The third person in the room

7/30/2019 The third person in the room

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wd. It hs isd wss tht

succssu cmmuicti is vy-

s busiss.

Th mt is simpy ttud d-

mt. Th tkig is ciittd by sts

Bdmk symbs th pic-

ti witt mti. Th sym-

bs c b pcd , i cssy,

ttchd t th mt with Vc, thmvd ud s th cit wks

twds cmpt pictu tht c-

cuty psts thi viws.

Th issu discussi is pcd

cty. Symbs dpictig

chic psitiv / usu / g-

tiv sps css th tp. Th

cit th csids, t tim,

thigs which my hv big

th issu, d chss hw thy but thm. Cmptd mts c

b phtgphd d shd s p-

ppit s vidc th cits

PerSonal exPreSSIon

SPEECH & LANGUAGE THERAPY IN PRACTICE WInTer 2008E1

The third personin the room

Fwig Sympsium tcbt 10 ys thw tch cmmuictimwk Tkig Mts,dit Avril Nicoll refects its wid-gigppictis.

reaD THIS IF YoU are

InTereSTeD In

enaBlInG ClIenTS To aIr THeIr

VIeWS

oPenInG UP SenSITIVe ISSUeS For

DISCUSSIon

PraCTICe BaSeDreSearCH

I 1998, J Muphy wt

tic Speech & Language

Therapy in Practice but h

wy sd Tkig Mts

pckg. ady th w tch

cmmuicti mwk tht

hd b dvpd t hp dut

aaC uss pss thi viws du-

ig sch pjct ws shw-ig its ptti t bt wid

g pp i dit situ-

tis. T ys dw th i,

Tkig Mts thusists m

vity bckguds gthd

i Stiig 7 nvmb t c-

bt th chivmts d dis-

smit gd pctic. as Js

svic mg d ry Cg

Spch & lgug ThpistsChi My Tubu sid, Tkig

Mts hs hd pud impct,

t just i th UK, but css th

viw t tht tim. J pid

hw Tkig Mts c b usd :

Gttig t kw sm

rctig yu w i d

pics

Pig th utu / sttig

gs

estbishig cst

Mkig difcut dcisisCmpig viws v tim.

Sympsium pticipts w i-

vitd t idug i Spd Mttig

t gt t kw ch ths m

pcs. a Kw yu Mt quiz

shwd th sch tms p-

tis i mtchig mts t th st

thy w puchsd m d th

cst (quty ud 1). Tgu

my i chk, J cimd his-ty Tkig Mts s bck s

th Gd ed. Th humu,

chgs pc d mi pc-

Th Tkig Mts Tm


2/4

tic psttis d hds-

sucs dmsttd why th

tm is s succssu t pvidig

tiig t g pssi-

s d svic uss. J hd

ppd mt t ct hpic v th pst 10 ys.

athugh th wk tks t

gy sh sys sh hs much t

b gtu i dditi t th

dbck m tiig cuss

th pp sh hs mt, th -

sch pptuitis, th chc t

tv d h tm. Its itstig

tht sh hs hd gt succss i

btiig udig d spdig

th ppch s widy wh thspcts h wk sh dst ik

th uivsity ci systm

d cmmitts.

op qustisJs cgu lis Cm d

mssg m J Highm d

Ji eddst, wh hd b du

t pst but w ub t t-

td. J is th st ps with ig disbiity t bcm

ccditd Tkig Mts c-ti.

Bth wk s pt th C Tm

bsd i licstshi, which m-

pys pp with ig disbii-tis s w s spch d gug

thpists. Thy sid th tiig

tht th mst imptt thig is

ig t sk p qustis.

Thy us Tkig Mts t d ut

pps itsts d wht thy

gd t, supvisi d

mtigs.

Chmi Gd, Icusi

Tch with Stiig Cuci, ussTkig Mts t csut chid

with additi Suppt nds pi-

t thi tmy viw. Sh ims

t gug hw

thy thy

gttig

with mtig

thi sht-tm

tgts thtm d thi

g - t m

tgts th

y. oc th

chid is hppy

with thi mt,

Chmi ph-

tgphs it dcumtti d

th chid ik t tk it it th

mtig s wy suig thi

viws tk it ccut. asth pctti additi Sup-

pt nds gisti i Sctd

is tht chid wi b csutd,

st wcm Tkig Mts s t

i i with tht quimt.

at viwig vid Ch-

mi d chid buidig up

mt, pticipt suggstd tht

it might b usu t mk tw

mts i such situtis. o wudpst th chids viw thi

pgss twds tgts d th

th th tchs viw - sig

thm sid by sid cud pmt

discussi. ath pticipt

td hw th physicity th

Tkig Mts pcss th stisc-

ti i mvig, bgig, pttig,

stkig tuig v th sym-

bs sms t hp with dig

thikig.a Gispi, psychgy c-

tu t th Uivsity Stiig,

gs tht th mvmt is cu-

ci, s it shws chg is pssib.

o his citicisms ttitud -

sch is tht it sms t ssum

ttitud is d. a is th

usig Tkig Mts s dymic

wy studyig th c ti-

ship d divgcs i pspc-tiv btw ps with phsi

d thi c i ssc, k-

ig t hw phsi chgs hw

pp thik but thmsvs d

thi pt. H pitd ut tht,

withi c tiship, th is

dub pbm. Fisty, s didtity chg d scdy th

is difcuty cmmuictig but

ths chgs.

