JCPSLP Vol 17 No 2 2015_web

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

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JCPSLP Volume 17, Number 2 2015

Journal of Clinical Practice in Speech-Language Pathology