title: Speech-language therapists' process of including significant others in aphasia rehabilitation.
abstract: BACKGROUND
  Although aphasia rehabilitation should include significant others, it is currently unknown how this recommendation is adopted in speech-language therapy practice. Speech-language therapists' (SLTs) experience of including significant others in aphasia rehabilitation is also understudied, yet a better understanding of clinical reality would be necessary to facilitate implementation of best evidence pertaining to family interventions.
  
  
  OBJECTIVE
  To explore the process through which SLTs work with significant others of people with aphasia in rehabilitation settings.
  
  
  METHODS
  Individual semi-structured interviews were conducted with eight SLTs who had been working with persons with aphasia in rehabilitation centres for at least 1 year. Grounded theory principles were applied in analysing interview transcripts.
  
  
  RESULTS
  A theoretical model was developed representing SLTs' process of working with significant others of persons with aphasia in rehabilitation. Including significant others was perceived as challenging, yet a bonus to their fundamental patient-centred approach. Basic interventions with significant others when they were available included information sharing. If necessary, significant others were referred to social workers or psychologists or the participants collaborated with those professionals. Participants rarely and only under specific conditions provided significant others with language exercises or trained them to communicate better with the aphasic person. As a result, even if participants felt satisfied with their efforts to offer family and friends interventions, they also had unachieved ideals, such as having more frequent contacts with significant others.
  
  
  CONCLUSIONS
  If SLTs perceived work with significant others as a feasible necessity, rather than as a challenging bonus, they could be more inclined to include family and friends within therapy with the aim to improve their communication with the person with aphasia. SLTs could also be more satisfied with their practice. In order to operate these changes in perceptions, we suggest that SLT curriculums include in-depth training about family intervention, a redefinition of the concept of patient, and exploration of SLTs' beliefs and emotions related to significant others.
authors.affiliation: School of Speech-Language Therapy and Audiology, Université de Montréal, Montreal, QC, Canada.
authors.forename: Marie-Christine
authors.initials: MC
authors.lastname: Hallé
authors.forename: Guylaine
authors.initials: G
authors.lastname: Le Dorze
authors.forename: Anne
authors.initials: A
authors.lastname: Mingant
mesh_terms: D000328:Adult; D001037:Aphasia / Q000523:psychology / Q000534:rehabilitation*; D017028:Caregivers / Q000193:education / Q000523:psychology; D003299:Cooperative Behavior; D003479:Curriculum; D005240:Feasibility Studies; D005260:Female; D066296:Grounded Theory; D006801:Humans; D007318:Inservice Training; D033183:Interdisciplinary Communication; D007588:Job Satisfaction; D007808:Language Therapy / Q000193:education / Q000523:psychology; D008875:Middle Aged; D011368:Professional-Family Relations; D013070:Speech Therapy / Q000193:education / Q000523:psychology; D020521:Stroke / Q000523:psychology; D000071939:Stroke Rehabilitation
keywords: aphasia; grounded theory; practice; rehabilitation; significant others; speech and language therapy