An Aphasia Mentors' Program in Graduate Speech-Language Pathology Education: Perspectives of Mentors with Aphasia

Purves, Barbara and Petersen, Jill (2012) An Aphasia Mentors' Program in Graduate Speech-Language Pathology Education: Perspectives of Mentors with Aphasia. [Clinical Aphasiology Paper]

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Abstract

The need for meaningful engagement for people with chronic aphasia has received increasing attention in recent years with a gradual shift from medical to social models of disability for addressing those needs (Hewitt & Byng, 2003; Byng & Duchan, 2005; Simmons-Mackie, & Damico, 2007). In North America, a growing number of community-based and university-based aphasia centers are evidence of this shift in practice. Aphasia centres offer group programs that share a focus on quality of life, participation, and social support, with a variety of services ranging from conversation groups to drama classes (Simmons-Mackie, 2011; Simmons-Mackie & Holland, 2011). An important aspect of service delivery models within a social framework is that they emphasize involvement of participants as equal partners in program development and delivery, in contrast to models that situate professionals as experts.

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