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This week’s guest blog, the first of 2 from the authors (Lois Cameron, Nikky Steiner and Luccia Tullio), describes the development process of a set of symbols aimed at supporting practitioners to reflect on the role of identity within their practice.
Every person has their own unique identity, just like they have their own unique fingerprint.
Identity is about how we see ourselves and how the world sees us.
Background
The Royal College of Speech and Language conference 2021 was titled ‘breaking barriers and building better.’ Professor Harsha Kathard from the University of Cape Town gave the keynote presentation and reflected on the key role understanding identity has in clinical practise, stating that ‘understanding identity is key to inclusion’. Secondly, she stressed that if we want to develop better services and support then ‘Turning the gaze to reflect on our positionality is central to change’ .Ash R et al (2023) in their editorial for the British Medical Journal highlight how interventions normally focus on single categories of social identity and ‘fail to account for the combinations of, or intersections between, the multiple social characteristic that define an individual’s place in society.’ They argue that ‘systems of care may consequently overlook overlapping systems of discrimination and disadvantage and exacerbate and conceal health inequities.’
The Development group
Following feedback from clinicians and people who use Alternative and Augmentative Communication (AAC) a working group was formed in March 2021 to explore the role of identity, diversity, equality and inclusion with in AAC practice.
Communication Matters and AAC networks within the UK advertised the group and 12 people responded. These people came from a range of organisations and had a range of lived experiences of diversity including people who use a communication aid to help them communicate. The work was funded by the Central London Community Health Trust and Talking Mats Ltd facilitated the meetings and the work
The group worked shaped the resource by reaching a consensus about the components of life that contributed to identity. In the end the group agreed on gender, sexuality, disability, race, neurodiversity, culture, family structure, voice, bilingualism, religion, mental health, personality, politics, intimacy, connecting with others and occupation. The process of developing the symbols was hugely helpful in unpicking what was actually meant by the various aspects e.g. voice. The original image for voice represented accents but the group discussion shaped the image to represent much more so the final image included a rainbow flag, a more general sound wave to represent tone, a Spanish word and an image to represent disability. As one group member said ‘my cerebral palsy is part of my identity. If I am having a voice I want to reflect that identity – I want a cerebral palsy voice’. Identity and the issues surrounding it can be emotive but the focus on the symbols helped contain the emotion and supported group members to listen to the perspective of others.
The whole iterative process of developing the resource and clarifying what the symbols should look like allowed the group to be clear about the individual meanings of abstract topics. This wider understanding was captured in a glossary to go alongside the symbols. For example, Identity has the following definition: Every person has their own unique identity, just like they have their own unique fingerprint. Lots of different characteristics make up our identity. This is what makes us different from other people. Sometimes we may share some of these characteristics with other groups of people, which can also be part of our identity. Identity is about how we see ourselves and how the world sees us.
Equality, Diversity and Inclusion: a visual framework to support the exploration of Identity within practice.
The resource is seen as a support for constructive reflection by practitioners on identity and allows them to consider the different aspects of their patients’ lives that may impact on their interventions. The final Talking Mats symbols have the suggested top scale of ‘I considered a lot’, ‘I considered a bit’, ‘I have not considered yet ‘. It could be used individually or by a team as a group discussion tool.
As the resource uses the Talking Mats framework, it is recommended that practitioners have completed their Talking Mats foundation level training
If you are interested in completing Talking Mats Foundation Training, you can see the training options in our shop here.
References
Kashard H 2021 Keynote breaking barriers and building better The Royal College of Speech and Language conference.
Ash Routen, 1 Helen-Maria Lekas, 2 Julian Harrison, 3 Kamlesh Khunti1,2023 Interesectionality in health equity research BMJ 2003 https://www.bmj.com/content/383/bmj.p2953
Our thanks for this blog go to Olivia Ince, Talking Mats Licenced Trainer and Speech & Language Therapist. This blog post reflects on the use of a Talking Mat with a Thinker called M who speaks English as an additional language. The Listener in this Talking Mat is Jono Thorne who is a colleague of Olivia. Jono did this Talking Mat for his video as part of a Foundation Training course run by Olivia.
