Many views the participant shared during the interview were able to be summarized in trend-related components and mirror trends in previous research. When the participant was asked, “To what extent do you consider the instructors role in informing students of psychosocial needs among adults with neurogenic communication disorders?”
the participant communicated:
...To a great extent it is the instructor’s role because they're creating the context for which all of the things that they’re teaching occur within. So, to me like the psychosocial and the quality of life is the whole point of communication.And is the whole point of intervention. So beyond being functionally able to meet the needs and wants. Which, you know (are) really important, but they’re not separate from quality of life and psychosocial function. So that is, those are needs and wants. So, to a great extent. So otherwise without the context it’s really hard to connect the anatomy and physiology and pathophysiology and the nuts and bolts of clinical practice to the why we care component (Participant interview, December 16).
The participant perception of a strong relationship among quality of life, psychosocial, and physiological variables is also shared by Kong (2021) when discussing the impact speech-language therapy can have for people with an adult neurogenic disorder by incorporating social support (psychosocial functioning) and linguistic stimulation (physiological functioning) to maintain positive functional outcomes (quality of life component). This is also echoed by Broken et al., (2012) by stating a need for meaningful speech-language therapy activities and social relationships by people with aphasia for enhancing positive psychosocial well-being. Deductive coding qualitative analysis allowed this relationship between the variables to be better described and align with previous research.