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Reanne C
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Activity
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Reanne C made a comment
This is a good approach but is of course reliant on trainees knowing where they might need further help.
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Reanne C made a comment
I haven't tried any except Pendleton's but I would be keen to do so. I think the Feedback Sandwich would be simple enough to try, as it's similar and the others would need a bit more thought.
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Reanne C made a comment
I'm pleased to see that it recommends always gaining student perspectives on their own performance first - this is something I always do! I tend to use it to help me understand what they are aware of already, either in terms of their knowledge or their own attributes/what they bring to therapy, and then I can fill in the gaps (positive or constructive) with my...
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Reanne C made a comment
One thing I pride myself on is giving specific and detailed feedback. I always valued written feedback, as well as verbal feedback, when I was training and I try to provide the same balance for my own students. I have often had positive feedback about this, with students commenting that they never usually receive written feedback.
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Reanne C made a comment
I use the university guidelines to help me monitor this throughout. I also review the student PDPs at the start of placement, and ensure they are SMART and relevant to the setting (making adjustments where necessary). We review these at the halfway point, along with overall progress in line with the standards set by the university and then discuss plans to...
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Reanne C made a comment
a) Giving feedback that is thought-provoking and encourages them to think about how they plan to move forward next time.
b) I will always start with positives (ideally at least 3) and then mention an area to work on. I try not to give them the answers or what I would do but facilitate discussions about items they may wish to consider. -
Despite being designed for medical trainees, I consider the framework to be highly relevant for Speech and Language Therapists too.
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Reanne C made a comment
This model of supervision reminds me of something I learnt when I was training. I like it! I think I'm currently a mixture of conscious incompetence and conscious competence, depending on which aspect of being a supervisor I am thinking about.
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Reanne C made a comment
I found it really useful to learn about the different educational theories and re-considering the way different teaching and assessment methods can be used to get the best out of the experience.
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Reanne C made a comment
I used this Ted Talk video for a session once to discuss the concepts. We discussed our natural habits in regards to these and what we might want to practise moving forward. It was very interesting! I particularly like the element of silence; something which I have always remembered from my training to not be afraid of when waiting for a client to respond.
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Reanne C made a comment
A mixture of forms works best e.g. articles, videos, reflective sections. Much like this course!
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Reanne C made a comment
I have found it useful to ask students if they want to feedback straight away about a session with a client or if they would like some reflective time, before we have a discussion.
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Reanne C made a comment
Ask questions to probe the students' thinking, rather than just giving them the answers.
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Reanne C made a comment
I think alongside the assessment methods discussed, it's important for the role of the supervisor to know that the learning process is fluid and to facilitate an ongoing reflective practice in regards to development.
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Reanne C made a comment
I think it would be useful to reiterate the reasons students are offered placements. Yes, ideally we all hope that they could behave like a qualified member of the team and help us, but there has to be an acknowledgement that this may not always be the case and it is highly dependent on the individual. I think it would also be useful to explore the colleague's...
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Reanne C made a comment
We make information available for students, so they know who to go to if they wish to pursue other opportunities and we ensure they know the protocol for organising such tasks e.g. communicating their changes of plan with their supervising therapist and/or ensuring cover is in place so that client needs can still be met in their absence. We try to create a...
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I'm pleased that our current approach seems to fit with these recommendations. For example, to reduce the pressure on Placement Educators and give students experiences with other therapists, we ensure that they have time with other members of the team during their placement. However, we tend to do this within Speech and Language Therapy, but I think we could...
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Reanne C made a comment
As others have mentioned, looking at other the rota to see who might be able to swap with the student for a different day, or seeing if the same training event is being repeated on another day the student is in would be useful. It is important that the student's supervisor listens to their concerns if they do not feel comfortable being left in a situation,...
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Reanne C made a comment
We look at the current caseload and try to give our students a variety of opportunities e.g. individual and group session for a variety of communication needs. We also try to offer placement days for when we have other things happening, such as meetings for our discipline, as well as the wider MDT because they are run slightly differently. We organise what...
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Reanne C made a comment
Joint working is encouraged where I work and is a great way to learn about other roles and help inform your own practice. There is a hierarchy but my managers have 'open door' policies and are open to new ideas and discussions to help improve the service. This ethos is passed on to students who join us on placement, and I think they value this as part of their...
