Purpose
– The distress that is associated with auditory hallucinations, or voices, is well documented. However, increasingly research into this phenomenon is also capturing those who cope with their voices, and live meaningful lives. Peer support is a popular and useful way in which to learn to manage the distress for voice-hearers. The Hearing Voices Network (HVN) acts as an umbrella organisation for which research, training and peer support groups exist (www.intervoiceonline.org). Despite the growing amount of peer support groups established, there is to date no published material on these groups. The purpose of this paper is to discuss these issue.
Design/methodology/approach
– The present study used Interpretive Phenomenological Analysis to explore the experiences of four informants across three New South Wales HVN groups.
Findings
– Results suggest that the social connections, value of sharing and desire for more group members are all important within the group. Beyond the group, informants described the increased willingness to talk to others about their voice experiences, improvements in sense of self and a positive change in their relationship with their voices.
Originality/value
– The study demonstrates the importance of peer participation in the mental health workforce and the provision of safe spaces for those with lived experience to share and learn from each other in meaningful ways. Research implications include the need for further research measuring outcomes on a larger scale for these support groups.
RESUMO Objetivo: Elaborar um programa de remediação com a nomeação rápida e leitura, bem como verificar a significância clínica da aplicação do programa elaborado em escolares com dislexia. Método: Participaram cinco sujeitos do terceiro ao quinto ano do ensino fundamental, com idade de 8 a 11 anos, de ambos os sexos, com diagnóstico interdisciplinar de dislexia. Todos os escolares foram submetidos na pré e pós-testagem à aplicação das provas de habilidades metalinguísticas e de leitura, compreensão de leitura e da prova de nomeação automática rápida. Resultados: A análise foi realizada pelo Método JT, que permitiu verificar se houve mudança positiva ou negativa e significância clínica na pós-testagem. Os resultados mostraram ter havido significância clínica nas provas de identificação; adição e combinação de sílaba, de fonema final e medial, além de repetição de não palavras, leitura de palavras reais e pseudopalavras, compreensão leitora, além de nomeação automática rápida quando comparada a pré com a pós-testagem. Conclusão: O programa elaborado mostrou-se eficaz e com aplicabilidade, podendo ser utilizado instrumento de intervenção baseada em evidência científica para escolares com dislexia, pois ocorreu significância clínica para o desempenho em leitura.
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