MYTOPRESOURCES

1. MASLOWS HIERARCHY OF NEEDS I use this when thinking about how best to facilitate groups, be it in teaching, treating clients, or working with colleagues. It reminds me that individuals need to be physically and emotionally comfortable to achieve their full potential for learning. Maslow, A. (1970) Motivation and Personality. 2nd edn. Harper & Row. (This edition is no longer available to buy, but there is a 1987 version published by Longman.) 2. MODEL OF THE MANAGEMENT PROCESS (Righton & Riley, 1996) Oonagh Riley and I developed this model while I was working at the University of Central England. It reflects the Universitys course philosophy in the 1990s which, I believe, grew out of and was developed from Jackie Stengelhofens work in the 1980s. This is a cyclical model, it contrasts with the linear models developed in the early 1990s, and is a useful tool for discussing and developing our beliefs about how we practise as a profession. Oonagh refined the model and published it in 2001. Stengelhofen, J. (1992) Teaching Students in Clinical Settings (Therapy in Practice). Cheltenham: Nelson Thornes. Riley, O. (2001) Managing children individually and in groups, in Kersner, M. & Wright, J. (ed.) Speech and Language Therapy: The Decision Making Process when working with Children. London: David Fulton Publishers, chapter 4. 3. WILLIAMSONS ICEBERG & COMPETENCIES (2001) Again this is a thought provoking and useful tool in helping me to think about what we do as a profession and why. I particularly like the emphasis placed on the skill of empathy as core to our profession. Empathy can be defined as: the ability to consider thoughtfully anothers feelings while making intelligent decisions (Strickland, p.114). Strickland, D. (2000) Emotional Intelligence: The most potent factor in the success equation, Journal of Nursing Administration, 30(3), pp.112-117. Williamson, K. (2001) Capable, confident and competent, Bulletin of the Royal College of Speech & Language Therapists, August, pp.12-13. 4. GARDNERS THEORY OF MULTIPLE INTELLIGENCES Gardner proposed his theory in 1983. He challenged the common belief at that time that cognition is unitary and that individuals can be adequately described as having a single, quantifiable intelligence, (Campbell et al., 2004, p.xix). He describes eight intelligences: Linguistic, LogicalMathematical, Spatial, Bodily-Kinaesthetic, Musical, Interpersonal, Intrapersonal and Natural. I think this theory is logical. It often allows me to make sense of how people can be naturally able in some areas and not so able in others. In relation to therapy and teaching it reminds me that we need try to teach so that everyone can learn - and what a complex task this is! Campbell, L., Campbell, B. & Dickinson, D. (1995) Teaching and Learning through Multiple Intelligences. Boston: Allyn & Bacon. 5. REFLECTIVE DIARY I did a certificate in education in 1996 and one of the many skills I learned was how to keep and use a reflective diary. My diary helps me to analyse my approach, whether it be to teaching, supervising or in practice with a client. Im afraid my diary is quite intermittent and I tend to use it when Im having a problem, rather than to celebrate the positives in my practice! Hopefully the increased emphasis on reflection in practice as part of our Continuing Professional Development will make me place more emphasis on my successes in future. Johns, C. (2002) Guided Reflection. Advancing Practice. Oxford: Blackwell Science Ltd. 6. BLOOMS TAXONOMY In the 1950s Bloom and a group of colleagues identified three domains of educational activity: Cognitive (Knowledge), Affective (Attitude) and Psychomotor (Skills). I find it useful to refer to the cognitive domain when developing my therapy plans, and also when teaching specific skills which call for a very structured approach. It particularly helps me to pitch my input or teaching at the right level. See Clark, D. (2001) Learning Domains or Blooms Taxonomy. Available at:http:/ www.nwlink.com/~donclark/hrd/bloom. html (Accessed: 19 September 2005). 