With the support of the Socrates Programme of the European Union
Posters
Poster 1: Stuttering and
multilingualism: practical implications
Author: Aerts, G. (Artevelde University College,
Belgium)
Abstract:
Nowadays,
more and more children are raised in a multilingual environment. Hence, in our
daily practice, we are confronted with more multilingual children (and adults)
who also stutter. In recent years, there has been a lot of research on both
stuttering and multilingualism separately, but there have been few studies on
the combination of both topics. Or as Mamdoh & Goomah (2015) would say:
"Data on bilingualism and stuttering are scanty".
This poster will try to
give an overview of recent literature on the prevalence of stuttering in
multilingual children, will discuss flaws within recent research and the
possible influence of multilingualism within the development of stuttering. It
will also give a hint of practical implications, both for assessment and intervention
and will give suggestions for further research.
Poster 2: The perception of
stuttering in Greek society
Author: Martinis, Y. (Proseggisi, Greece)
Abstract:
The stereotypical perception of stuttering as a
phenomenon and the personality characteristics of people who stutter can be
seen widespread during social interaction. The stereotypical perception exists
independent from culture, place, occupation, educational level or even age. A
negative social stance towards stuttering can cause social, educational,
financial obstacles in the life of people who stutter.
Through this research we attempt to gain access
to the perception of stuttering by concentrating our efforts in domains such
as: the basic knowledge over stuttering phenomenon, the believed way a person
who stutters is expected to react to his stutter, the possible impact
stuttering might have in everyday communication and the impact stuttering is
believed it can have in a speaker's quality of life.
For our purpose, we constructed a questionnaire
consisted of 71 items, divided into 3 parts: Part A, Part B (5 sections) and
Part C.
The results reveal partly the social
expectations for people who stutter in Greece and also the impact that this
questionnaire might have in modifying the initial perception of stuttering though
the repetitive use of the introductory items in the end of the questionnaire.
Poster 3: Stuttering and
web-radio. A mantenance programme for MIDA-SP.
Author: Del Gado, F., Capparelli, E., Venuti,
B., & Tomaiuoli, D. (C.R.C. Balbuzie S.R.L., Università degli studi "La
sapienza", Università degli studi "Tor Vergata", Italy)
Abstract:
The effectiveness of a stuttering treatment can be primarily evaluated on the
basis of the clients' ability to transfer in their everyday life what they
learned during therapy. In fact, maintenance is often considered as the main
drawback of the program with a client.
The purpose of this work is to continue a
research started in 2015 the research on the effectiveness of speaking radio
for the maintenance of post-MIDA SP treatment outcomes by pursuing the
following objectives: a) increase the study sample b) collect data at 12 months
after the end of treatment.
The study has been conducted on a sample of 40
people who stutter. They were from 12 to 19 years old, and had all been treated
at the CRC Balbuzie with the MIDA-SP.
They all are assessed according to the MIDA-SP classification
considering both overt and covert aspects.
A control group (which had undergone the same
treatment) has started a traditional maintenance program in parallel. Data
gathered during four tests administrations. By the effect of this integrated
work, average scores collected twelve months after the end of the treatment
were better.
Poster 4: The Finnish translation
and a psychometric evaluation of the Overall Assessment of the Speaker's
Experience of Stuttering for School-Aged Children
Author: Yli-Savola, A. (University of Turku,
Finland)
Abstract:
The Overall Assessment of the Speaker's Experience of Stuttering for
School-Aged Children (OASES-S) is a comprehensive assessment tool of children
who stutter. The purpose of the project is to translate and adapt the OASES-S
to Finnish language and culture, and to test the validity and reliability of
the test to have the norms for the Finnish version of the OASES-S.
The assessment scales were translated to Finnish
using a forward/backward translation process. School-aged children who stutter
were asked to fulfill the questionnaires. The results are compared with the
English version of the OASES-S.
In this presentation we report the preliminary
results of the validity and reliability of the Finnish version of the OASES-S.
Poster 5: The ‘word cloud
machine'
Author: Polfliet, K. (Logos, Belgium)
Abstract:
The ‘word cloud machine' (woordenwolkjesmachine)
is a colourful picture book that teaches children about stuttering. The main
character in the book is a 7-year old boy, Kamiel, who noticed that his words
sometimes sound a bit different from other people's words. They even sound a
bit broken. It upsets Kamiel that his words sound like that. One evening when
he drifts to sleep, he comes upon a huge yellow machine in a dream. Running
around and on the machine, are two funny boys who tell him that it's a ‘speech-machine'.
