Cathleen Taylor-Rubin1,2,3, Lisa Azizi4, Karen Croot2,3,5, Lyndsey Nickels2,3. 1. Speech Pathology Department, War Memorial Hospital, Sydney, New South Wales, Australia. 2. Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia. 3. ARC Centre of Excellence in Cognition and Its Disorders, Sydney, New South Wales, Australia. 4. Psychology Department, War Memorial Hospital, Sydney, New South Wales, Australia. 5. School of Psychology, University of Sydney, New South Wales, Australia.
Abstract
OBJECTIVES: To evaluate the benefits of a primary progressive aphasia (PPA) education and support session for people with PPA (pwPPA) and their caregivers. METHOD: Thirty-eight individuals (20 pwPPA, 18 caregivers) were invited to participate in the study. Twenty-five individuals (12 pwPPA, 13 caregivers) completed questionnaires before and after an education and support group session provided by a speech pathologist and a clinical psychologist. Seven individuals (2 pwPPA, 5 caregivers) participated in follow-up interviews. RESULTS: After one attendance, caregivers reported significant improvement in knowledge of PPA, strategies to manage worry and low mood, and opportunities to meet peers. Themes at interview were reduced feelings of isolation, increased feelings of support, increased knowledge of coping strategies, and improved understanding of PPA. Caregivers who had attended previous sessions reported increased feelings of well-being and support. IMPLICATIONS: Primary progressive aphasia education and support group sessions in the postdiagnostic period constitute a valuable component of comprehensive care for PPA.
OBJECTIVES: To evaluate the benefits of a primary progressive aphasia (PPA) education and support session for people with PPA (pwPPA) and their caregivers. METHOD: Thirty-eight individuals (20 pwPPA, 18 caregivers) were invited to participate in the study. Twenty-five individuals (12 pwPPA, 13 caregivers) completed questionnaires before and after an education and support group session provided by a speech pathologist and a clinical psychologist. Seven individuals (2 pwPPA, 5 caregivers) participated in follow-up interviews. RESULTS: After one attendance, caregivers reported significant improvement in knowledge of PPA, strategies to manage worry and low mood, and opportunities to meet peers. Themes at interview were reduced feelings of isolation, increased feelings of support, increased knowledge of coping strategies, and improved understanding of PPA. Caregivers who had attended previous sessions reported increased feelings of well-being and support. IMPLICATIONS: Primary progressive aphasia education and support group sessions in the postdiagnostic period constitute a valuable component of comprehensive care for PPA.
Entities:
Keywords:
communication; dementia; education; group intervention; primary progressive aphasia; support
Authors: Mary Pat Sullivan; Veronika Williams; Adetola Grillo; Roberta McKee-Jackson; Paul M Camic; Gill Windle; Joshua Stott; Emily Brotherhood; Sebastian J Crutch Journal: Dementia (London) Date: 2022-09-16