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JCPSLP
Volume 17, Number 2 2015
Journal of Clinical Practice in Speech-Language Pathology
engaged by the group); 6)
social interaction and/or
belonging
(also discussed as
friendship
by the group
participants); 7) the
positive impact on carers and/or friends
(including increased relaxation and ease created by the
knowledge that the family member was engaged, and
having the separate time); 8) the
increased confidence
gained by the participants; and, finally, 9) the
routine and
regularity
of the group (in relation to regular weekly
attendance). This final common theme was raised widely by
the carers but only by one aphasia group member. In their
reflections, three participants with communication
impairments reported improved speech and/or language
skills, captured across several of the above themes. An
additional five themes were identified in the data. Group
participants identified 10) the opportunity to
help and learn
from others
(assisting others emerged as crucial for some
members) and 11)
to be understood
(in contrast to feeling
‘accommodated’). Carers additionally identified themes
related to 12) the
vulnerability of the group
(particularly in
the event of volunteer turnover); 13) and the
small size of
the group
(this was approximately 6–8 at any one time, a
factor that was viewed by carers as positive for group
members); along with 14) the
logistics of transport
(transport was provided, where needed, a factor that was
regarded highly). The additional themes raised by the carers
related, on the whole, to practical issues around the group
and an awareness of the need to maintain conditions in
order for the group to be sustainable.
These fourteen themes characterised the communication
group experiences of the group participants and their
carers, suggesting a range of perceived benefits and
positive outcomes. The themes were then further examined
by the research team to identify six broader themes, each
guidelines set by Braun and Clarke (2006), working through
the stages of gaining familiarity with the data, generating
initial codes, and identifying, defining and then reviewing
themes. Initial analysis was conducted by one author, with
data and themes reviewed and agreed upon by three
further members of the research team. Review was carried
out at different stages until no new themes could be
identified in the available data. Data from the participants
with aphasia and carers was coded separately to identify
themes relevant to each group. Further discussion then
took place among team members to identify whether
broader themes emerged from the data. The broader
themes that emerged were then related back to the study
aims (as per phase 6, Braun & Clarke, 2006), to consider
whether these themes cohered around factors that would
facilitate the development of a sustainable model for
volunteer-led groups.
Results
Fourteen themes were identified in the data from the group
members and carers, as presented in Table 2. Nine themes
were common to both groups, discussed here together,
and included 1) the
skills of the volunteers
(including
attributes, tasks undertaken and their ability to perform
these); 2)
acceptance of communication
and the
resulting
ease of communication
(including increased attempts to
communicate and perceived improvement in production); 3)
exposure to and support of those with
similar difficulties
(included not feeling embarrassed and feeling connected to
others); 4)
practice and improvement in talking
(both in
relation to weekly opportunities but also through the
practice in repeatedly sharing their story with new group
members); 5)
enjoyment
(expressed simply as being happily
Table 2. Themes identified by participants with communication impairment and carers in semi-structured
interviews
Themes identified by group
participants (
n
= 4)
No. of sources
(max. 4)
No. of
references
Themes identified by carers
(
n
= 4)
No. of sources
(max. 4)
No. of
references
Common themes
Volunteer tasks and skills
4
29
Volunteers skills
4
13
Acceptance and ease of
communication
3
20
Acceptance and ease of
communication
3
17
Similar difficulties of others
4
17
Similar difficulties of others
4
10
Practice and improving speech
3
10
Practicing and improving speech 2
5
Enjoyment
4
9
Enjoyment
2
6
Friendship and social belonging
1
4
Social interaction
4
8
Positive impact on carers and
friends
2
5
Positive impact on carer
4
6
Confidence
1
3
Confidence
3
9
Routine and structure
1
Regularity
3
6
Different themes
Helping and learning from others
2
5
Small size
1
2
Being understood by others
2
5
Transport
2
4
2
Group vulnerability
1
2
1
Number of references refers to the number of times each theme was mentioned in the data set