Student speech pathologists’ experiences of an aphasia therapy group

Abstract

Background: There is evidence that group therapy for people with aphasia is effective, but the skills needed to interact with people with aphasia are complex. There is also evidence that training and guided experience can improve the skills of family members and health professionals in communicating with people with aphasia. However, there is limited research into how student speech pathologists learn to develop the communication strategies that they will teach others to use when interacting with people with aphasia.

Aim: This qualitative study aimed to explore perceptions of the student learning experience in aphasia group therapy of four student speech pathologists, their clinical educator and group members with aphasia.

Methods & Procedures: Four student speech pathologists, three clients with aphasia and two spouses participated in four consecutive aphasia group therapy sessions under the supervision of a speech pathology clinical educator. Semi-structured interviews with each student and the clinical educator, following the first, third and final group session, were audio recorded. Following the final session, each participant with aphasia was also interviewed. The interviews were transcribed and qualitative content analysis was used to describe the perspectives of the participants.

Outcomes & Results: Analysis of the interviews revealed that student perceptions of their experience were linked to their understanding of group therapy for aphasia, their understanding of the role of communication strategies and their ideas concerning saving face and discourse equality. Findings indicated a close alignment of the perspectives of students, clinical educator and participants with aphasia in their understanding of the contribution of aphasia group therapy to student learning and client benefits.

Conclusions: The findings of the present study provide preliminary information for the development of educational practices relevant to speech pathology students preparing for work with people with aphasia.

Keywords:

• aphasia
• group therapy
• student learning
• qualitative research

Acknowledgements

This project contributed to the requirements for the graded Honours programme within the Bachelor of Speech Pathology at University of Newcastle for Laura Cubirka under the supervision of Professor Alison Ferguson (primary supervisor) and Dr Scott Barnes (external supervisor), Macquarie University. Many thanks are owed to the participants for their time and contribution to this research.

Notes

1. Italics are used to illustrate direct quotes from the participants during the interviews with attribution to participants provided in parentheses.

Additional information

Funding

This work was supported by the National Stroke Foundation [Honours research grant 2013].