Most impressive third sector digitally enabled service
This category recognises third sector services which have embedded digital tools and services into improving people’s experience and outcomes as well as improving efficiency. You may have created a new digital technology or be using existing technology to make a big difference to people’s lives.
Digital Talking Mats – is a well-researched visual communication framework that uses a digital space and visual images to help people of all ages and abilities to express their views and be at the heart of decision making. It adds structure and focus to an interview and increases the effectiveness of an interaction in the following ways:- Improve understanding.
- Improves engagement.
- Significantly increases the amount of information you can obtain.
- Gives a structured framework for thinking about goals and planning interventions.
- A digital Talking Mat produces an instant report to record your session and any action points arising from it.
More about Digital Talking Mats
Consulting with individuals about how they feel about issues in their lives can be challenging, perhaps due to a communication impairment, ill health or trauma. We are committed to helping individuals express their views and to participate fully in making decisions about their lives. Responding to the lack of awareness and tools for consultation, Dr Joan Murphy created a low-tech framework called Talking Mats. As technology advanced and the ability to move images on a screen became a reality, then a digital version was developed.
The digital Talking Mat allows you to choose the top scale depending on what you want to find out. eg, it could be about the things that are going well/not going well. The digital Talking Mat helps people to express their views because it allows communication without speech as well as giving time for processing and reflection. The images help to make abstract ideas more concrete and easier to understand. The interviewer can add words or photos as issues emerge
Talking Mats were used to help a teenager with autism think about his transition from school. When asked about his environment he said that he likes going to the garden for fresh air. He loves being at home and feels safe at home. He likes school although he finds the lights too bright sometimes. He is happy with the health services he receives (seeing the doctor about his ears). He would love to live in a city especially Edinburgh. He doesn’t like living in the country as he wants to live in Edinburgh. He doesn’t like college in Alloa. He doesn’t like Alloa because it doesn’t have a castle or canal like Edinburgh. College is not going well at the moment.
He was then asked about work/education. R would like to do part time work like Mrs B (she only works on a Mon/Tue/Wed) not work full time. He would like to do indoor work rather than outdoor work because he gets too tired. He would like the work that he does to be paid. He is unsure about volunteering as he would rather be paid. He wants to go to college when he leaves school but not in Alloa He is not sure about the support he is getting to help him think about the future and wants to know more about what he could do. He is unsure about filling in an application form. He definitely does not want to do an evening class and he feels unhappy about having an interview. Without Talking Mats R would not have been able to express his views in such detail or inform the following outcomes: • Establish reasons for dislike of Alloa College by end of term • Explore indoor work experience for start of S6 • Research and experience college course choices by end of term As a result R no longer attends Alloa college and is exploring work experience in a primary school.