We spoke to Jasmin Hernon, Speech and Language Therapist (SLT) at Gloucestershire Family Drug and Alcohol Court (FDAC), about their role and the importance of having an SLT within this problem-solving court model.
What made you want to work in this area as a Speech and Language Therapist?
After graduating in 2015, I began my career as an intermediary in the criminal and family courts, facilitating communication for vulnerable individuals with identified communication needs and ensuring they could fully participate in legal proceedings. I later transitioned into the clinical field of speech and language therapy, working in various settings with children, and adults with learning disabilities and autism, including within forensic services. The law has always been a core theme in my work.
In 2021, I was employed by Gloucestershire Health and Care Foundation Trust (GHC), and soon after, a position opened for a paediatric speech and language therapist within the Turn Around for Children Service (TACS), the multi-disciplinary team supporting the Family Drug and Alcohol Court (FDAC) in Gloucestershire.
What are the key challenges & successes of working in FDAC as a SLT?
A key challenge in my role is being the only SLT working for an FDAC team in the whole of the UK. This requires me to be resourceful, drawing from a variety of sources, and demonstrating my value using a range of outcomes. While peer support is somewhat limited, I am fortunate to have a strong support network, including the Children in Care Speech and Language Therapy Clinical Excellence Network and my colleagues in the GHC team.
Working in a small multi-disciplinary team with limited resources means I sometimes take on tasks beyond my specific role. Embracing FDAC’s collaborative and problem-solving approach, I aim to be a valuable team member, contributing in whatever way I can, even when it falls outside of speech and language therapy!
Despite these challenges, the successes far outweigh the difficulties. Building relationships with families and witnessing progress in communication and interaction within the family unit is incredibly rewarding. My role allows me to support children and young people with their communication needs over a longer period than is typical in community services, enabling me to observe and support their progress through various developmental stages.
Parents in FDAC engage in intensive and therapeutic interventions, can you share what your support looks like?
The SLT support I provide varies depending on each child or young person’s needs, and it differs from family to family. Much of my work is preventative; offering advice and recommendations to parents and carers to foster communication development and create language-rich environments in their homes or during family time. I also co-lead a group called ‘Thrive’ with TACS Health Visitors and the Senior Family Support Worker. This is an educational stay-and-play program for parents and children, where we teach essential skills in parenting, child development, and having fun! One of my favourite parts of the role is helping parents communicate with their babies, as we often overlook the importance of early interaction.
Some children entering FDAC already have identified speech, language, or communication needs, and I can offer more intensive support to these children and their families throughout the FDAC process. Others may not have had prior speech and language therapy involvement, but after assessment, I have diagnosed significant communication difficulties, such as speech sound disorders, language delays and disorders, or stammering. In these cases, I provide evidence-based, trauma-informed interventions to support the children and young people in achieving their communication goals.
I aim to see children weekly during active intervention, whether at the carer’s home, the parents’ home, during family time, or in educational settings. These interventions are often integrated into the parents’ FDAC program.
Another essential part of my role is advocacy. I am deeply committed to ensuring that each child’s needs are understood and addressed. This can involve training educational staff on a child's abilities and challenges, as well as the impact of trauma on communication and behaviour. I also assist with applications for Education, Health, and Care Plans (EHCPs) to support children’s educational needs and advocate for accurate diagnoses, such as Autism Spectrum Conditions or Foetal Alcohol Spectrum Disorders (FASDs), which can unlock additional support for children.
How did the article for the Bulletin for the Royal College of Speech and Language Therapists come about?
As a practicing SLT, it is a requirement to be registered with both the Health and Care Professions Council (HCPC) and the Royal College of Speech and Language Therapists (RCSLT). The RCSLT publishes a quarterly magazine featuring news, features, and profiles of speech and language therapists.
I contacted the RCSLT to share my experience, as I am the only SLT in the UK working within an FDAC. One of TACS’ core values is to share our experiences of working in a trauma-informed, compassionate, and problem-solving way, so I saw it as an excellent opportunity to highlight my role to other SLTs who might be interested in working in social care or with an FDAC. Since the article was published, I have been contacted by other SLTs in similar roles, which has been a great opportunity for networking, sharing resources, and spreading awareness of FDAC’s work.
Access the article here, on page 17.
In your view, what are your hopes for SLT and FDAC?
I have three key hopes for the future of SLT and FDAC. First, I hope more FDAC teams recognise the value of having an SLT as part of their team. SLTs are essential in supporting children and fostering positive family interaction and communication. It would be wonderful to have another SLT colleague to grow the SLT profession within social care and FDAC.
Second, I am passionate about raising awareness of Foetal Alcohol Spectrum Disorders (FASDs). FASDs are the most common yet under-recognised neurodevelopmental condition, affecting around 3-5% of the population, making it more common than Autism and ADHD. However, societal stigma around alcohol use during pregnancy often hinders open discussions, leading to misdiagnosis of FASDs. It is important that we adopt a ‘no shame, no blame’ ethos so that we can begin to have these conversations, so we can offer the best possible support to children and families. I believe FDAC is an ideal setting to begin this important work.
Finally, I hope the work of FDACs continues to expand, delivering the best outcomes for families, and that other teams and organisations adopt a similar approach - one that is compassionate and rooted in problem-solving.