The machine starts making little word clouds and as the clouds leave the
machine, Kamiel starts to speak. What was a word cloud just moments before is
now a sentence that Kamiel says! But then the machine malfunctions and the
words leave the machine in a jumble. Just like that Kamiel's words are broken
again. The two boys reassure Kamiel that his words aren't broken, they've
become magic charms. The boys explain all about these magic charms and we learn
that these charms are actually the three kinds of stutters: repetitions,
prolongations or blocks. He learns that these magic charms are nothing to worry
about. Now that he's learned all about the machine, Kamiel isn't afraid or sad
about his stutters anymore. Even more so, he's proud because he can do magical
things.
Poster 6: Lexipontix: An intervention programme that
addresses the overall stuttering experience
Author: Marousos, D., & Fourlas, G. (Eu-Legein
Centre, ΚΕΘΤ-Stuttering Research and Therapy Centre, Greece)
Abstract:
Lexipontix is a structured therapy programme for school age CWS. It is based on
theoretical principles and clinical practices of CBT, Parent-Child Interaction
Therapy (PCIT) Solution Focused Brief Therapy (SFBT), Fluency Shaping and
Stuttering Modification Therapy approaches (Fourlas & Marousos, 2015).
Lexipontix programme runs for 13 sessions. The
first 5-sessions constitute the core structure of the programme. The core
structure is followed by a 7-session modular structure, tailored to individual
needs. The 13th session follows a consolidation period that lasts for 1 month.
Clinical decisions are driven by a comprehensive
assessment process based on the ICF framework (WHO, 2001) as the therapy
programme aims to address the overall stuttering experience of the child.
Parents and child are engaged in therapy as equal partners. Therapy is built on
a theme, it is fun, it makes sense and it is about exploring and understanding
the stuttering experience, finding alternative ways of management and producing
meaningful changes. A SFBT standpoint in the clinical application of the
programme facilitates clients, moving towards their expectations.
The purpose of this poster is to present the
structure and the content of the programme in relation to its theoretical
rational, its clinical tools and the expected outcomes.
Poster 7: Applying Solution
Focused Brief Therapy into Stuttering Therapy. A clinical example.
Author: Fourlas, G. (ΚΕΘΤ-Stuttering Research
and Therapy Centre, Greece)
Abstract:
Introduction: Solution
Focused Brief Therapy (SFBT) shifts focus of therapy from the problem to the
solution. It focusses on the times when a problem is less severe or even absent
and brings these small successes into awareness. It explores in detail what is
already contributing to those moments of success and it looks in resources
rather than deficits. SFBT sees the person as being more than his problem, it
explores in detail the preferred future and treats clients as the experts in
all aspects of their lives (George, Iveson & Ratner, 1999). Even the most
chronic difficulties such as stuttering, have periods or times when they do not
occur or are less intense. There are also times when the Person Who Stutters
(PWS) is dealing with the moment of stuttering successfully.
Methods: On the above context we explore the use
of SFBT into stuttering therapy and discuss a clinical example of an adult who
stutters presenting the structure of SFBT sessions and the corresponding
therapeutic dialogues.
Discussion: The clinical example highlights the
use of SFBT in stuttering therapy.
Poster 8: Impact of stuttering in
Greek-speaking preschoolers and their parents: Preliminary findings.
Author: Ntourou, K., Fourlas, G., Marousos, D.,
Paphiti, M. (University of Oklahoma, USA, Eu-Legein Centre, ΚΕΘΤ-Stuttering
Research and Therapy Centre, Greece, Turku University, Finland)
Abstract:
This study compared
maternal and paternal perceptions of the impact of stuttering on their child
and them, assessed the role of different factors on these perceptions, and
evaluated the agreement between children's attitude towards communication and
parents' rating of the impact of stuttering on them.
Fifty six Greek-speaking
CWS were administered the KiddyCAT and their parents completed the Palin PRS.Mothers reported greater
impact of stuttering on their child (p = .05) and greater stuttering severity
and parental concern (p = .002). Ratings of the impact of stuttering on the
child were significantly correlated with time since stuttering onset controlled
for age (mother: r = .24, p = .05; father: r = .31, p = .02). Mothers of CWS
with concomitant speech-language problems reported reduced knowledge about
stuttering and confidence in managing it than mothers of CWS without
concomitant problems (p = .02). KiddyCAT scores were significantly correlated
with maternal reports of the impact of stuttering on the child (r = -.25, p =
.03).