7. MY OWN DYSPHAGIA ASSESSMENT (Smith, 1993) I developed my own bedside dysphagia assessment as a result of attending an excellent dysphagia course at University College London, run by Diana Moir and Gillie Kennedy in 1991. They promoted a very functional approach to swallowing assessment and my assessment is based on the principles of that teaching. I also believe it is necessary to have an assessment which reflects our management of dysphagic clients. For example, in general in the UK unlike the approach advocated by Logemann (1998) - we tend to use texture modification as our first line of management, and our assessment should reflect that. Kennedy, G., Pring, T. & Fawcus, R. (1993) No place for motor speech acts in dysphagia? Intelligibility and swallowing difficulties in stroke and Parkinsons disease patients, BJDC 28(2), pp. 213-226. Logemann, J.A. (1998) Evaluation and Treatment of Swallowing Disorders. 2nd edn. Austin, TX: Pro-Ed. Smith, T. (1993) Speech & Language Therapy Initial Dysphagia Assessment. Unpublished. Copyright Factorlogic Limited. (Contact the author for more details.) 8. MIND MAPS Tony Buzan argues that mind mapping encourages us to use both sides of our brain to make sense of things and therefore learn more effectively. He suggests that we usually employ the left side of our brains the most when were making notes or studying, using mainly lists or writing notes. He argues that if we use more visual and pictorial images we tap into our right brain and utilise more function, thus encouraging us to learn more effectively. I use mind maps for problem solving and also as an extension of brain storming to pull together thoughts and ideas from a group. Buzan, T. (2003) Mind Maps for Kids. London: Harper Collins. 9. MY CRITICAL FRIEND I met my very special Critical Friend when I first started work, and she is my most essential resource. I am fortunate in that both our professional and personal relationship has developed and matured over the years. Biggs (2003, p.254) describes it as a complex role, part partner, part consultant, but most of all a mirror to facilitate reflection. Finding a critical friend is a very personal thing. There are the formal work routes where you might develop a trusting relationship with a designated mentor or team leader, or where you might come to rely on colleagues in your clinical supervision process. You can also go down a less formal route by finding someone you just really click with, for example at college or in a Specific Interest Group. I dont think there are any hard and fast rules, but it needs to be a relationship where there is mutual trust and respect, and an expectation that this process will grow, change and develop over time. Biggs, J. (2003) Teaching for Quality Learning at University. What the Student Does. 2nd edn. London: OU Press. 10. ASSERTIVENESS I use the skills I learned on my assertiveness course in all areas of my life. Given the opportunity, I also try to pass them on and teach some of them to clients, students and colleagues. I believe these are core skills for all speech and language therapists; if we practise to facilitate change, we should first be able to understand, analyse and change our own behaviours.

TRACEY RIGHTON MSc (HUMAN COMMUNICATION) IS A SPECIALIST SPEECH AND LANGUAGE THERAPIST IN THE MANAGEMENT OF ADULTS WITH COMMUNICATION AND / OR SWALLOWING DIFFICULTIES. TRACEY HAS EXPERIENCE OF BOTH ACUTE AND COMMUNITY SETTINGS IN THE FIELDS OF ADULT NEUROLOGY, VOICE AND MENTAL HEALTH IN OLDER ADULTS. SHE HAS DEVELOPED A SPECIALIST INTEREST IN THE MANAGEMENT OF DYSPHAGIA IN ADULTS AND IN CHILDREN WITH LEARNING DIFFICULTIES AND WAS A FOUNDER MEMBER OF THE FIRST ROYAL COLLEGE OF SPEECH & LANGUAGE THERAPISTS SPECIFIC INTEREST GROUP IN DYSPHAGIA AS A SENIOR LECTURER AT THE UNIVERSITY OF CENTRAL ENGLAND AND ON THE ADVANCED DYSPHAGIA COURSE, TRACEY DEVELOPED HER INTEREST IN TEACHING AND LEARNING BY PROVIDING SUPPORT, ADVICE AND STUDY SESSIONS FOR THE ADVANCED DYSPHAGIA COURSE TEAM, AND FOR UNDERGRADUATE AND QUALIFIED SPEECH AND LANGUAGE THERAPISTS. SHE HAS ALSO DEVELOPED AND RUN A ONE YEAR STUDY SKILLS COURSE FOR SPEECH AND LANGUAGE THERAPY CADETS. TRACEY WORKS PART-TIME FOR SOUTH WORCESTERSHIRE (NHS) PCT AND IS EXTERNAL ASSESSOR FOR THE ADVANCED DYSPHAGIA COURSE AT MANCHESTER METROPOLITAN UNIVERSITY. HERE, SHE DRAWS TOGETHER HER TOP RESOURCES FOR LIFELONG LEARNING.