Viewing couples living with aphasia as adult learners: Implications for promoting quality of life

Abstract

Background: Current interventions for addressing the psychosocial consequences of aphasia have been based on professionally driven constructs as opposed to insider accounts of aphasia. An adult learning approach offers the possibility of developing a programme for individuals with aphasia and their families that involves a more holistic and person-centred approach. This approach offers insights about promoting the quality of life of couples living with aphasia. Aims: The primary objective of this paper is to discuss the implications of adopting an adult learning approach in promoting the quality of life of couples living with chronic aphasia. This paper outlines current interventions for addressing the psychosocial consequences of aphasia. It describes an innovative approach of working with couples with aphasia that explicitly integrates adult education principles and strategies. The basic assumption of this approach is that learning begins with the learner, as opposed to the therapist or treatment plan. Main Contribution: The main contribution of this paper is to outline an alternative approach to intervention that is based on an adult learning model. This approach suggests that improving quality of life for couples living with aphasia involves more than simply promoting increased participation in conversation. Placing the learner in the central role results in intervetion goals that encompass emotional and marital issues, as well as communication.Conclusions: The implications of the adult learning approach on promoting quality of life in the area of emotions, marital issues, and communication outcomes are discussed. Implications of this approach on the role of the speech-language pathologist are also examined.

The development and evaluation of a training programme for nurses working with persons with communication disorders in a complex continuing care facility

“…Discussion about ways to apply the previously listed information and training in practice: An adult learning approach was used with nurses throughout the training. As mentioned in Sorin-Peters (2003), the adult learning approach views the learner, in this case the nurse, as experienced and competent, and learning proceeds from his or her needs. Participants were encouraged to draw on their concrete experience, reflect on their experiences communicating with residents, develop concepts about effective communication with their specific residents, and then collaborate with the trainers to determine ways to apply the strategies in their practice.…”

Quality of Life Predictors and Normative Data

“…It is a multidimensional and holistic concept defined by World Health Organization (WHO) as an individual's perception of the position in life in the context of the culture and value system where people live, and in relation to their goals, expectations, standards and concerns [1]. Theoretically it incorporates all the significant areas of life that allow people to achieve their goals and satisfy their needs at different levels and is influenced by complex combinations of values, expectations and perceptions [1][2][3][4][5]. It is recongised that there is a need to improve people's satisfaction with life as well as the effectiveness of health, social and community services provided and that all these aspects may result in a better QOL of the populations [2; 4; 6].…”

Strategies Used by Communication Partners of Aphasic Speakers

“…Kagan, Black, Duchan, Simmons-Mackie, and Square (2001) showed positive results training volunteers to support the conversation of aphasic persons by teaching and facilitating practice of skills such as making sure: (a) the IwA understood what was communicated, (b) the IwA was given the chance to express what they wanted, and (c) they stopped to verify that the IwA thought the conversation was "on track." Sorin-Peters (2003) combined education and counseling with skills training for dyads of IwA and CPs. Purdy and Hindenlang (2005) also combined education with training of dyads and implemented a stage called active experimentation, using strategies such as starting with broad yes or no questions then narrowing or identifying key points.…”