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Reanne C made a comment
I agree that clear expectations from the start is key, so that students know what they will be expected to do from the beginning and how their role might look by the end of placement. Protected time for reflective discussions and constructive feedback is important, as many students find it hard to interrupt you if they think you're busy.
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Reanne C made a comment
To add to the comments below, personality and work ethics are an important factor, and can be positive or negative, depending on how well a student gets on with their supervisor and their opinion of how they approach their work. Emotional wellbeing is another one, and could need more or less support during the placement, depending on what the student is...
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Reanne C made a comment
Hi everyone,
I am a Speech and Language Therapist and started supervising students on placement this year. I am looking forward to building on what I have learned so far in practice, and understanding a bit more about the educational theory that underpins being a good Placement Educator to help me prepare for future students. -
Reanne C made a comment
Reflecting on my time was useful and adapting my use of a timetable for my own time has been an interesting discovery.
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Reanne C made a comment
Start by asking his lecturers or other students for help with calculating how long tasks will take. Then he could plot these on a weekly plan, add in all of his other commitments and see if it looks balanced. If not, he could prioritise which other activities he engages in each week. For example, it sounds like the hockey is a commitment that he would not be...
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Reanne C made a comment
1. I have allowed more buffer time, so that it should still be manageable even if I have to move things around due to unforeseen commitments.
2. Making a plan on the computer rather than handwritten helps to reduce anxiety if I have to adjust my plan. It also means making a plan is much quicker. -
Reanne C made a comment
I like working with plans. I use daily timetables and to do lists everyday for work and have to plan for short- and long-term deadlines throughout the year, so having a visual plan where I can see the timescales altogether always works well for me and helps me manage how and when to complete certain tasks. This is the first time since studying for exams that I...
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Reanne C made a comment
I don't have any exams at the moment, but I have various plans for different CPD projects I would like to complete over the summer, to help me prepare for the new academic year in September with my students, as well as some work deadlines. I have made a timetable for the whole summer to help me manage this. It looks manageable at the moment, let's see how it...
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Reanne C made a comment
When I was studying for final exams, I always had a study timetable once study leave began. I recall always aiming to finish a few days before, giving myself time to review the material or finishing anything else off that I'd missed, which matches the 'buffer' idea in the video. However, I never included breaks and other commitments, which probably made me...
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Reanne C made a comment
I am surprised by my score! I didn't think I was so prone to procrastination.
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Reanne C made a comment
1. Mornings
2. Not thinking about work
3. Thinking about work
4. When I spent a whole weekend pursuing my own interests because I needed a mental break
5. Try to allocate a specific time frame to complete a task - I think having a set end time makes me work more efficiently -
Reanne C made a comment
It was interesting to see how long I spent on one type of task. One evening, I spent the whole evening doing life admin (paperwork, bank stuff, etc.) and the next evening, I did exercise and then relaxed (watching TV). Looking at the trend from the week, as the week went on, the time I spent exercising and relaxing in the evening increased, probably because I...
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Reanne C made a comment
It's a little different for me because I work full time, and so time spent studying is related to my work and forms part of my CPD. One thing I have noticed since working remotely is that I have more time for studying, which is great!
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Reanne C made a comment
Thank you so much for an insightful and informative course. I have told many people about it and hope they feel equally inspired by the subject.
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Reanne C made a comment
The information about the 3 domains of difficulties is really useful for me to implement into my practice when conducting informal assessment with new children, to consider which treatment and management options may work best. I feel more confident flagging concerns about the effects of medication, now that I have a better understanding of how they work and...
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Reanne C made a comment
I found the whole section about medication very useful, and it gives me confidence to flag up unexpected behaviours or changes I observe among the children with whom I work, in case the dosage or time of day they are taking their medication is not working for them and needs to be investigated.
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Reanne C made a comment
More funding for research into this area.
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Reanne C made a comment
I thought her suggestion about the link between certain symptoms and benefitting from one type of drug over another was interesting. I wonder what future research will suggest!
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Reanne C made a comment
More detailed information in their training and ongoing support through INSET and other staff training forums.
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Reanne C made a comment
I think a lot of it comes down to experience, knowledge and research. We seem to know a lot more about how drugs work and less about brain stimulation techniques.