M is a young adult who came to the UK as an unaccompanied asylum-seeking child. M is from a country in Central Africa and speaks a language which is not widely spoken outside of the region. Accessing interpreting and translation services in the UK for their native language is very difficult and M has therefore had difficulties learning English. This means the people around M often have difficulties finding out M’s views, which is why Jono thought a Talking Mat could be an invaluable communication tool for M.
M already uses some visual support, for example hand gestures and using objects such as food items when having a conversation in the kitchen. The people around M are unsure what M’s level of comprehension is in English and therefore they make adaptions such as simplifying their language. M’s expressive language in English is typically the use of one- or two-word utterances and yes/no responses.
To see if M would be able to engage with the Talking Mat process, Jono chose a simple topic to start with and one which he knew would interest M: food. The Top Scale used was like/unsure/ don’t like. Jono noted that M quickly understood the concept of the Talking Mat and the visual element seemed to support M’s understanding. The Talking Mat process including the side-by-side listening also facilitated rapport building.
Jono noticed that M was decisive and seemed certain about their placement of the option cards. The Talking Mat helped M to share their views on a larger number of items than would likely have been possible via a verbal conversation. M also joined in with the recap of their Talking Mat as part of the review and reflect by reading out the Option cards with Jono, which meant M was even more involved with the process.
There were a couple of difficulties for M during the Talking Mat process: the blanks and the option to change where the Option cards were placed. Jono tried to explain these steps using simple language but M did not appear to understand these concepts due to their level of comprehension of English. As M had seemed sure of their initial placement of the Option cards and they joined in with the recap, Jono felt that the Talking Mat was an accurate reflection of M’s views that day. Continuing to model these steps to M will likely help them to develop their understanding of these parts of the Talking Mats process over time.
Jono reflected on how useful it was to now know which foods M likes and doesn’t like. He also reflected on the potential future use of Talking Mats with M on more complex topics and to facilitate participation in decision-making now that it’s clear M understands how a Talking Mat works.
If you are interested in completing Talking Mat Foundation Training, you can read more about it here.
We are pleased to share a new blog from Talking Mat Associate, Jess Lane, as part of a 2-part series on the use of Talking Mats within Child and Adolescent Mental Health Services (CAMHS).
In Part 1, Jess described how Talking Mats can provide children with a safe space to explore topics that they might otherwise feel unable to communicate about, in a way that is highly supportive, sensitive and impactful. Check it out here:
In Part 2, Jess reflects on the use of Talking Mats by all members of the multidisciplinary team. We also hear from Nikki Low, Specialist Occupational Therapist, who reflects on her use of Talking Mats in the acute mental health setting.
Later in the blog, Jess explores how Talking Mats can be used as part of a post-diagnostic package of support for autistic children to support more focussed, strengths-based conversations, in line with the core principles of neurodiversity affirming practice.
A Multidisciplinary Approach
Welcome back to my 2-part series on the use of Talking Mats within CAMHS. In Part 1, I described how the implementation of Talking Mats by all members of the multidisciplinary team has transformed the way children are supported in the acute mental health setting. I have since reflected with clinicians from across Speech and Language Therapy, Nursing, Psychiatry, Dietetics, Occupational Therapy, Physiotherapy and Psychology on how Talking Mats continue to be used on CIPU to facilitate the direct and meaningful involvement of children in care planning, and to facilitate equity of access to therapeutic intervention.
Nikki Low reflects on using Talking Mats in her role as a Specialist Occupational Therapist:
“I am a Specialist Occupational Therapist working in a Psychiatric Inpatient Unit with children under 12, many of whom, in addition to their mental illness, have an intellectual disability, are neurodivergent and/or have experienced complex trauma. This can make meaningful interactions about thoughts and feelings challenging or even impossible, particularly when discussing sensitive topics.
We strive to provide a client centred approach to care and treatment for our young patients but this can be difficult when they are unable to express themselves. Talking Mats has revolutionised our approach with these children. It has proven to be a powerful tool, transforming communication experiences for individuals of all abilities. I have used Talking Mats to engage patients in assessments and to formulate their treatment goals. Its user-friendly design, customisable features and positive impact make it an invaluable resource in the care and treatment of our vulnerable young patients.
