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This book, the first in an exciting new series, provides speech and
language therapy students and newly qualified and beginning
stammering specialists with 100 key points that will help form a
strong foundation for their work supporting adults and teenagers
who stammer. Composed of practical, relevant and useful advice from
an experienced clinician, chapters break advice down into sections
which include information about the therapeutic relationship,
therapeutic approaches and signposts to further resources.
Throughout the book, comments from stammering specialists describe
what they wish they had known at the start of their careers. This
book: Puts the person who stammers at the heart of therapy,
following the clinical choices they might make Is written in an
accessible style, designed to be dipped in and out of as required
Draws on the experience of therapists working with those who
stammer Full of advice and guidance to support effective practice,
this is an essential resource for anybody new to this client group.
This book, the first in an exciting new series, provides speech and
language therapy students and newly qualified and beginning
stammering specialists with 100 key points that will help form a
strong foundation for their work supporting adults and teenagers
who stammer. Composed of practical, relevant and useful advice from
an experienced clinician, chapters break advice down into sections
which include information about the therapeutic relationship,
therapeutic approaches and signposts to further resources.
Throughout the book, comments from stammering specialists describe
what they wish they had known at the start of their careers. This
book: Puts the person who stammers at the heart of therapy,
following the clinical choices they might make Is written in an
accessible style, designed to be dipped in and out of as required
Draws on the experience of therapists working with those who
stammer Full of advice and guidance to support effective practice,
this is an essential resource for anybody new to this client group.
These Targeting Adult Stammering cards have been developed from
clinical work with groups of adults who stammer and refined by an
established author with over 40 years of experience working with
children and adults. Each card contains a word related to an aspect
that a client will be working on in a therapy process, for example
general communication skills such as body language and facial
expression; modification of speech such as light contacts and block
modification; and psychological or cognitive processes such as
positive thinking and mindfulness. Cards can be used in individual
sessions or in group sessions, where members can be encouraged to
take an active role in providing feedback. These cards: • Provide
specific, relevant and immediate visual feedback in a way that does
not disrupt the speech or thought processes of the speaker •
Promote a collaborative therapeutic partnership amongst those in
the clinical context, developing client autonomy and dismantling
the unhelpful hierarchical therapist/client relationship. • Can
be used alongside several current approaches to stammering such as
stammer modification, ‘stammer more proudly’ and solution
focused brief therapy Containing three sets of 27 cards and five
blank cards for individualised targets, this is an essential tool
for either group or individual work with adults and teenagers who
stammer. The section on general communication can also be used with
other clients, such as those with Parkinson’s disease.
What is stammering? How does it present itself? When does it occur?
Why does it happen? What are the most effective strategies you can
use to help? Providing background information about stammering as
well as a wide range of tools and strategies, this practical book
addresses the key challenges faced at nursery and school. There are
separate sections on early years, primary and secondary level and
include the most common areas that teachers must consider when
supporting children who lack speech fluency, including: identifying
children at risk of developing a stammer how to manage incidents of
stammering how to manage classroom communication and oral
participation helping children to make and maintain relationships
help children to manage feelings associated with stammering working
alongside speech and language therapists. Recent changes to the
curriculum means that there is now a greater demand on children's
communication skills than ever. This book will help you provide the
necessary support to a child who stammers by offering a clear
explanation of the presentation of stammering and the best ways you
manage the occurrence of stammering in a range of school contexts.
Full of tips and advice this book will enable teachers and other
professionals to work effectively with a child who stammers. This
accessible book is essential for anyone concerned about a child in
their care who presents with a stammer, including teachers, student
teachers, SENCOs and parents.
What is stammering? How does it present itself? When does it occur?
Why does it happen? What are the most effective strategies you can
use to help? Providing background information about stammering as
well as a wide range of tools and strategies, this practical book
addresses the key challenges faced at nursery and school. There are
separate sections on early years, primary and secondary level and
include the most common areas that teachers must consider when
supporting children who lack speech fluency, including: identifying
children at risk of developing a stammer how to manage incidents of
stammering how to manage classroom communication and oral
participation helping children to make and maintain relationships
help children to manage feelings associated with stammering working
alongside speech and language therapists. Recent changes to the
curriculum means that there is now a greater demand on children's
communication skills than ever. This book will help you provide the
necessary support to a child who stammers by offering a clear
explanation of the presentation of stammering and the best ways you
manage the occurrence of stammering in a range of school contexts.
Full of tips and advice this book will enable teachers and other
professionals to work effectively with a child who stammers. This
accessible book is essential for anyone concerned about a child in
their care who presents with a stammer, including teachers, student
teachers, SENCOs and parents.
This is a comprehensive resource book for treating adults who
stammer. Completely revised and updated to take account of current
practice, this new edition draws together the latest information on
therapy for adults along with practical examples of exercises,
tasks and activities that can be used for both individual and group
programmes. With new chapters and therapy ideas, this is an
extremely useful resource for all speech & language therapists
and students working with adults who stammer. This useful resource
seeks to explain techniques for treating people who stammer and the
rationale for their use. This volume forms a catalogue of treatment
options from which clinicians may choose to use all of the
techniques or pick out particular sections according to their
clients' special requirements. The first edition of this book
proved to be a very useful tool for speech and language
professionals, and this new edition has come about largely because
clinicians, speech and language therapists and teachers have
requested it. With the inclusion of 50 photocopiable handouts and
the presentation of the chapters in the order they would use with
their own group programmes, the authors set out the principles of
therapy in such a way that the treatment techniques fit into a
clear management approach. Trudy Stewart is a specialist in
dysfluency and has been a service manager since 1986. She studied
in America and obtained her PhD in 1991. Jackie Turnbull retired
from SLT in July 2009 after 40 years in the profession, over 35 of
which were spent as a specialist in dysfluency, working with
children and adults. She also worked for many years as a staff
counsellor in a large hospital. The collaboration that has grown up
between the two of them has sparked further study in stammering.
Together they have developed a highly creative clinical practice
which has national recognition.
This comprehensive and practical resource is a second volume to the
highly influential Dysfluency Resource Book (2010). It brings
together the very latest developments in the field of stammering
and dysfluency in adults and teenagers and builds upon some of the
approaches explored in the Dysfluency Resource Book. The book draws
on the expert knowledge of contributors from a wide range of
fields, such as specialist speech and language therapy, education,
psychology and youth work, with a focus on presenting practical
guidance for those working in this complex area. This valuable
resource: * Has chapters exploring the latest clinical
developments, such as acceptance and commitment therapy (ACT) and
narrative therapy. * Provides in-depth discussion of some
established therapeutic practices, including avoidance-reduction
therapy and group work. * Offers concrete application to theory,
both the social and medical models, guiding the reader on how to
integrate new evidence into clinical practice. * Provides a wealth
of activities and photocopiable handouts that can be used in
practice. Designed for clinicians and students working with
teenagers and adults who stammer, this flexible and practical book
embeds an ethos of reflection and adaptation. The detailed overview
of therapeutic approaches allows the reader to explore a wide range
of techniques, building a strong foundation of knowledge from which
to tailor and develop their own practice.
This extensively revised edition is now an up-to-date clinical
text, with ideas on relating theory to current practice. It is an
invaluable resource for those working with children who are
dysfluent, containing revised chapters on all stages of dysfluency
and practical ideas and suggestions for therapeutic approaches.
Areas covered include: development of stammering; assessment of
children who are dysfluent; early dysluency; borderline stammering;
confirmed stammering; group therapy; and working with nurseries and
schools.
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