 22
Speci f i c Interest Group not ices
Lancashire Dysphagia SIG (N27)10 May, 9am (registration) - 4.30pmAM: Liz Boaden (SLT) Inter-professionaldysphagia competencies. PM: Maxine Power,Senior research fellow, Swallow screening: researchinto practice. The Education Centre, Royal PrestonHospital, Sharoe Green Lane, Fulwood, PrestonPR2 9HT. Course fee: Members £10/non-members£15. Book early. Contact Kim Rushton/LisaSanders, tel: 01772 522426, email:kim.rushton@lthtr.nhs.uk orlisa.sanders@lthtr.nhs.uk
SIG Hearing Impairment (Scotland) (S5)10 May, 9.30am - 4.15pm AGM and business meeting. Speakers ChristineDePlacido, the new audiology course at QMUC;Alison McDonald - Adult CI rehab - psychosocialworkshop; Sharing information - SIG membersand current practice. Queen Margaret UniversityCollege, Edinburgh. Students £15/members£20/non members £25. Contact Liz Fairweather,SIG Secretary, tel: 01337 830398, email:Liz.Fairweather@fife-pct.scot.nhs.uk
Yorkshire Dysphagia SIG (N13)18 May, 9am - 4.30pmEvidence-based practice in dysphagia Venue: tbc.Members free/non-members £15. Contact HelenaShaw, tel: 01904 725768, email:helena.shaw@sypct.nhs.uk
West Midlands Dysphagia SIG (C02)18 May, 1pm - 4pmManagement of dysphagia – Bring and share anydysphagia cases for clinical discussions. All caseswelcome. Trust HQ – meeting rooms, MorrisHouse, Queen Elizabeth Medical Centre, QueenElizabeth Hospital, Edgbaston, Birmingham. Non-members £10/trust members £5/students £3.Contact Rachel Lewis, tel: 0121 6278576, email:rachel.lewis@uhb.nhs.uk
Yorkshire SIG for Generalist Paediatric Speechand Language Therapists (N29)18 May, 10am - 12pmGeneral group discussion. Tadcaster Health Centre.Contact: Jane Harrod, tel: 01924 816157
London SLI SIG (L28)19 May, 9.45am - 4.30pmStudy day exploring the topics of vocabulary andWFD. Speakers to include: Wendy Best –presentation from intervention study; BernardCammilleri – dynamic assessment of vocabulary;Stephen Parsons – presentation from interventionstudy. Opportunity to share resources. RCSLT,London. £20, including annual membership andlunch. Limited places – book early. RSVP 12.05.06.Contact: Lucy Adams, tel: 0207 708 4553, email:Lucy.Adams@southwarkpct.nhs.uk
Essex SLI SIG (E39)25 May, 9.30am - 12.30pmAuditory processing disorder, Paul Su, ENTconsultant. Bring your favourite piece of therapyequipment so we can share ideas. The CulverCentre, Daiglen Drive, South Ockendon, EssexRM15 5RR. Annual Membership £10/non-members £6. Contact: Jane Barnard, tel: 01375360756 / email: janesplat@aol.com
SIG Adult Neurology (L7)31 May, 1.30pm - 4.30pmAn afternoon of aphasia and AGM. Speakers:Professor Jane Marshall, Aphasia in users of Sign
language; Lori Fryling, Aphasia and supportedcommunication. Wolfson Lecture Theatre,National Hospital for Neurology andNeurosurgery. Members Free/non-members£5/students £2. Places must be booked. Email:anneth30@btinternet.com or caroline@darton-moore.co.uk
London SIG Bilingualism (L2)7 June, 9am - 4.30pmDysfluency and bilingualism. Includes seminars,workshops, and personal perspectives on the use ofstammering packages, and working with diversefamilies. Meeting Room 3, Willesden Centre forHealth and Care, Robson Avenue, WillesdenNW10 3RY. Cost: SLTs £15/students/assistants £5.Email: sunita.shah@brentpct.nhs.uk. To confirmplace, send your name, address, Trust details, anda cheque (payable to: London Bilingual SIG) toTanvi Shah, Flat10 Kensington Heights, 13-25Sheepcote Road, Harrow, Middx HA1 2LW.