As a unit, we have rolled out training to all core staff in order that we can incorporate Talking Mats into our practice. By doing this, we have been able to facilitate more inclusive and person-centred interactions, ultimately fostering a more supportive and empowering environment for all involved.”
Implementing Talking Mats across a whole staff team has increased the capacity and capability of clinicians to routinely involve children in decisions pertaining to their care. It has also contributed to a culture whereby Talking Mats are considered at each stage of a child’s admission, to support assessments of capacity and mental state, medication reviews, engagement with advocacy services and participation in all multidisciplinary team meetings and case conferences.
Post-Diagnostic Support
Most recently, I have used Talking Mats as part of a post-diagnostic package of support for autistic children, to support more focussed, strengths-based conversations around what it means to be autistic. This has involved developing a symbol set based on SIGN guidelines and associated resources, to support children who have recently been diagnosed as autistic, to engage in a conversation about what would be helpful for them to know.
When presented with a Top Scale of Helpful, Not Sure, Not Helpful, children were able to share their opinion on a range of options, including (but not limited to): facts and figures, autistic famous people, links to other work, skills, strategies and resources. An example is provided below. From this, I was able to create a personalised information pack for each child, based on what they would (and would not) find helpful to know about autism.
Most children shared that it would be helpful to find out about autistic famous people. This provided the foundation for a follow-up conversation about identity. Some children shared that they would find it helpful to find out about incidence and prevalence figures. Others did not. This was reflected in their information packs. For children who shared that they would like to understand how being autistic might impact, or otherwise feed into, therapeutic work for anxiety, I worked with colleagues from across Psychology and Nursing to ensure this was accurately reflected in their information packs.
Using a Talking Mat to scaffold conversations about what it means to be autistic has been well received by other clinicians involved in providing post-diagnostic support. By providing children with an opportunity to identify exactly what they would like to know about autism, clinicians have been able prioritise areas of support and signpost to the most relevant resources. This speaks to legislation that calls for the greater involvement of patients in decision making, in line with the mantra: no decision about me, without me.
Anecdotally, I have found that using Talking Mats as part of a post-diagnostic package of support has made a significant contribution to the development of a more streamlined, relevant and person-centred approach to sharing information. Using Talking Mats in this way has provided children with a dedicated space to voice their opinion on a topic that they might not have previously inputted into, that has been actively listened to and directly acted upon.
It is hoped that in sharing how Talking Mats can be used as part of a post-diagnostic package of support, this blog might encourage others to consider how they might achieve similarly positive outcomes for children with other diagnoses. If you have used Talking Mats as part of a post-diagnostic package of support for children or adults, I would love to hear from you! Please do get in touch at info@talkingmats.com.
Talking Mats is available both as a physical resource and as a digital web-app. In this blog, our Digital Lead, Mark, gives an update on some exciting recent developments on our Digital Talking Mats platform.
It’s been over 2 years since we launched our new Digital Talking Mats platform, and we’re so pleased that more and more of the Talking Mats community continue to discover how it can be used to improve conversations in a wide range of contexts and situations.
We’re always looking for ways to improve the user experience of Digital Talking Mats, and over the last couple of years we have so appreciated the feedback given by Talking Mats customers who have been using the platform.
This feedback has led to plenty of tweaks and updates behind the scenes, but in this blog I want to highlight some updates we have recently implemented, which we hope will improve the experience for those using our digital platform, and also let you know about what upcoming features are in the pipeline.
Grouping and Deleting Thinkers
Users can now create groups/categories for their Thinkers, and organise them in a way that is most helpful for their context. Whether it is school classes, hospital wards, or care homes, for example, users can choose what to name the groups, and how many Thinkers are in each group.
As well as creating Thinker groups, users now have the option to delete any Thinker from their list. This may be a former patient, a Thinker from a previous job, or simply a Thinker that was used to test out the digital platform.
Sharing Personalised Mats
For users who are Talking Mats trained and are part of a Digital Talking Mats Organisational Subscription, we’re excited to say that personalised Mats that have been created can be shared with other members of your organisation. This means that if you work in a specialist department and require a bespoke mat for your context, one member of your department can create a personalised Mat, and share with every member on the subscription.