His ct sch ivvd 25

pp with phsi d thi pt-

s. Th schs d tw

hm visits, usig Tkig

Mts d jit pbm-

svig tsk. Tkig Mts ws dis-

tictiv i tht it ws usd bth

with th pp with phsi d

with thi pts. Th sch s-

sssd th vs pspctiv:

wht pp thik but thm-svs, wht thy thik but thi

pts, d wht thy thik thi

pts thik but thm. This ws

d vity tpics, icud-

ig big cctd, sttig c-

vsti, spkig th th

ps d usig gstu.

F idtity, th pticipts

kd t tits d mtchd thm

th mts with ik m tik m. Tms such s cmmuic-

tiv, chidik d vptctiv

cm m th ittu idtity


PerSonal exPreSSIon

a gup icudigpp with phsidvisd whichsymbs t icud

th mst impttthig is ig tsk p qustis

lu Cks


3/4


PerSonal exPreSSIon

i phsi. a gup icudig p-

p with phsi dvisd which

symbs t icud.

a ws supisd by th high

mut gmt, such s p-

ticipts ig thi pts kid d gy gd t cm-

muicti. Hwv th w

umb ciicy imptt di-

vgcs:

Pts vstimtd hw

much th pp with phsi

wud ik big spk .

Th pp with phsi thught

thy w gd t usig gstu

but thi pts did t g.

Pts thught thy w vygd t cmmuictig but th

pp with phsi didt thik

thy w s gd s tht.

Th pp with phsi d it

difcut t stt w tpic, but

thi pts dt s this s

pbm.

Whi th pp with phsi

sy thy hv difcuty t tims

with cmphsi, thi pt-s thik it is btt th tht.

I tms idtity, th pp

with phsi thught thi ptsw m vptctiv th th

pts t thy w, d thy

w s ss mbssd th

thi pts thught. Th pp

with phsi thught thi pts

w m cdt th thy c-

tuy t, which is t supisig

s pp t pp cdt

i spit s-dubt i d t

mg difcut situti. ad,s a sys, wht yu thik th

pp thik but yu ds it

wht yu thik but yus.

1.

2.

3.

4.

5.

Dymic pcssa cmmds vid cdig

sssis s wy gttig tgips with th dymic pcss

dcisi-mkig d th mti

ttituds which Tkig Mts -

ciitts. With s much mphsis

th us ivvmt gd, this

is timy mid tht qusti-

is simpy ct cptu th wy

tht sws shit dpdig

th m t th tim.

Th tm is w udtkig w-up pjct with u cups

i c wk gup. o ch

cup hs sv phsi, d th

gup is bsd ud sttgis

isig m th sch.

Dmti is th ciic d

wh Tkig Mts is pvig its

wth i hpig pp pss

thmsvs (Muphy et al., 2007). I

th y t mdt stg pp

c us Tkig Mts ctivy di th t stg it is m ctiv

th cvsti. Th bts c

icud icsig v -

ggmt d kpig tck,

d dcs i psvti

d distcti.

Tcy oiv ptd cu-

t pjct kig t whth

Tkig Mts c hp pp with

dmti d thi cs mivvd i c dcisis. Th

u tpics ps c, gt-

tig ud, huswk d ctivi-

tis (id / utd). Cmpd

with cvstis, th cs t

Tkig Mts pd up th pp-

tuity t discuss ssitiv tpics.

It s pps t b visu wy

dig stgths d bstigcdc.

a pst m Mick Wthigt,

th st pic fc ccditd t

ti ths i th us Tkig

Mts, pvids uth vidc

th vu Tkig Mts i hpig

pp tk but difcut issus.

H ud tht, cmpd with th

stdd pic itviw pc-

du, Tkig Mts icitd m

imti m chid with i-tctu disbiitis. H ccudd

tht th digs w pmisig

ugh t mk th mthd w-

thy uth csidti s

t ivstigtiv itviws.

