Learning to cope with stuttering is an important goal of therapy. Coping includes becoming better adjusted to stuttering, being able to perceive it objectively and accepting it as part of the person you are. This process of coping is based upon developing accurate information and building personal beliefs about it.
This is not an easy task; it is usually a lengthy process. Stuttering is poorly understood by the general public; even by most speech-language pathologists. There is a great deal of misinformation about it. This often results in the patient suffering needless anguish and interferes with his or her ability to cope with their stuttering.
It is therefore important that the patient develop a knowledge base of their stuttering. It is the clinician's role to assess the client's current knowledge and understanding of stuttering, and provide more accurate information as necessary. From a solid information base, the patient can begin to define their stuttering, and begin the process of coping and accommodating to it.
In evaluating a client's knowledge and understanding of their problem, there are a few areas that may be fruitful to investigate. The clinician might discuss these following topics with the client, evaluating their responses for accuracy and objectivity.
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Can the patient describe the core and secondary features of their stuttering? Look for accuracy and objectivity. |
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What do they believe is the cause of their stuttering? |
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Do they know other people who stutter? How is their stuttering the same/different from other's? |
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Have they talked about their stuttering with others? |
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How do they explain their stuttering to others? |
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In what situations is stuttering more pronounced? Are there any words or sounds that are particularly difficult? |
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How long do dysfluent moments last? |
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What do they do to manage their stuttering moments? |
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What does stuttering make them feel; what emotions come into play? |
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What has been their "worst" stuttering situation? |
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Are they aware of behaviors that are different when they stutter as compared to when they speak fluently? |
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Are there situations or words they avoid? |
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If they didn't stutter anymore, how might their life be different? |
Some clients are able to offer minimal information about their stuttering. It may be difficult to talk about or they may lack awareness of many features of their stuttering because the experience is very emotionally negative.
Responses to these and other inquiries belie the client's awareness, objectivity, and perceptions of their difficulties. These questions may open a dialogue about stuttering in which the clinician can begin to inform, challenge, and develop rational beliefs about their difficulty.
This will be an ongoing process in therapy; one which takes time. When the clinician has developed their own belief and philosophy about stuttering, the job of directing the client and shaping their beliefs becomes easier.
It is not uncommon that the opportunity just to talk about stuttering becomes therapy itself; for many, it is a very emotional part.
© Rentschler, 2001