Upcoming Feature: Private Resources
At Talking Mats, we often do consultancy projects with organisations, to create specialist Resources for specific contexts. Sometimes these Resources end up for sale in our shop, for example, our Funeral Planning, Careers, Work & Employment, and Youth Justice Resources.
In other cases, an organisation may wish to have exclusive access to a Talking Mats Resource produced as part of a consultancy. This is easily achieved with physical resources, but has so far not been possible in the context of the digital platform. With the upcoming private resources feature, we will be able to upload a resource and grant access only to a specific organisation.
At Talking Mats, we are committed to continually developing and improving our digital product for customers. If you have any feedback, or any ideas for improvements we can explore in the future, please get in touch with us at info@talkingmats.com.
If you are interested in Digital Talking Mats for yourself or your organisation, you can read more about the platform here. We have subscriptions available from as little as £5 per month and you can see the available options in our shop here.
Our thanks for this guest blog go to Meredith Smith, Paediatric Physiotherapist and Lecturer in Physiotherapy in the School of Allied Health Science and Practice at the University of Adelaide. In this blog, Meredith talks about the development of a Talking Mats resource to facilitate self-reporting in pain assessments for children and young people with cerebral palsy.
Our research team has been working on modifying pain assessment tools so they are more appropriate, relevant and accessible to children and young people with cerebral palsy (CP). People with CP have varying functional, communication and cognitive abilities, which makes existing assessment tools (often pen and paper questionnaires) difficult to use across the spectrum of ability. As a result, children and young people with CP often don’t have the opportunity to self-report how pain is impacting their function.
We are based in Australia and our team is made up of physiotherapists, an occupational therapist, a medical practitioner, researchers and people with lived experience of CP. One of the first things we did as part of this project was to ask people with lived experience of CP and clinicians what we could do to make two specific pain assessment tools more accessible and relevant to people with CP and different abilities. One of the clinicians (a speech pathologist), suggested we consider a Talking Mat alternative for each of the assessment tools. These two assessments focused on two concepts – 1) how pain interferes with function and 2) pain-related fear. We were keen to focus on these assessments as this would help us to not only open up a conversation about pain with children and young people with CP, but would also provide us with a way of identifying children who might benefit from particular pain interventions, and allow us to monitor the effectiveness of these interventions.
Prior to this suggestion I had heard of Talking Mats but never used it. Our research team underwent Talking Mats foundation training which was excellent, and we were all really impressed with the concept and its application in varying contexts. We had initially thought that we might need a Talking Mat to get feedback from children on the assessment tools, but we all agreed that converting the pain assessment itself into a Talking Mat would make the most sense for now.
Working with the Talking Mats team was a fantastic experience. We all really appreciated the expertise of the consultants in considering how we worded some of the assessment tool items. The symbols created were also excellent, and when we tested them with children and young people with CP they were simple and easy to understand.
Here is an example of a Talking Mat discussing pain interference with function. The lead in phrase is ‘how much does pain get in the way of……’. This Talking Mat was easily understood by most children with CP, even those with moderate cognitive impairment and complex communication needs.
The second Talking Mat looked at pain related fear, with the lead in phrase ‘pain makes me……’. This was a more challenging and abstract concept, but was much easier to explore using the mat than on a standard pen and paper questionnaire. The Talking Mat versions can be interpreted as a 5-point response scale (the three response options and then two in-between sections), allowing us to still total an overall score for the assessment.
The feedback from children, young people and their families has been very positive. Families of children with cognitive impairment or complex communication needs have shared with us that previously it was assumed that their child could not self-report pain, and often they were asked to proxy-report on their behalf. Parents have told us how difficult it is to proxy-report on personal concepts such as pain-related fear, and that they couldn’t possibly know for certain how pain was making their child feel.
We are in the process of continuing to test the Talking Mats resource and look forward to making the it more widely available in the future.
Keep an eye on our website for more information about the Pain Assessment Resource as this project progresses.
If you are interested in completing Talking Mats Foundation Training, you can find out more here.
