- Email: [email protected]
More than a Story: My Life Came Back to Life
e66 (lacking somatic cues); however, further research is needed to elucidate whether this relationship between SIE and emotional disturbance is mediated by arousal mechanisms. Key Words: Mild Concussion, Arousal, Affective Symptoms Disclosures: None disclosed. Research Poster 447 More than a Story: My Life Came Back to Life Katie Strong (Central Michigan University) Research Objectives: The research aim of this study was to examine the self-reported changes in identity in persons with aphasia as a result of participating in the co-construction of a personal narrative in the ‘My Story’ Project. Design: This study served as a follow-up to a prior intervention study, the ‘My Story’ Project during which participants with aphasia co-constructed and shared a story about their life over 6 sessions with a speech-language pathologist/researcher. This story was shared during a seventh session to a small invited audience. On the day following the story sharing, semistructured qualitative interviews were conducted with each of the participants. Interpretative Phenomenological Analysis was used to explore the personal experience of persons with aphasia in co-constructing a personal narrative about their life with stroke and aphasia in the ‘My Story’ Project. Setting: The study took place in a university clinical setting. Results may be of interest to rehabilitation practitioners working in inpatient rehabilitation units, outpatient facilities, specialized aphasia rehabilitation centers, and home and community based settings. Participants: Three males with mild to moderate chronic aphasia who had co-constructed personal narratives through ‘My Story’ Project served as participants. Interventions: This study served as a follow-up to a prior intervention study, the ‘My Story’ Project during which participants with aphasia coconstructed and shared a story about their life over 6 sessions with a speech-language pathologist/researcher. This story was shared during a seventh session to a small invited audience. On the day following the story sharing, semi-structured qualitative interviews were conducted with each of the participants. Semi-structured qualitative interviews were conducted with each participant on the day following completion the ‘My Story’ Project. The primary purpose of the interview was to explore the participants’ perceptions of taking part in the ‘My Story’ Project, with implications for understanding the impact on their identity. The interview was divided into five sections; developing the story; sharing the story; identity changes; participants’ thoughts on co-constructing personal narratives with other persons with aphasia; and differences in pre and post-scores on the Communication Confidence Rating Scale for Aphasia. The post-session interviews were structured using aphasia friendly guidelines. Interviews were videotaped and transcribed. Main Outcome Measure(s): Interpretative Phenomenological Analysis was used to explore the personal experience of persons with aphasia in coconstructing a personal narrative about their life with stroke and aphasia in the ‘My Story’ Project. The method of interpretation within IPA is twofold. First, participants are trying to make sense of their world. Second, the researcher attempts to interpret the participants’ accounts while trying to make sense of their world. This approach was well suited the current project as it allows for an in-depth qualitative analysis of complex issues or processes such as concepts of identity and communication confidence related to the experience of co-constructing a personal narrative. After initial transcription of qualitative interviews was completed, data were analyzed using a six-step IPA approach. To increase the rigor of this study through triangulation of sources, data from post-session interviews held during the ‘My Story’ Project were included in this analysis. The project was approved by Western Michigan University’s IRB. Results: Three super-ordinate themes were identified in the analysis of interviews. Theme 1: More than a Story: It Changed my Life. This theme validated the idea that the process of co-constructing the story was a deeply meaningful experience in providing perspective on their life and supported a positive view of their identity. This theme was found in all
Research Posters three participants. Two subordinate themes supported this super-ordinate theme: My life came back to life and post-traumatic growth. Theme 2: Coconstructing ‘My Story’ was a positive emotional experience captured the participants’ enjoyment in taking part in constructing and sharing a story about their life which was exhibited by all three participants. The subordinate themes supporting this superordinate theme included having fun, reflection on the past was valuable, and I’ve still got it and it feels good. Theme 3: Hope. The co-construction experience seemed to empower each participant to provide a new level of confidence not only in their communication skills but in themselves. Three subordinate themes, resilience, providing hope to others, and aphasia advocacy supported this theme. Conclusions: Co-constructing a personal narrative with persons who have aphasia can provide an opportunity to positively re-construct identity and provide an outlet to begin to think about future life and goals. Results from the participants of this study were overwhelmingly positive in that the story was more than a story, but brought opportunity to have post-traumatic growth.11 Participants also reported having fun which was a positive change in and of itself. Co-constructing a personal narrative also provided an opportunity to make meaning out of the changes in their life since having aphasia. Additionally important was the relationship between the clinician and the client, which was more equalitarian than a traditional client/clinician relationship. Researchers and clinicians need to identify such opportunities to work in a collaborative relationship with persons with aphasia to support positive changes in identity and provide an opportunity to foster hope. The intent of IPA is exploratory, not explanatory. This study was not about measuring outcomes but rather observing the process of co-constructing a personal narrative from the view of the participants. The study is intended to provide an example of what the experience was like for these particular participants with