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Reanne C made a comment
This is fascinating, particularly the idea of positive reinforcement of desired responses through reward, but monitoring the brain responses rather than behavioural responses in the person, like you would in a Speech and Language Therapy session.
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Reanne C made a comment
I think a variety of support options should be made available, to try to suit different types of families. Some will want to attend face-to-face groups straight away with other parents; some parents may wish to start with researching online and accessing online courses for support. It seems unfair that, like many other avenues for support, it is a 'postcode...
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Reanne C made a comment
I always wondered where the opinion about sedating children through ADHD medication came from, and this section has given me a much better understanding about how the common medications used can impact on the brain and functioning of the child. I think it's always important to consider medication holistically, on a case-by-case basis. That is, how severe are...
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Reanne C made a comment
I wonder if this has a link with the fact that sometimes parents choose to take their children off medication as they get older. Even if they don't know about the latest research, perhaps this is a positive, given that the brain seems to become tolerant to the medication over time.
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Reanne C made a comment
Really interesting concept of the side effects giving people the sense of feeling 'zombified' when they may just be feeling closer to what neurotypical people feel, yet because they are so used to feeling differently, it seems it is not working properly for them. I can imagine this makes it such a tricky balance of finding the right medication type and dosage,...
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Reanne C made a comment
Really interesting to hear that it stimulates the parts of the brain that are not working as efficiently, which makes a lot of sense. I'm pleased to hear that the NICE guidelines recommend looking at the environmental support in the first instance, before considering medication options. Much of the time, of course, it is a combination of both that helps...
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Reanne C made a comment
If medication is seen as an appropriate course of action, an important issue is finding the right dose of medication that works. Also, getting to know the child and finding the right strategies that work for the individual.
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Reanne C made a comment
It had broadened my knowledge about the number of cognitive functions that can be affected by ADHD. I have mentioned it before, but the difficulties with time estimation and the link with not being able to wait make so much sense now.
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Reanne C made a comment
I agree with many of the points below about more funding, increased awareness and training. I think that more sensitive screenings to accommodate girls as well as boys would also make a difference.
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Reanne C made a comment
If you have to pay for private healthcare or insurance.
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Reanne C made a comment
It's an interesting notion about better inclusion leading to less diagnosis because children wouldn't "stick out" as clearly. I'd like to think that with better inclusion comes better informed staff, and an increased awareness would hopefully mean that the children who need help will receive it.
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Reanne C made a comment
Fascinating! I was very interested to hear about the concept of time estimation and the relation with not being able to wait, as well as the desire for immediate reward and how this all relates to the delayed developments in the brain.
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Reanne C made a comment
Implications for prevention: knowledge is power. More research and only be a good thing to help inform practice moving forward.
Implications for intervention: raised awareness and a change to the way we approach support. -
Reanne C made a comment
With more research, we would have more knowledge about this area, which would hopefully inform how we assess and diagnose in the future. However, I don't think on its own it would improve early prevention. It just gives professionals the scope for an improved diagnostic pathway.
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Reanne C made a comment
It highlights the importance of a holistic view to treatment and management, to ensure all relevant information is gathered to support the family.
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Reanne C made a comment
My views on it haven't changed, but I have learned a great deal to inform my practice moving forward. It would have been nice to have seen a Speech and Language Therapist view included in the professionals section.
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Reanne C made a comment
Very interesting!
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Reanne C made a comment
I have mentioned this before but I feel the stigma comes from the behaviours that people typically associate with ADHD. In a classroom environment, these sorts of behaviours are 'undesirable', 'disruptive' and do not follow 'school expectations', and so they help to fuel the stigma.
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Reanne C made a comment
As many others have mentioned, I think it still comes back to more training and raising more awareness. I was quite surprised by some of the findings in this thematic analysis.
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Reanne C made a comment
I found it interesting to hear that the GP interviewed also has frustrations about the waiting times for specialist interventions. Time and funding are common issues, as others have mentioned.
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Reanne C made a comment
Very interesting concept about dividing up impairment versus disability.
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Reanne C made a comment
It's surprising that parenting has to be 'ruled out' as an issue, and perhaps it comes with the nature of ADHD and how children present. I think raising more awareness can help with this and a sensitive approach to the way support groups are marketed/offered.
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Reanne C made a comment
I love it! I am a words person, and often go into a lot of detail when I write. However, this method has taught me that less is definitely more! I can still remember the information, even if it isn't written out in full. I don't think I ever had confidence in myself before about that element of studying lots of material.
