Exploring participant perspectives of community aphasia group participation: from “I know where I belong now” to “Some people didn’t really fit in”

Lanyon, Lucette; Worrall, Linda; Rose, Miranda

doi:10.1080/02687038.2017.1396574

Cited by 22 publications

(19 citation statements)

References 56 publications

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“…These are shown in the upper section of figure , which builds on the themes generated from a previous paper examining broad group participation experiences (Lanyon et al . ). The seven themes include: (1) balanced interactional patterns; (2) an open and non‐hierarchical group environment; (3) communication awareness and education amongst members; (4) meaningful objectives and activity; (5) ritual and structure; (6) composition and group size; and (7) leading and supporting the group process.…”

Section: Resultsmentioning

confidence: 97%

“…); may feel frustrated by the group process (Lanyon et al . ); and concerningly may report feeling marginalized and/or disabled when attending a therapeutic group (Kovarsky et al . , , Smokowski et al .…”

Section: Introductionmentioning

confidence: 99%

“…Whilst limited empirical data exist, it is evident that other health-and support-orientated groups can at times fail to meet the needs of their members (Douglas et al 2006, Rath et al 2003, Smokowski et al 2001. Members may report a disconnect between the objectives of the group and their personal needs (Douglas et al 2006); may feel frustrated by the group process (Lanyon et al 2017); and concerningly may report feeling marginalized and/or disabled when attending a therapeutic group (Kovarsky et al 1999, Smokowski et al 1999). In addition, the often limited training provided to group leaders (Zordan et al 2010), as well as ad-hoc funding, may result in groups struggling to maintain membership and terminating prematurely (Smokowski et al 2001, Zordan et al 2010.…”

Section: Introductionmentioning

confidence: 99%

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What really matters to people with aphasia when it comes to group work? A qualitative investigation of factors impacting participation and integration

Lanyon

Worrall

Rose

2018

Intl J Lang & Comm Disor

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People with aphasia perceive community aphasia-group participation to be beneficial to their ability to live well with aphasia. However, a range of challenges to successful participation are also evident. Inputs such as peer-to-peer communication strategies, shared roles and responsibilities, and consultation with regard to group objectives and processes provide group members with the opportunity to become active contributors, demonstrate competence and have influence over the group. When inputs are poorly implemented or absent, people with aphasia are at risk of feeling disabled and marginalized by the group experience.

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Section: Resultsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What really matters to people with aphasia when it comes to group work? A qualitative investigation of factors impacting participation and integration

Lanyon

Worrall

Rose

2018

Intl J Lang & Comm Disor

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“…Barriers to participation in community groups reported by people with poststroke aphasia include limited awareness from others about communication difficulties, unwillingness of group members to converse with less fluent communicators, feeling different, misconceptions about intelligence, and concerns of not being understood. 30 Moreover, people with poststroke aphasia report environmental factors in group settings (eg, background noise, crowded spaces, poor lighting) as being less conducive to effective communication and, hence, creating a sense of disablement. 30 Perhaps these barriers to group participation experienced by people with poststroke aphasia are also shared with persons with MS.…”

Section: Group Membership and Participation And Language Impairmentmentioning

confidence: 99%

“…30 Moreover, people with poststroke aphasia report environmental factors in group settings (eg, background noise, crowded spaces, poor lighting) as being less conducive to effective communication and, hence, creating a sense of disablement. 30 Perhaps these barriers to group participation experienced by people with poststroke aphasia are also shared with persons with MS. It is also possible that group involvement is associated with variables not tested in this study, such as social anxiety and access challenges (eg, travel).…”

Section: Group Membership and Participation And Language Impairmentmentioning

confidence: 99%

Variables Associated with Self-reported Language Impairment in Multiple Sclerosis

El-Wahsh¹,

Heard²,

Bogaardt³

et al. 2021

International Journal of MS Care

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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, speech pathologists, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Identify several variables that may place a person with MS at risk of language symptoms. 2) Describe the role of frontline health care providers in management of language and communication symptoms in patients with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Biosciences (consulting fee), MedRhythms (consulting fee, contracted research), Genentech (consulting fee), Helius Medical Technologies (consulting fee), Osmotica (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Sarah El-Wahsh, BAppSc (Sp Path) (Hons 1), has disclosed no relevant financial relationships. Rob Heard, PhD, has disclosed no relevant financial relationships. Hans Bogaardt, PhD, has disclosed no relevant financial relationships. Fiona Kumfor, PhD, has disclosed no relevant financial relationships. Kirrie J. Ballard, PhD, has disclosed founding a start-up unrelated to the topic of this article; to date, the start-up designs apps for delivering speech therapy to children with developmental speech disorders. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: April 1, 2021 Valid for Credit Through: April 1, 2022 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation and the post-test with a passing score of >70%. The post-test may be retaken if necessary. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.

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Behavioral interventions for poststroke aphasia

Cherney

Carpenter

2022

Handbook of Clinical Neurology

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Exploring participant perspectives of community aphasia group participation: from “I know where I belong now” to “Some people didn’t really fit in”

Cited by 22 publications

References 56 publications

What really matters to people with aphasia when it comes to group work? A qualitative investigation of factors impacting participation and integration

What really matters to people with aphasia when it comes to group work? A qualitative investigation of factors impacting participation and integration

Variables Associated with Self-reported Language Impairment in Multiple Sclerosis

Behavioral interventions for poststroke aphasia

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