Talking about sensitive issues can be challenging at times. We are so excited to publish this guest blog from Julia Pollock, Highly Specialist Speech and Language Therapist (SLT) from the REACH team in Perth, Scotland, explaining how a newly developed Talking Mats resource helps to open up conversations with young people about sex.
REACH is a unique team, one of a kind in Scotland, that provides intensive support for care experienced children and young people on the edge of care in Perth & Kinross. We are a multidisciplinary team bringing together professionals across health, education, social work and youth work. This allows us to provide prompt specialist care, while limiting the need for referrals to multiple agencies.
My colleague, Janie Scott, and I have worked for REACH since its inception, as Highly Specialist Speech and Language Therapists. Research shows that more than 60% of care experienced young people have some kind of speech, language and communication need (SLCN) and at REACH we work on the assumption that our young people may have an SLCN – until proven otherwise. This means that we routinely offer communication assessments and support to every single young person (and their parent/carers), in addition to keeping inclusive communication at the heart of everything we do. Adopting this approach ensures that none of our young people have to struggle with communication difficulties unsupported.
Working in a multidisciplinary team with a heavy social work contingent has been a very different experience for Janie and I. The team were open to our training and approaches and allowed us the freedom and autonomy to shape our own SLT service.
One of the first things we did at REACH was to introduce Talking Mats. We are both Talking Mats Licensed Trainers. All our REACH staff, as well as any other colleagues across the council and NHS who also work with our young people are Talking Mats trained.
Despite some initial scepticism around using pictures with teenagers, the resource has since proven to be incredibly useful and engaging for this particular client group. It has now become a staple resource that our staff will reach for regularly to facilitate conversations with our Young People and to help them express their views on complex issues.
Our young people can occasionally find themselves in conflict with the law and wrapped up in the complexities of the criminal justice system, as a result of their often disadvantaged backgrounds, and/or due to a range of ongoing challenges such as developmental trauma, social emotional and mental health difficulties, and/or Speech, Language and Communication Needs (SLCN). In addition to supporting REACH clients through their criminal justice journey, our team also specialise in harmful sexual behaviour assessments, for both internal and external clients.
The idea for a Talking Mats resource for harmful sexual behaviour initially came from one of our Senior Practitioner Social Workers, Amy MacKinnon, who suggested that Talking Mats might be a useful tool to support their harmful sexual behaviour assessments (AIM3). The assessment, which involves interviewing the young person about incredibly sensitive and personal issues, can be quite confronting for young people. We discussed the possibility of having visual resources which would not only cater to the SLCN of our clients, but that would also make the assessment feel less intimidating for the young people, encouraging more open and honest responses.
We often start by assessing a young person’s existing level of sexual knowledge and understanding, as how can young people possibly share their version of events if they do not understand the basic concepts of which they were being accused of?
This includes exploring their understanding of the language around sexual physiology and anatomy, in addition to the social and legal considerations of sexual behaviour. The introduction of this resource allowed us to explore existing knowledge much more effectively than we had previously, with a more logical progression of concepts ranging from the very concrete language for body parts, through to more abstract ideas such as consent. More careful consideration of the young person’s language level really helps to ensure that the Young Person’s responses are accurate. We recognised that our existing pictures/resources needed development and so I approached Talking Mats to ask if they would consider working with us to create an official Talking Mats resource using their own artwork and branding. I know from experience that their artist, Adam, always does a fantastic job creating simple images that are so easily understood while also being sensitive and inclusive.
We developed a small working group with a handful of REACH and Talking Mats staff who have focused on developing a new healthy relationships resource to open up these tricky conversations. We have now completed the pilot stage, and have a fantastic resource. Talking Mats did not disappoint and as expected, they worked wonders with the images!
One interesting development along the way was the group’s reflection that the resource had felt quite negative and that perhaps we should keep a more neutral stance when developing the concepts – leaving room for much more general (or even positive) discussions around sexual development too. This allowed us to expand the resource to include concepts relating to puberty and gender identity. We felt that this would make the resource more far-reaching and impactful, while still retaining the option to use the more niche resources for addressing harmful sexual behaviour, when required.
