Communication partner training: re-imagining community and learning

Abstract

Background: Learning is integral to Communication Partner Training (CPT) initiatives. Key theories include experiential learning and adult learning theory. The ways in which these have been applied, however do not consistently address the needs of people with aphasia and other stakeholders in CPT. Participatory, relational and collaborative approaches, subsumed within an expansive learning framework, which provides theoretical principles and scope for critical examination of the 'who', 'why', 'what' and 'how' of learning have the potential to address these shortcomings. Aims: The objective of this paper is to critically review experiential and adult learning in CPT, subsequently examining participatory and relational approaches within the framework of expansive learning, using an example from a health care context. Main contribution: Expansive learning is described, and its potential application examined through an example of CPT in a health care context and critical discussion of the literature. Conclusions: Expansive learning provides a sound theoretical and practical basis for CPT initiatives across a range of contexts, and enhances our understanding of how to achieve goals of communicative access and social participation.

Creating therapeutic relationships through communication: a qualitative metasynthesis from the perspectives of people with communication impairment after stroke

“…Such training commonly addresses their knowledge and skills, but it does not appear that relational communication is consistently addressed in communication partner training for clinicians [20,58]. While these principles are evident in some approaches [59,62], many reflect a "professionalised technical discourse" [63,p.1256] based on the knowledge and skills that speech-language therapists' consider others need such as knowledge about aphasia, and specific communication techniques [63]. There is a risk that such training might (unintentionally) suppress relational aspects of communication and may indeed reinforce a "practitioner-centred" approach to communication and possibly, to care [11,64].…”