Group therapy is a workplace to practice speech targets and to build bonds with other who stutter. For most client, speaking before a group of people is significantly more difficult than practicing in the relative comfort of individual therapy. Group is therefore, a situation that most clients find more challenging. Group therapy is also used as a forum for learning and sharing stuttering experiences. Many client have neither talked about their stuttering much nor hear others speak about their experiences. The group environment then offers a dual purpose in the therapeutic process.

Group often follows a standard format each week, although you are welcome to discuss how the protocol can be altered to accomplish your goals. Clinicians take turns each week being group leader. Most sessions devote time to practice speech targets and time for sharing. The following is the general format for group:

Welcome. The group leader calls the session to order and offers a topic for each person to give a brief extemporaneous response. The leader begins the activity by standing, introducing him or herself and responding to the topic. Each person takes their turn by standing, introducing him or herself and speaking.

Check-In: The group leader asks each client about their speech over the past week. Next, each client is asked which speech targets they will be using during group and the particular goals they have set for themselves.

Activity One: The group leader instructs participants for the activity. Often a sharing activity is first. Clinicians attending group often participate too. The leader may modify their participation as deemed appropriate; the objective is to maximize client participation time, yet still include comments from all group members. At the end of the activity, the leader summarizes the discussion and highlights key points that surfaced from the activity.

Activity Two: A second activity is introduced; usually directed at target practice. Student clinician participation is usually limited, giving clients more opportunity to contribute. Again, at the conclusion of the activity, the group leader summarizes the activity and each client's performance.

It is often wise to plan a third activity as a back-up. Some activities do not take as much time as planned or might not be meeting intended objectives. They can be stopped and the back-up activity used in their place.

Wrap-Up: At the very end, the group leader critiques each client's performance during group; the success they demonstrated incorporating their goals and target use. A client's self-evaluation or client-to-client assessment is sometimes a part of the critique.

Tips for Leading Group Sessions

Lesson Plans. A written lesson plan is not required for group; plans for group will be discussed in weekly supervisory conference prior to clinician's leading group. It is anticipated that the clinician will be prepared to discuss their plan for group therapy. Ways of increasing client participation or other slight modifications are often suggested by the Clinical Instructor.

Progress Notes. Each clinician should monitor the performance of their client in group. It is their responsibility to include this information in the progress notes. It is important to describe the activities as well as the client's performance in the notes. Make progress notes clear and easy to follow. If a client has individual and group therapy on the same day, one progress note can be used for both sessions.

© Rentschler, 2001