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. Address correspondence to: Riva Sorin-Peters, 190 Winding Lane, Thornhill, Ontario, L4J 5J2, Canada.