I undertook the ‘Talking Mats’ on-line course to acquire a new skill and a way to enhance my communication with people with dementia in practice. I have found the learning strategies used are varied and interactive – so there is not a sense of sameness, even though visually there is a consistent layout to the presentation of each module (this expedites navigation). This enhances engagement and my interest so that I am never reticent in logging on to complete the next module! In the beginning, I felt that I could move a lot quicker through the course if the modules were available once each part was completed, instead of having to wait for feedback on each assignment. However, nearing the end of the training course, the benefits of this approach are now clearer. Spaced learning and spaced practice allows for thinking time and internalisation of the module components. In this way, I have come to appreciate the part skills involved in the overall process and how they come together. I now find myself observing the skills involved and the reactions of all communicating as well as the surrounding environment, body language etc. I have also found myself looking back over the past module materials to ensure I am integrating as I go and to remind myself of the rationales for the actions that need to be taken, as well as ensuring that I am more and more familiar with the new terminology that I have been exposed too.

Little did I know when I signed up that the benefits of learning about and how to use ‘Talking Mats’ would stretch wider than what I initially anticipated or wanted! In completing the course, I am now much more aware of my communication practice in general, and the part-skills involved. I can also now see the wide applicability of ‘Talking Mats’ to different populations, age groups and conditions. Communication is everywhere but it needs to be efficient and effective – I am now more confident that my communication practice will improve as a result of this course. For me this is the best outcome possible.

Please click here to find out how to book on the next course 

Guest Blog by Ruth Cape 

Ruth is Lois Cameron’s daughter and she has contributed the following guest blog about her recent experience of taking and passing her driving test and how using a Talking Mat the night before her test developed a nerve controlling action plan!

My Driving test -a  nerve wracking prospect  

Even the simplest of actions within the context of a nerve-wracking event can be magnified to stomach churning proportions. The thought of opening a car door and putting on a seatbelt has never before given me much trouble.  Now suddenly I’m imagining fumbling with the handle, not finding the seatbelt lock – or worse, forgetting the thing altogether; while trying to look cool and collected in front of a reportedly ‘no-benefit-of-the-doubt’ driving test examiner. It was the night before my practical driving test. I had recently failed on a nerves-getting-the-better-of-me manoeuvre and knew I’d be unlikely to get another test for 3 months if this one didn’t work out. I live on the Isle of Harris. Winter gales make cycling difficult, if not often impossible. Winter busses are sporadic. My housemate-cum-chauffeur-cum-co-driver had just left the island. My driving lessons in Stornoway required a four hour round trip. To put it lightly, I was pretty keen to pass. If I’m honest, even if I knew I could get another test the next week and if my day to day life wouldn’t be much effected by the use of a car, simply the thought of 40 minutes in that vehicle-turned-pressure-cooker, every move scrutinised by a stranger in a high-vis would have given me the tangled stomach I suffered from that test eve.

Talking Mat trialled as a pre-driving test nerve-gatherer

Timing was on my side this time round; my mum – Lois – and her colleague – Sally – happened to be on a Talking Mats training visit to Stornoway that pre-test day. Finished with a day of training, we met for dinner and, as plates were cleared away and calming herbal tea was ordered, out came the pen, paper and post-it notes. This – I gather – was the first Talking Mat trialled as a pre-driving test nerve-gatherer; proving just how versatile a tool it is. With a top-scale to gauge my confidence levels, different aspects of the test were handed to me and ended up in a cluster around the lower two steps of the scale; opening the door and putting on my seatbelt sat just a little above parallel parks and three point turns. While this mostly went to show that it was the whole experience that was knotting my insides, it allowed a valuable opening for discussion on how to go about unknotting, or at least concealing the knots.

Reframing thoughts and strategies for success 

Re-framing the nerves to focused adrenalin, positive mantra, power posing and deep breaths – the mediation of the Mat provided the opportunity to work through strategies for success. I went to bed, glad – at least – to have had something to do to that evening to channel the nervous energy. The following morning I opened that car door, put on my seatbelt and proceeded to pass with one minor. Now, I can’t allow Talking Mats to take all the credit for this turn of events, but I can definitely praise the tool and thank my two informal practitioners for keeping me focused. From this experience, I’m sure there is potential for a wider Talking Mats scope for tackling anxiety and for use in relation to stressful situations.