The feedback we have received has been overwhelmingly positive, with comments such as ‘It’s amazing’ and ‘We’ve been sitting waiting for a resource like this.’ Those trialling the resource for us unanimously felt that the resource helped them to discuss the topic with their clients, helping to ‘open up’ discussions that would otherwise be more challenging to initiate. We have also received a lot of positive feedback on the clarity of the concepts and images; the consensus being that the visuals are easy to understand and unambiguous. This is fantastic feedback given the complex and abstract concepts we were tackling with this resource!
We are looking forward to sharing more information about the project and resource in an Advanced Webinar for practitioners who have already completed Talking Mats Foundation Training, in September 2024.
Look out for the second part of Julia’s blog next week, to read one of the powerful examples of the positive impact this resource has already had.
Inspired to think about Talking Mats Foundation Training? Find out about all the options we have available here.
This year’s campaign focuses on the importance of all children and young people whoever they are, and wherever they are in the world, to be able to say – and believe – “My Voice Matters.” Talking Mats is a tool that allows the voice of the young person to be heard. Read these blogs on Mental Health and Young People to find out more.
- Dr Carla Innes, Clinical Psychologist for Learning Disabilities at Stockport Healthy Young Minds (CAMHS) describes how Talking Mats helps the team to gain more insight to the children and young people they are working with, and how it has helped intervention focus on the child’s potential, and zone of proximal development.
- This work in Stockport is further expanded on in a presentation by Dr Rosie Noyce, Clinical Psychologist, given at the Talking Mats 21st Birthday Event in August 2019.
- Sally Kedge, SLT with Talking Trouble, New Zealand shares 2 powerful case examples of using Talking Mats with children and families caught up in the Criminal Justice System and demonstrates how the connection with a therapist can be the key to unlocking feelings and emotions
- Natalie Paris, Project Lead for Cashback180 programme based within Mayfield and Easthouses Youth 2000 Project, shares stories of using Talking Mats with young people in Midlothian.
- Our Director, Margo MacKay, describes using Talking Mats to ask young people about their environment and the impact different environments can have on wellbeing.
- Laura Holmes, our Lead Associate for Children and Young People, writes about the Virtual Schools Team in Wigan and how they used Talking Mats with Looked After Children.
To find out more about Talking Mats Foundation Training for you or your organisation, click here.
Communication is a fundamental human right, yet many individuals with communication difficulties face daily challenges in expressing their thoughts, needs and feelings. Augmentative and Alternative Communication (AAC) is a powerful tool that bridges this communication gap, and Talking Mats is one innovative approach that has proven highly effective in enhancing the lives of those who use AAC.
However, in the 25 years that Talking Mats has been developing resources we have never created one that specifically addresses the needs of AAC users.
Until now!
The new resource, Supporting Communication with AAC and the online advanced training module, AAC will be launched at this year’s Communication Matters Conference 9th-11th September.
The idea
Ace Centre first contacted us in 2018 with the idea of developing a specific assessment resource that would allow the person considering using AAC to express their views about it; were they ready to use AAC, did it fit with their life and communication needs and how much support would be required? This could then inform decisions around referrals onto specialist AAC services.
Development
As with all Talking Mats resources, this one was piloted and discussed and changed until the final version was reached. Thank you to all the practitioners and clients who gave their time and energy in that process. Thank you also to the Scottish Centre of Technology for the Communication Impaired who also collaborated on the resource and the module.
Outcome
The outcome is a resource that can contribute to both assessments and reviews, and an Advanced online training module, both of which aim to put the AAC user at the heart of decision making about their communication.
Here is a brief outline of the resource and the module.
Supporting Communication with AAC (card and digital resource)
Topics
Your Communication
This topic considers the ‘How’, ‘Who’ and ‘Where’ of interactions and helps develop an understanding of the Thinkers communication needs. It can be completed when you are getting to know the Thinker.
Joining in conversations
These topics are designed to help a Thinker explore how they feel about their AAC resource when it comes to joining in conversations and reflect the fact that an individual often uses a combination of communication modes to be effective. The three topic cards are: Verbal conversation, Paper support and Electronic Support.
How your AAC works
This topics explores different ways of accessing the AAC device as well as the different features it has, incluing functions, appearance, sound, and access.