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Reanne C made a comment
The 'bad examples' make you realise that if you don't write an effective summary, the amount of information you think you have to remember can seem overwhelming! The actual text about mindsets only had a handful of key concepts, from what I could see but the long examples make it look like there is far more. I am amazed at how simple it is to implement these...
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Reanne C made a comment
I tried to incorporate all of the steps I learnt just now - I read the whole article before starting my summary. I highlighted key words/phrases and then made what I thought was a shortened version in a table with colour. Then I reviewed it and realised I could review it further still, so I shortened the sentences to single words or phrases.
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Reanne C made a comment
I have definitely fallen victim to the endless bullet point method! It's a really good tip to read back through and think about the connection between the points to create something more concise. I prefer writing and I can remember it better, but often typing is quicker. I am a visual learner so I like using lots of colour. I use symbols as well to reduce...
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Reanne C made a comment
I really like the idea of integrating the information as you go along. This would be useful for large amounts of information. I often find this hard to get my head around and it seems more time consuming than just having several pages of notes, but actually, watching this video has made me realise that it might take a little longer to prepare but in the...
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Reanne C made a comment
I often summarise meeting content for colleagues who are unable to attend or summarise information from a training course into documentation/PowerPoints to share with colleagues. I do the same when studying; for example, alongside this course I have a Word document where I am noting down the important information or resources. When I have completed the course,...
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Reanne C made a comment
A reoccurring theme seems to be the need for more awareness to be introduced in teacher training courses about speech, language and communication needs (SLCN), so that earlier identification and intervention can be commonplace.
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Reanne C made a comment
I mentioned these previously but they still apply:
- Frustration from not being listened to and/or not receiving timely support and/or advice
- Professionals not recognising ADHD as a possible diagnosis due to lack of awareness
- Processes taking too long, with a detrimental effect on self-esteem, mental health and family wellbeing
- To medicate or not... -
- Frustration from not being listened to and/or not receiving timely support and/or advice
- Professionals not recognising ADHD as a possible diagnosis due to lack of awareness
- Processes taking too long, with a detrimental effect on self-esteem, mental health and family wellbeing
- To medicate or not medicate -
Reanne C made a comment
- Not being listened to when they clearly know the child better than anyone else and are seeking support
- Fighting hard for the right support for their child
- Having to deal with the stigma of the 'naughty child' stereotypes
- Feeling like there is nowhere and/or no one to turn to who might understand their situation -
Reanne C made a comment
A very interesting and emotive read. I was shocked by the comment made by the GP, but sadly, the rest of the story did not come as much of a surprise. It is such a common experience for so many parents that I am used to hearing. On the positive side, it is fantastic that the young boy has found a school where he seems to be thriving! A little targeted support...
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Reanne C made a comment
Not having support - this could be due to a lack of funding within the school or the support not being right for that child. As we learnt in week 1, girls could easily go undiagnosed, so raising awareness and educating parents and professionals working with children is a good step in the right direction.
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I agree Corinne. I found these three the most interesting parts too.
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Me too!
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Reanne C made a comment
I have found this first week incredibly informative. It was interesting to learn about the different domains of ADHD and how this informs diagnosis. I think this is important because children present in different ways. I was surprised to learn about the wealth of neuroimaging research that has already been conducted in this area, but pleased to know that there...
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Reanne C made a comment
Really interesting that later onset can result in increased mental health issues. I guess it makes sense, because it would be unexpected and not something the child would have grown up managing. It might be harder to adapt and come to terms with it.
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Reanne C made a comment
I agree with many of the points below. It is the age-old stereotype, because children (typically boys) might present with those symptoms, which are socially and educationally undesirable e.g. not listening, not following instructions, refusing to engage, and because they don't fit the 'norm' and what is expected, they are labelled as naughty. More needs to be...
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Reanne C made a comment
The different domains have made me reflect on different strategies that might be beneficial for one child compared to another and I am interested to know more about this. I had also not considered the idea that it could follow the trajectory of normal development over time, in the sense that people could 'grow out of it' as they become more mature and able to...
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Reanne C made a comment
It is interesting that there are patterns of comorbidities depending on the age of the child, and it makes a lot of sense when you consider the educational environment and other factors that might be in play at different ages.
