Browsing by Author "Legg, Carol"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Open Access
    An investigation into life needs across stages of recovery from aphasia : implications for service delivery
    (2002) Alberts, Julia; Legg, Carol
    Recent shifts in the philosophy of aphasia rehabilitation have engendered research interests in the broad and long-term consequences of the condition. In response, this study aimed to describe and compare acute and long-term consequences of aphasia. Indepth interviews were conducted with fifteen adults at different stages of recovery poststroke. Topics probed included communication, family relationships, friendships, daily activities, independence, emotional status and self-image. Data was analysed thematically and meaningful units were coded and classified according to the International Classification of Functioning, Disability and Health (ICIDH-2). Results revealed common themes across the broad psychosocial consequences for individuals with aphasia and a concerning lack of public awareness of the aphasic condition. Further, a pattern of declining participation across the continuum of recovery was apparent. Drawing on the data obtained, the importance of long-term service delivery that focuses on the psychosocial adjustment of the individual with aphasia and their environment is highlighted.
  • Thumbnail Image
    Item
    Open Access
  • Thumbnail Image
    Item
    Open Access
    Training 6th year medical students in the use of supportive communication strategies in obtaining a case history from adults with aphasia : preliminary findings
    (2002) Kahn, Loren; Legg, Carol; Bryer, Alan
    The medical interview is often the first point of contact between doctors and patients. For patients who have suffered a stroke, this interaction is often a frustrating attempt to tell the doctor how they are feeling and a struggle on the part of the doctor, to obtain the necessary facts. In this study, a group of 6th year medical students were trained to use supportive communication strategies for the specific purpose of obtaining a case history from an adult with aphasia. These strategies were based on principles of Supported Conversation for Adults with Aphasia (SCA [TM]) (Kagan, 1998b). Results showed that students who received communication skills training as opposed to a theory lecture improved significantly in their abilities to acknowledge the abilities of their patient, reveal their competence through different modalities and verify patient responses. In addition, students in the experimental group were significantly better at establishing initial and developing rapport with their patients, exploring their patients' problems and providing structure to the interview as compared to the students in the control group. Further, the experimental group rated their post-training interviews and the quality of their interactions with their patients as significantly better following their training. The results of this study provide strong evidence that medical students show significant improvements in a number of skills following supportive communication training. These findings have implications for medical education and service delivery.