If you are trained in Talking Mats to Foundation level you can buy the resource from our website
AAC Advanced module
To access this course you must have already completed the Foundation Course.
The objective of this course is to ensure that AAC users are at the heart of decision making and that necessary adaptations are in place to support those conversations
The course is split into three different sections:
The Resource
Aim – to recognise the different topics and who they might be suitable for
Access
Aim – to recognise different positions, places and methods for a Thinker to access a Talking Mat
Communication Dynamics
Aim – to recognise the dynamics in a conversation, and appraise the process of using additional people during a Talking Mat
To successfully complete the course participants must pass the quiz and contribute to the forum telling us about their experience.
Courses will run from the 1st of every month starting in November.
Talking Mats: developed in Scotland, embraced world wide with close working relationships in Japan, Sweden, Australia and New Zealand, but can the framework be adapted to reflect different approaches to communication that these diverse cultures embody? Victoria Mardell’s discoveries offer a fascinating insight into differences between Western communication and that of the Māori culture showing that the Talking Mats framework can be a cross culture communication tool.
Using Talking Mats in Te Ao Māori (The Māori World)
A Non-Māori SLT’s collaborative journey to deeper understand whether the Talking Mats process is culturally responsive to Māori
My Project
Working for the Aotearoa New Zealand Ministry of Education, I was approved to undertake a project which would investigate the suitability of Talking Mats to capture child voice.
A key part of this project was to review whether Talking Mats were culturally responsive to Māori and reflective of Māori worldview and if not, whether they could be altered accordingly.
This led to a rewarding journey for me as a non-Māori practitioner as I was able to collaborate with Māori colleagues and improve my cultural awareness. I got to experience Māori ways of gathering and acquiring information and I came away with new perspectives, which have shaped my practice.
Information Gathering: Learning About and Holding a Wānanga
To gather the information needed, it was suggested that I hold a wānanga. The word ‘wānanga’ would loosely translate as a “forum” in English. However, a more accurate description would be a collaborative process which involves engaging, sharing, and reflecting, with space for all viewpoints. A wānanga would often lead to the creation of new knowledge and decision-making.
This was my first experience with a wānanga and whereas Western ways of acquiring knowledge would likely have placed myself as an “expert”, seeking “feedback”, the wānanga was an unhurried deep discussion, in which all participants were partners, collaborating on an important subject.
Findings
There was overall agreement that Talking Mats are a good fit with Te Ao Māori.
Talking Mats were seen as a good way to promote Mana Motuhake (self-determination) and whakamana (giving prestige to children and their families).
Te Ao Māori (the Māori worldview) is strengths-based and the wānanga participants thought Talking Mats was a good fit with this approach.
Some considerations were discussed:
Codesigning the top scale: Participants discussed that concepts such as “going well” “not going well” are Western and that if a Talking Mat was used in a Māori kura (school), or with a Māori whanau (family), then categories might need to be adjusted or changed. This could be done via discussion and collaboration.
Māori colleagues have also shared some ideas with me for potentially suitable top scales:
(Sonja Macfarlane, 2021)
The key point was the importance of collaborating on the top scale rather than having this pre-determined before delivering the Talking Mat.
Being mindful about predetermination: Participants discussed how a practitioner turning up with a Talking Mat and a set of visuals might be seen as pre-determination and this could lead to discomfort and resistance. It would be more helpful if the practitioner facilitated a discussion, with the use of drawing visuals ‘on the fly’ as well as using the Talking Mats visuals. In practice this could look like a more collaborative process, with a greater input from the thinker in the early stage of the mat, rather than just at the end.
Action points may be strength-based rather than deficit-focussed: We discussed how there is a tendency in Western thinking to set goals or action points around improving things which the thinker has identified as not going well. However, in keeping with a Māori worldview, actions points might be to do more of what you already like, or to mentor others. We need to be careful that as practitioners, our unconscious bias is not inadvertently encouraging the thinker to focus on areas they have rated negatively.
Practice Example and Changes to my Practice
During the wānanga my former colleague, a Māori SLT, shared an example of a Talking Mat she had done about how a student wanted to participate in kapa haka (group performance of Māori dancing and chanting).