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Reanne C made a comment
I agree with the comments below about the importance of researching more into the subtle symptoms of ADHD that may apply to girls. Yet again, I find myself thinking about ASD and the similarity with ADHD, in the sense that girls are often 'missed' due to their different presentation and ability to mask difficulties better than their male counterparts.
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Reanne C made a comment
This takes me back to my lectures about the brain when I was training to be a therapist! The research makes so much sense, particularly in regards to how children become better at coping with/managing their symptoms as they mature.
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What happens to the children or adults, who don't quite qualify for an official diagnosis, but who have a number of the symptoms and who are affected by their impairments on a daily basis? Is there a formal process that can be pursued, so that they can access some form of support, or is it reliant on those working with them to go above and beyond to help them?
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Reanne C made a comment
Thinking about some of the children I have worked with, it now makes sense that there are different domains, and that you can qualify as presenting with one type of ADHD over another. Some children are overwhelmingly impulsive in every aspect of their behaviour and how they approach tasks, and others simply cannot attend but they are not necessarily impulsive....
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Reanne C made a comment
It is interesting that adults with ADHD can focus for long periods on tasks they find interesting. It is similar to the ASD profile.
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Reanne C made a comment
I agree with many of the comments below, and I feel there are many cultural, economic and educational factors at play, as well as the way the healthcare systems are funded and managed in each country.
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Reanne C made a comment
I'm surprised that there is such a high percentage of children who do not meet the diagnostic criteria but who continue to present with impairments relating to the ADHD pathology.
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Reanne C made a comment
What does ADHD mean to me? Difficulties with focus and retaining information.
I am a Speech and Language Therapist and I work with children of various ages with different developmental disorders, including ADHD. I'm hoping to broaden my knowledge about ADHD, so I can implement new ideas into my practice to support the young people with whom I work. -
Reanne C made a comment
I use the log method daily with to do lists and plans for the weekend. I'm curious about the 'all the way' method. I think it would be interesting to compare a working day to a weekend day to see if there are changes in the patterns.
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Reanne C made a comment
I usually work in a school, so there is no time for procrastination! I have become very quick at doing tasks that previously took me longer, because I simply do not have the time in a typical working day to sit back and relax. Now that I am currently working remotely, my job looks very different and I had to work out a new structure to my working day to help...
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Reanne C made a comment
I am amazed that such a simple technique can give you an overview of texts so quickly, and how well I can recall the structure/content, to help me think about what the text may be about.
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Reanne C made a comment
Having practised with the shorter texts before, I wasn't sure how much time I would have to look at all of the longer text. So, I first skimmed it very quickly to see if there were any initial key words that jumped out at me. When I hadn't heard my timer, I went back through to see if I could find any other information to give me an idea of the content and...
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Reanne C made a comment
I started reading the first line of the first paragraph and then skipped to reading the first few words of each paragraph to see if I could spot the themes. When I noticed that it talked about pros and cons, I then skimmed back through to see if there were any other related key words. I'm pleased to learn that previewing is such a quick strategy and is really...
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Reanne C made a comment
I've always looked at the author and contents page, but flicking through the whole book to see how it is laid out is a good tip! I think I could apply these strategies to reviewing research papers in my field too, to see which ones might be the most relevant for what I am researching, to help me better select reading material. This is particularly useful when...
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Reanne C made a comment
Ensuring protected time for self-directed study as part of my CPD whilst working, to ensure I stay on top of my online courses and can start implementing what I have learned into my practice sooner.
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Reanne C made a comment
Having just looked at the results, it seems that the group now feels that avoiding phone distractions and deciding how long to study for are the hardest aspects, with an equal score of 3.4. I would say that this is likely because when you are studying for a long time, it's easy to be distracted by things like your phone, that seem far more interesting. Also,...
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Reanne C made a comment
I really like the table to help students work out how much time to spend on study material, depending on its complexity. This will be very useful to adapt for my students!
Something I never did was physical activity as a break from studying, but this is a good idea and something I would do now if I was ever a student again. I used to have a change of scenery,... -
Reanne C made a comment
1. Making a plan. When I was studying, I would plan out the revision days leading up to exams, to ensure I had enough time mapped out to complete all the revision before each exam. I also included 'recap' days, where I intended for the note-making to be complete and I could then use these days to just go over what I had prepared in note form. I also always...