Now Harris has opened up, and I’m off to explore…

The following are thoughts from Jenni, a Psychologist who attended the Talking Mats Accredited training course.

‘Meeting with five colleagues from Sweden, England and various parts of Scotland for the accredited Talking Mats Training this month has been a fascinating experience. I have been accustomed to using Talking Mats with children and young people over the past seven years, and have seen the value of the approach in helping young people give their views for a meeting – particularly if they have communication difficulties and would struggle either through lack of confidence or skill to speak out when others are present.
However, we were not just a group who work with children and young people. Most came from health settings and examples were drawn from elderly patients, some with dementia, others with autism. As we shared our videos and told our stories it was obvious to me how relevant Talking Mats can be in those settings too. Some of the stories shook me. One person told how she was deep in conversation with a lady over her Talking Mat when the tea lady burst in, poured a cup of tea for the resident, asked if she was having a good time playing at puzzles, then left before any answer could be given. Time and again we found ourselves asking what is it about our institutions that puts routines above real communication and above proper respect for an individual.

In preparing a video to bring to the training I undertook a Talking Mat with my father, who is almost 90. It was a new kind of conversation for us both, but we were surprised – the structure allowed us to talk about what was going well and what needed a bit of an adjustment in domestic life and we both learned from the conversation. I think we will do it again!

Indeed, at one stage in the training we were asked to dream big and look at how we might want to take use of Talking Mats into new areas. I identified some good friends – one 91, one 101 and one 104 – where conversation can become rather one-sided. I am interested in the power of Talking Mats to help create a genuine dialogue when these friends are reminiscing, in other words, to help me to be not just a listener but to enter the dialogue. Having a record of the conversation will help us take the discussion further when we return to it.

As ever, the time spent with Talking Mats colleagues was refreshing, stimulating and I can’t wait to go home and try out some new ideas!’

Jenni Barr, Educational Psychologist

Standard Training 

Attending one of our standard training courses will:

• Provide you with a range of practical tools and models that will help you evaluate a person’s ability and their level of support required
• Give you a holistic framework to support people with communication disability
• Build your confidence in using Talking Mats
• Encourage your creativity in using and applying Talking Mats in different situations such as goal setting, sharing views, supporting disclosure, enabling decision making…..the list is endless!

You can either

• Book places on our regular courses held in different venues across the UK
• Book a bespoke training for your organisation
• Participate in our 12 week online training course 

Train the Trainers courses 

However, you cannot train others unless you have completed and passed one of our residential ‘train the trainers’ courses. We put significant emphasis on our accredited training because without it, the quality and integrity of the Talking Mats framework is diluted and damaged.Talking Mats is based on extensive research and although it may appear simple, there are many complex layers involved in using it and we need to be confident that trainers have an in depth knowledge and understanding of these.

In order to apply to become a Talking Mats trainer you have to have completed the standard training (above), be experienced in using Talking Mats and fulfil the course requirements. 

Intellectual Property 

Talking Mats was originally developed at University of Stirling and the Intellectual Property is held by the University and Talking Mats Limited is assigned the sole rights to Talking Mats. Talking Mats is registered as a trademark. Only training that is sanctioned by us is recognised and anyone training others without being a recognized Talking Mats trainer is infringing Intellectual Property and copyright.

Signposting and sharing knowledge 

We are of course delighted when people share their knowledge and experience of Talking Mats and signpost others to the website and resources.

Theme 1 from Talking Mats Seminar: How do we vary the top scale?

One of the key skills in using Talking Mats is getting the top scale to reflect the question that you are asking and to be consistent.

WRITE IT DOWN SO YOU CAN STICK TO IT!

The following range of 3 point top scales have been suggested:

like – unsure – dislike

managing – need some help – not managing

very important – quite important – not important

really good at – getting better at – not good at

want – sometimes want – don’t want

calm – unsure – anxious

can do it myself – need a little help – need a lot of help

very easy – quite easy – hard

It was suggested that a way of dealing with a negative topic such as ‘anxiety’ or ‘pain’ was to use a quantitative top scale such as:

a little – some – a lot

Or you could ask what strategies make your pain

better – stays the same – worse

In some situations where the person has an acquired disability, it may be best to do 2 mats, one about liking and another about managing. It was suggested that adapting the mid point to reflect potential loss of skills might be useful:

like – like but can’t do it now – don’t like it

More recently we have found that the following wording works very well for lots of people and situations:

going well – sometimes – not going well