K Bryan Resources
Speech and Language Therapy (SLT) Resources for working with offenders
The following resources were developed in the first SLT services for juvenile and young offenders in England. The project ran for two years and was funded by the Helen Hamlyn Trust. The services were within two very different Young Offender Institutions.
- Gregory J, Bryan K (2011). Speech and language therapy intervention with a group of persistent and prolific young offenders in a non-custodial setting. International Journal of Language and Communication Disorders, 46(2): 202-215.
The final project report gives an overview of the project:
The following resources are available for colleagues to use or adapt. Please ensure that the authors are acknowledged:
Safety protocol for SLTs working alone:
SLT Safety protocol
Example of initial service descriptors for staff unfamiliar with SLT
SLT service Information
Referral process diagram
Referral process diagram
Protocols for screening young people during their induction period. The first was used where the SLT was present for part of induction:
Induction checklist (SLT present)
The second was developed for use by experienced induction officers who were supported by the SLT but where there was insufficient resource for the SLT to have direct input to young people during induction:
Screening by induction staff
Various referral forms were used. Our experience with staff was that a referral form was off putting. Self referral forms were available for the young people to self refer. Often they completed this after a discussion with the SLT prompted by concern from another member of staff:
Self referral 1
Self referral 2
After referrals were made, the SLT could use a checklist to assess self perception. Overall we found that self assessment was not as accurate as SLT assessment, but it did reveal important information on the young person’s level of awareness
Trainee awareness checklist
A basic proforma for case history taking was devised
Case history form
Case history guidelines
In the larger institution, it was necessary to prioritise SLT referrals and use a waiting list. The priority was to see young people with communication difficulties where these difficulties were adversely affecting their ability to cope or engage with the wider regime. A prioritisation checklist was used to identify such cases:
SLT prioritisation
The number and source of referrals was recorded. Below are two examples representing the different regimes:
Number and source of referral
All outcomes were recorded to demonstrate the wider role and the SLT's contribution to the regime:
Outcome recording
Guidelines for other staff on making written information accessible were devised
Guidelines on making information accessible
A recent bibliography has been prepared on the evidence base for SLT for young offenders.
Bibliography
We have had lots of requests for access to these resources. We hope that you might find these resources of interest. Clearly they will need to be adapted to different populations and environments.
Leeds YOT Evaluation of YOT
A recent report on the evaluation of SLT within Leeds YOT is available on the Leeds YoT website.
http://www.leedsyos.org.uk/PDF/Leeds%20SLT%20report%20Jun%2010a.pdf
Karen Bryan
Jackie Freer
Cheryl Hanson