Our Top Resources

Success in a block placement is not just down to theoretical knowledge and clinical skills. Over the years of supervising students, Alison Taylor and Karen Shuttleworth have observed the extra elements that help students settle in and get the most out of their placement. Based on their experience they have put these top tips together with Julie Leavett and other colleagues in the speech and language therapy department at Cumbria Teaching Primary Care Trust.
5. Be prepared Its useful to come to placement with equipment in the shape of a box of tricks which is familiar and can be used as an all encompassing informal assessment and therapy resource. This neednt be expensive and can consist of everyday items which can be collected easily such as small soft toys, play food, a magazine, old photos, books - the list is endless! Include things which are enjoyable to use for both client and therapist. This will hopefully enhance the interaction and demonstrate to clients / parents that therapy tools need not be expensive or specialised. 7. Manage your time A good start to the placement is arriving on time. An apology is appreciated for any lateness and it is always useful to exchange telephone numbers for any unexpected circumstances. Allow adequate time between and during client sessions for such things as preparation and feedback. It can be useful to think of a session as a pie chart so you can allocate a proportion of the time for each activity, allowing for meeting and greeting and finishing off the session. 8. Show initiative At the initial meeting with the therapist show willing to take on responsibilities such as answering the telephone or making appointments in addition to clinical work. Peer placements enable students to negotiate responsibility and to work as part of a team. Make the most of opportunities to demonstrate initiative but keep a balance between this and accepting direction. 9. People first, clients second When meeting with families offer a relaxed and friendly but professional manner. See beyond the issue to build a comfortable working relationship, being aware and respectful of different cultural backgrounds. Dont worry about completing a full assessment or finding out all the information in the first five minutes of a session. Even in your practical exam, remember that the session is most importantly the clients therapy time. 10. Reflect Allow time for a final session to reflect on the positive aspects of the placement and areas for further improvement. Consider also practical tasks such as returning equipment, finding references for resources and information required for case studies / coursework. It is useful to have collected evidence to include in a portfolio even if it is not immediately required for placement coursework.

Alison

Karen

1. Do your research To get the most out of your placement it may be useful to have carried out some pre-placement research. This neednt be difficult but relates to finding out about the local area in terms of facilities and geography, and considering any features which may be apparent such as accent or social issues. A useful starting point could be the local council website which often has some of these details. 2. Make an impression First impressions count - perhaps they shouldnt, but they do! Weve all made judgements or formed opinions of people via telephone calls, e-mails and letters. Be aware of the importance of your initial contact with clinicians and think about what information is required from the conversation. Plan ahead just in case the clinician is not available and you need to leave a message on an answering machine or with one of their colleagues. Many people now take advantage of e-mail because it allows us to convey more information easily and quickly. Unfortunately it also has the potential to cause confusion and misinterpretation, for example if an e-mail which makes a request appears to have a demanding tone. So check tone as well as content before you send. 3. Be sensitive Placements often provide the clinician and student with scope to negotiate a way to fit the demands of the placement with the needs of the student. However, by the nature of the job, some placements allow less flexibility. The student needs to be sensitive to this as well as to other aspects of the placement such as dress code. (Bare midriffs and skimpy garments are not advisable in any circumstances.) It is also important to learn and understand the role of other professionals in a positive and friendly way. We have noticed that these sorts of skills turn an average student into a good student. 4. Tune into the client group Think about the placement profile. If young children are to be seen, consider their interests. What will motivate and connect with them? Why not watch some TV programmes, get a couple of comics or visit toy shops such as the Early Learning Centre to find out current popular characters / games / toys and the way children engage with them? For adults, read the local papers and watch local news so you have a conversation starting point. Clients may relate better to the student who has demonstrated a real interest in them and their locality.

6. Be open Therapists want students to succeed. Start by discussing your previous experience with the therapist and jointly setting targets for this placement. Make your goals realistic and achievable within the setting / client group. Communicate clearly with the therapist or placement coordinator about your achievements and clinical improvements. There may be more practical issues which are affecting the placement such as long travelling distances, access to resources or health / personal issues, and it is important that your therapist is aware of these. Accept praise and constructive criticism and use this to develop your skills further. Also remember that all therapists and students love sharing ideas, so the placement provides an ideal opportunity for exchange of information between therapist and student regarding new resources.