The SLT created her own visuals to reflect the kapa haka process. During conversation the SLT and student discussed how she could fatigue easily so the SLT drew an option to sit or stand. The action point was for the student to participate in waiata a-ringa (action song), with an option to sit if fatigued.
The process of considering Talking Mats through a Te Ao Māori perspective has changed my practice and I am grateful to my Māori colleagues for their time and insights. I am now more mindful when reviewing a Talking Mat, to make sure the action points are coming authentically from the thinker. I am also a lot more collaborative in the visuals and top scale of the Talking Mat. I have found that practising with more collaboration has led to better relationship building and more in-depth conversations.
Mauri Ora
Thank you to Victoria for her work on this blog. If you have any questions about this please contact us on info@talkingmats.com
Question: What is a Talking Mat?
Answer: Talking Mats is a visual communication framework which supports people with communication difficulties to express their feelings and views.
That’s what our website says in black and white and you wouldn’t be alone in thinking it actively excludes people with a visual impairment. However, one of our Licenced Trainers and Speech and Language Therapist, Olivia Ince recently got in touch to share a story of a creative and innovative approach to using the tool; a Braille Talking Mat.
The mat was facilitated by an Outreach worker for Children with disabilities (the listener) who had been trained in Talking Mats by Olivia. The young person sharing their opinions (the thinker) has a genetic neurodegenerative disease which affects the nervous system, causing progressive difficulties with physical and cognitive skills including communication impairment and vision loss. The Outreach worker and Olivia worked on the project together.
Trialling a Braille Talking Mat
We have been working together on a project to trial a Braille version of a Talking Mat. Talking Mats is a visual tool, but we knew that a Braille version could work in theory if some adaptations were made and if the thinker had the cognitive ability to understand the Talking Mats process.
We thought a Talking Mat would be a good approach for this young person because it could help to make the conversation more engaging and create a more balanced interaction than asking a long list of questions. For this young person, the Talking Mat was primarily a thinking tool.
Introduction:
We started the process by introducing a concrete, familiar topic; food with the topscale of ‘like/ don’t know / don’t like. Using a concrete topic like food meant that the listener could discuss the responses with the young person’s wider network and find out if the mat was a true reflection of food preferences, thus giving further insight into the young person’s understanding of the Talking Mats process.
Adaptations:
The support team had access to a Braille machine which meant that a Braille sticker could be added to each laminated symbol card in the Talking Mat. Having both Braille and symbols on the cards meant that the Talking Mat was meaningful to the thinker and the thinker’s network, as a photo could still be taken as a record and to allow any actions to be followed up.
As usual, the listener handed the card to the thinker which allowed them to read the Braille.
- After reading each option card, the thinker then passed the card back to the listener and told the listener where to place each one under the top scale.
- At the end, the listener asked the thinker if they would like to read the Braille on all the cards again as part of the review and reflect. The thinker did not wish to do this, so the listener verbally reviewed the Talking Mat for the thinker.
We considered the alternative approach of guiding the thinker’s hand across the top scale allowing them to read the Braille after having read the Braille on each option card. The thinker could then have placed each option card under the top scale with some hand over hand guidance, but this was decided against due to the increased physicality and cognitive load of this additional action for the thinker.
Reflections:
When the Talking Mat was initially discussed the young person expressed curiosity about what it was and how it worked. Throughout the session they appeared to feel involved, enjoying the tactile and interactive nature of the Talking Mat process, increasing engagement with the process.
The Talking Mat helped the thinker to share their views on a wider variety and greater number of options than what would have been possible in a verbal conversation on the same topic. The Talking Mat also facilitated a more structured, empowering and accessible interaction for the thinker and created the time and space for them to share their views.
Now that this trial Braille Talking Mat has demonstrated that the thinker can engage in the Talking Mat process from start to finish and that they seemed to enjoy sharing their views using this tool, in future further Talking Mats could be used to help the thinker share their views on more abstract, emotive topics.
Overall, this project has shown that a Braille version of a Talking Mat can successfully support people who have a visual impairment to share their views.
If you would like to find out more please contact us on info@talkingmats.com and questions can be passed onto Olivia.