aphasia. As with any therapeutic intervention, co-construction of personal narratives should not be viewed as a technique for all clients. Some of the content revealed during coconstruction sessions brought about intense emotional feelings to participants. Researchers and clinicians who are not trained in mental health need to be acutely aware of when to refer to a mental health specialist should the intensity of the sharing experience warrant such a referral. The ‘My Story’ Project attempted to provide a framework for researchers and clinicians to use in supporting persons with aphasia who are interested in co-constructing a story about their life. This study focused on the experience of the person with aphasia in that process. Future research should include expanded opportunities for co-constructing narratives and the experience of the storytellers. Additionally, training clinicians on co-constructive techniques should be examined. Key Words: Aphasia, narrative, co-construction, identity Disclosures: None disclosed. Research Poster 448 Feasibility of Technology-Based Functional Outcomes Data Gathering in Early Intervention Lauren Nale (Colorado State University Department of Occupational Therapy), Kristen Arestad, Mary Khetani, Renee Charlifue-Smith, Cordelia Rosenberg, Zach Richardson, Beth McManus Research Objectives: To examine the feasibility of technology-based functional outcomes data gathering in early intervention (EI). Design: Observational (cross-sectional, descriptive) study design. Setting: 83 caregivers were invited by EI providers to enroll online during service visits. Participants: 37 caregivers (59.5% employed; 78.4% with college degree) of children (6-35 months) enrolled online via iPad or personal computer. Interventions: Multi-institutional ethics approval and on-site provider training were completed prior to recruitment. Caregivers completed a demographic questionnaire, Young Children’s Participation and Environment Measure, and Pediatric Evaluation of Disability Inventory - Computer Adaptive Test. Feasibility data were collected via a semi-structured focus group with EI personnel (nZ4) and summarized by 3 research staff.
www.archives-pmr.org
Research Posters three participants. Two subordinate themes supported this super-ordinate theme: My life came back to life and post-traumatic growth. Theme 2: Coconstructing ‘My Story’ was a positive emotional experience captured the participants’ enjoyment in taking part in constructing and sharing a story about their life which was exhibited by all three participants. The subordinate themes supporting this superordinate theme included having fun, reflection on the past was valuable, and I’ve still got it and it feels good. Theme 3: Hope. The co-construction experience seemed to empower each participant to provide a new level of confidence not only in their communication skills but in themselves. Three subordinate themes, resilience, providing hope to others, and aphasia advocacy supported this theme. Conclusions: Co-constructing a personal narrative with persons who have aphasia can provide an opportunity to positively re-construct identity and provide an outlet to begin to think about future life and goals. Results from the participants of this study were overwhelmingly positive in that the story was more than a story, but brought opportunity to have post-traumatic growth.11 Participants also reported having fun which was a positive change in and of itself. Co-constructing a personal narrative also provided an opportunity to make meaning out of the changes in their life since having aphasia. Additionally important was the relationship between the clinician and the client, which was more equalitarian than a traditional client/clinician relationship. Researchers and clinicians need to identify such opportunities to work in a collaborative relationship with persons with aphasia to support positive changes in identity and provide an opportunity to foster hope. The intent of IPA is exploratory, not explanatory. This study was not about measuring outcomes but rather observing the process of co-constructing a personal narrative from the view of the participants. The study is intended to provide an example of what the experience was like for these particular participants with aphasia. As with any therapeutic intervention, co-construction of personal narratives should not be viewed as a technique for all clients. Some of the content revealed during coconstruction sessions brought about intense emotional feelings to participants. Researchers and clinicians who are not trained in mental health need to be acutely aware of when to refer to a mental health specialist should the intensity of the sharing experience warrant such a referral. The ‘My Story’ Project attempted to provide a framework for researchers and clinicians to use in supporting persons with aphasia who are interested in co-constructing a story about their life. This study focused on the experience of the person with aphasia in that process. Future research should include expanded opportunities for co-constructing narratives and the experience of the storytellers. Additionally, training clinicians on co-constructive techniques should be examined. Key Words: Aphasia, narrative, co-construction, identity Disclosures: None disclosed. Research Poster 448 Feasibility of Technology-Based Functional Outcomes Data Gathering in Early Intervention Lauren Nale (Colorado State University Department of Occupational Therapy), Kristen Arestad, Mary Khetani, Renee Charlifue-Smith, Cordelia Rosenberg, Zach Richardson, Beth McManus Research Objectives: To examine the feasibility of technology-based functional outcomes data gathering in early intervention (EI). Design: Observational (cross-sectional, descriptive) study design. Setting: 83 caregivers were invited by EI providers to enroll online during service visits. Participants: 37 caregivers (59.5% employed; 78.4% with college degree) of children (6-35 months) enrolled online via iPad or personal computer. Interventions: Multi-institutional ethics approval and on-site provider training were completed prior to recruitment. Caregivers completed a demographic questionnaire, Young Children’s Participation and Environment Measure, and Pediatric Evaluation of Disability Inventory - Computer Adaptive Test. Feasibility data were collected via a semi-structured focus group with EI personnel (nZ4) and summarized by 3 research staff.
www.archives-pmr.org