“If This is What I’m ‘Meant to be’…”: The Journeys of Students Participating in a Conversation Partner Scheme for People with Aphasia

The development of speech language therapy students into clinicians is an area of increasing interest as educators focus on
how knowledge, skills and attitudes are taught and learnt within the profession. The personal journeys of students through
experiences of service learning have potential to further our understanding of the impact of civic engagement on the student
experience and their learning. This paper explores the journeys of first year speech and language therapy students through
a Thematic Analysis of reflective letters written by students to themselves at the beginning and completion of a service learning
module. Analysis demonstrates development of interpersonal and preclinical skills as well as an understanding of attitudes
and values inherent in the social model of disability. The skills and attitudes developed by the students through participation
in the Conversation Partner Scheme are consistent with social model principles that support therapists to fully address the
long-term, real life needs of clients with aphasia (the acquired communication disorder that frequently follows stroke). The
interface between the social model of disability and the role of service learning in nurturing the attitudes and values which
underpin this model are explored.