Spch d gug thpist

Mi Vditzzi hs usd Tkig

Mts with pp with ig

disbiitis i g ssitiv

css icudig husig, chidc

issus d su bus. Sh p-

std th tw cs studis pvi-

usy ptd i th ry Cg

Spch & lgug ThpistsButi (2006; 2007). o stb-

ishd tht bus suspctd by st

ws t i ct ccuig, whi th

th mt cit hd his -

gtis su bus gist

c tkig siusy by th pic,

th Pcut Fisc d his c

gisti. Mi pid tibut t

h mg cgisig th

imptc givig h th it-siv tim quid t sht tic

t pp ths css. J Mu-

phy td tht Mis spch d

wht yu thikth pp thikbut yu dsit wht yu thikbut yus

questionnaires simply

can't capture the way

that answers shift

Tcy oiv


4/4

gug thpy bckgud ws

cy imptt i big h t

h th Tkig Mts d su

th pcdu ws bust.

o thig Tkig Mts y dsis p up t dsigd p-

p with cgisd cmmuicti

impimts us i y situti

wh cmmuicti my b wk-

wd idqut. Pm Cwd

d ei Wts cs guid-

c fcs t Stiig Uivsity.

Discvig tht bth udgdu-

t d pstgdut studts c

d it difcut t ticut thi

thughts, pticuy ud s-

wss, thy itducd Tkig

Mts t sm idividu csut-

tis. Thy hv dvisd cds m-

pybiity skis d d tht Tkig

Mts uctis s th thid ps

i th m. It itducs ut,

systmtic d bjctiv mt

tht tks th pssu d ds

t gt discsu th wud th-

wis hv hppd. athugh itist cssy suitb vy

studt, it is w stbishd pt

th cs guidc tb tht

is jyd by st d studts. Pm

d ei pig t pit its

us i css d gup sttigs.

Sci csssSpch d gug thpist

lu Cks s dmsttd

hw Tkig Mts hs ts ppi-

ctis s g s it is dptd t

th cutu ctt. W sw vid

m Swd Smtsmt d

hd but Tkig Mts t Fi-

ish wddig, but lu hs ptd

th ppch t th d dggy

m wh t Vgmit d dt

giv xxxx. lu bg h c-

i Stiig s Tkig Mts ws

big dvpd but is w i u-

austi wh thpists hv

t b ivtiv i shig im-

ti d sucs such s vids

du t ck gisd tiig.

It ws itstig t s i h vid-

s hw th pcss cugd

cits t iitit cmmuicti sw s t spd, d hw skiuy

lu pickd up this. as with y

Wht is yu picwith Tkig Mts? Whtth mthds hp citst pss thi viws? ltus kw vi th Wit 08um, http://mmbs.spchmg.cm/um/.

reFleCTIonS

Do I UnDerSTanD THaT

aTTITUDe IS DYnaMIC

raTHer THan FIxeD?

Do I ProMoTe SUCCeSSFUl

CoMMUnICaTIon aS

eVerYoneS BUSIneSS?

Do I MaKe TIMe

To CeleBraTe MY

aCHIeVeMenTS anD THoSe

oF oTHerS?


PerSonal exPreSSIon

cmmuicti t, uss d t

udstd tht it is s imptt t

cus th quity th itc-

ti (wht lis Cm cs sci

csss) s it is t cmpt thtsk i hd.

Th Sympsium ws udd by

Fth Vy r&D Cmmitt t -

ct wh Tkig Mts hd cm

i 10 ys d t dissmit gd

pctic. lis, wh ws th mi -

gis th vt, sid sh ws

dightd tht i dditi it hd

b th tibut t J I wtd it

t b.

rcsMuphy, J., Gy, C.M. & C, S. (2007) Cmmuicti d dmti. How

Talking Mats can help people with dementia to express themselves. Yk: Jsph

rwt Fudti. avib t http://www.j.g.uk/bkshp/dtis.

sp?pubID=931 (accssd 27 nvmb 2008).

Vditzzi, M. (2006) Dig su tiships usig Tkig Mts, RCSLT

Bulletin Sptmb, pp.10-11.Vditzzi, M. (2007) Tt Cmmuicti, RCSLT Bulletin Juy, p.8.

SLTP

Tkig Mts tics i Spch & lgug Thpy i Pctic

B, S. (2005) Hw I st gs (3) Yu wi kw wh it s ight, Speech & Language Therapy in Practice autum,

pp.27-28.

Cight, e., Fsyth, I. & Cm, l. (2008) a yu listig?, Speech & Language Therapy in Practice Summ, pp.14-

16.

Hut, a. (2004) Ispctis d Tkig Mts: m pwu sy, www.spchmg.cm/rsucs/oigis.Muphy, J. (1998) Tkig Mts: spch d gug sch i pctic, Speech & Language Therapy in Practice

autum, pp.11-14.

Muphy, J. & Cm, l. (2002) lt yu mts d th tkig, Speech & Language Therapy in Practice Spig, pp.18-20.

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The third person in the room