SIG: For SLTs working in Child DevelopmentCentres (UKRI3)8 JuneRarer genetic syndromes: Fiona Whyte, collegeadviser will focus on early intervention andimplications for work in the early years. RoomC606, Cox Building, Perry Barr Campus, UCE.Directions available online: www.uce.ac.uk.Members £15/non members £20/students £5. NBOnly those enclosing an A5 SAE with apologiesprior to the meeting will receive minutes andnotices. Numbers limited: book in advance.Contact Fiona Wilson, tel: 01302 366666 ext 3854
Scottish SLT SIG - Dysphagia (S11)8 June, 9.30am - 4.15pmIncludes AGM; Videofluoroscopy policyconsultation (Catherine Dunnett and Cam Sellars,Royal Infirmary, Glasgow); Dysphagiacompetencies project (Liz Boaden, Research Team,RCSLT Competencies Project); Feedback fromadvanced dysphagia symposium, Eastbourne, Nov2005, (Jacqueline Newell, Ninewells Hospital,Dundee). AC Bell Library, Perth, Scotland.Members £15/non-members £25/students free.Contact: Karen Yuill, tel: 01224 557466 / email:scotland.dysphagiasig@nhs.net
London Speech Disorders SIG (L27)12 June, 3pmPresentations on Service delivery to speechdisordered children. Nuffield Hearing and SpeechCentre. Contact Shula Burrows, tel: 0207 915 1534
Yorkshire SLTs working with Dysfluency SIG(Affiliated to the National SIG in Dysfluency(UKRI6)16 June, 9.30am - 12.30pmOutcome measures; Waiting list management: isthere a tool to predict risk of continuing tostammer? Daniel Hunter and Eileen Hope.Tadcaster Health Centre. Cost: Free. ContactEileen Hope, tel: 01756 792233 ext 208, email:eileen.hope@anhst.nhs.uk
Acquired Brain Injury SIG (ABISIG) (N28)19 June, 9am – 5pmManagement of cognitive language impairmentafter acquired brain injury, speakers: SLTs from theRoyal Hospital for Neuro-disability, Putney. PrioryHighbank Rehabilitation Centre, WalmersleyHouse, Walmersley Road, Bury BL9 5LX. Members£30/non-members £40 (includes indefinitemembership)/lunch £5.50. Contact Lianne
Reynolds, tel: 01706 829540, email:liannereynolds@prioryhealthcare.com
National SIG in Disorders of Fluency (UKRI6)22 June, 9.30am – 4.30pm (registration 9 -9.30am)Brief therapy with Willie Botterill and KidgeBurns. Room 3.1 Joseph Cowan House, Universityof Newcastle, St Thomas Street, Newcastle NE17RU. Members £5/non-members £25 (to includemembership)/students £10. Contact: HelenJenkins, tel: 0121 331 5716/email:helen.jenkins@uce.ac.uk
Thames Valley Aphasia SIG (E40)28 June, 9.45am - 4pmAiming to meet the needs of people with aphasia.Speakers tbc. Postgrad Centre, St Peter’s Hospital,Chertsey, Surrey. Contact Deborah Thomas, email:Deborah.Thomas@nsurreypct.nhs.uk
Domiciliary and Community SIG (Adult Neuro)Central and Eastern Region (L8)30 June, 9.30am - 4.30pmMotor neurone disease and the SLT in thecommunity. RCSLT London. Members £15/non-members £25. Email: Debbie.Bloch@kc-pct.nhs.uk
Speech and Language Difficulties inSecondary Education SIG (C19)3 July, 2pm - 5pmCog Neuro - we’ve all heard the theory, but howdoes it work in practice? An opportunity to discusscase studies: What works and why. Also briefAGM. Dawn House School, FE Study Centre,Helmsley Road, Rainworth, Notts NG21 ODG(Map available). Max 20 places. Contact CarolReffin, tel: 0116 295 4670 or email:Carol.Reffin@lcwpct.nhs.uk
Local Groups
SLUG16 May, 7.45 for 8pmAGM. Discussion of hot topics affecting the SLTprofession. Please send ideas and suggestions thatyou would like to discuss to Ann Adams email:annadams2@yahoo.co.uk or Rachel Hubbardemail: rachel.hubbard@sash.nhs.uk or telephonewith your ideas. Cost: £2 per meeting. SLTs, SLTAs,non-practising or retired SLTs and studentswelcome. Contact Ann Adams, tel: 01737 768511ext 6090 (work) or 01737 843378 (home)
North Hampshire Local Group5 June, 9am - 12 noonBusiness matters for SLTs - discussion led by ToniShawley. Station Cottage, Micheldever Station.For travel directions and full agenda contact SueBell, email: bsc-micheldever@supanet.com
www.rcslt.org May 2006 bulletin 23
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