Regulating Emotional Responses to Aphasia to Re-Engage in Life: A Qualitative Interview Study

Autor/inn/en	Manning, Molly; MacFarlane, Anne; Hickey, Anne; Galvin, Rose; Franklin, Sue
Titel	Regulating Emotional Responses to Aphasia to Re-Engage in Life: A Qualitative Interview Study
Quelle	In: International Journal of Language & Communication Disorders, 57 (2022) 2, S.352-365 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manning, Molly) ORCID (MacFarlane, Anne) ORCID (Hickey, Anne) ORCID (Galvin, Rose) ORCID (Franklin, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12702
Schlagwörter	Emotional Response; Aphasia; Patients; Rehabilitation; Emotional Experience; Social Support Groups; Self Management; Intervention; Well Being + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Expressive Aphasie; Aphasie; Patient; Social support; Soziale Unterstützung; Selbstmanagement; Well-being; Wellness; Wohlbefinden
Abstract	Background: People with post-stroke aphasia (PWA) are more likely to experience serious mood disorders compared with those without. Emotional regulation may be important for influencing life participation after stroke. Understanding emotional regulation in the context of aphasia is important for promoting personally defined recovery, psychological well-being and life participation. Aims: To explore how individuals experience and regulate negative emotional responses to aphasia as part of re-engaging with life. Methods & Procedures: In-depth semi-structured qualitative interviews with 14 PWA were conducted. The focus and design were developed with public and patient involvement contributors. Reflexive thematic analysis was applied. Outcomes & Results: Analysis generated three themes, which captured inherent diversity across participants in terms of emotional experiences, responses and regulation strategies: (1) emotional upheaval at all stages of recovery; (2) regulating emotional upheaval; and (3) discerning possibilities for life participation. Emotional regulation occurred both within and without the context of formal support services. Conclusions & Implications: Individuals may be differently (en)abled in responding positively, with implications for aphasia psychological support and self-management interventions. The findings may inform future interventions to optimize well-being and personally meaningful outcomes for PWA. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01