Results highlight the
importance of involving both parents in the assessment process and the role
that certain factors play in parents' perceived impact of stuttering on their
child and them.
Poster 9: ECSF Therapists and
Portuguese Stuttering Association: a complementary relationship
Author: Caldas, J., Carmona, J., Costa, D.N., Germano, H., Largo, B., Margarido,
E., Morgado, M.J., Rocha, M., Santos, A.R. & Valente, R. (Escola Superior
de Saúde do Instituto Politécnico do Porto; Escola Superior de Saúde do
Alcoitão; PIN - Centro de Desenvolvimento, Paço de Arcos; Center for Social
Studies - Research Group on Science Ecomony and Society - University of
Coimbra; Centro Hospitalar e Universitário de Coimbra; Centro de Medicina
Física e Reabilitação do Sul; Escola Superior de Saúde da Universidade de
Aveiro & Center for Health Technology and Services Research (CINTESIS.UA),
Instituto Politécnico de Setúbal, Portugal)
Abstract:
Introduction: The Portuguese Stuttering
Association (PSA) was created in 2005. One of its missions is the organization
of seminars, conferences and other dialogical spaces where PWS can share their
experience along with SLT's. The SLT's who underwent the European Clinical
Specialization in Fluency disorders, in 2015 took on a more active role within
the association. With this poster presentation we aim to expose the ways in
which the PWS, SLTs and ECSF therapists can benefit from each other's
knowledge, experience and enlighten the possibility for the replication of this
relationship in other countries.
Methodology: A retrospective study from 2015
until 2017 on the subjects explored in the seminars.
Results: The subjects explored include the PWS's
perspective and the scientific knowledge from the therapist: job interviews,
daily challenges, tease and bullying, the importance of self-help groups, oral
presentations, early intervention, risk factors and etiology, tips for parents
and teachers.
Conclusion and Discussion: This relationship has
developed a holistic perspective: for the PWS and for the SLT's, challenged the
speech therapists to move from the therapy room to the society and to have the
responsibility of sharing accurate knowledge about stuttering to the community
of PWS and the general public.
Poster 10: Overview of stuttering management in Nigeria
Author: Ademola, G. (Speech Therapy Department.
National Orthopaedic Hospital, Igbobi, Nigeria)
Abstract:
This is highlight of the structure of stuttering intervention in Nigeria.
Although there is no formalized structure of stuttering intervention, the
speech therapy Department of the National Orthopaedic Hospital, Igbobi, is
blazing a trail in the management of stuttering in Nigeria.
The Sphere of coverage
of this hospital stretches across the six geo-political zones of Nigeria from
North to South, East and West. Although there are three Orthopaedic Hopitals in
Nigeria, this is the only one that has a speech therapy Department.
There is greater
awareness about stuttering and more people are in interested in getting help
for their children
Poster 11: Changing attitudes
toward stuttering among Polish teachers and university students
Author: Węsierska, K., St. Louis, K. O., &
Polewczyk, I. (Centrum Logopedyczne Katowice, University of Silesia, Poland,
West Virginia University, USA)
Abstract:
The present study was
conducted as a part of the IPATHA (International Project on Attitudes Toward
Human Attributes) initiative (St. Louis, 2011). Research on attitudes towards
stuttering shows that negative stereotypes related to dysfluency still exist.
Studies have shown that not only the general public, but also people of
authority such as teachers hold similar negative stereotypes regarding
stuttering (Arnold et al., 2015; Lass et al., 1992; Silverman & Marik,
1993, St. Louis, 2015). Negative opinions about stuttering that are shared or
demonstrated by teachers can have a powerful impact on the interactions of
students with peers who stutter in schools as well as their attitudes toward
others who stutter during later academic careers or in social life. In Poland,
the public displayed attitudes toward stuttering and people who stutter that
were generally similar or less positive in comparison with other samples around
the world from the POSHA-S database (Przepiórka et al., 2013; Błachnio et al.,
2015; Węsierska, St. Louis, 2015). Teachers' negative beliefs and reactions
regarding stuttering could have a detrimental impact on their students'
attitudes toward stuttering and later, attitudes of the general public.
In the current
quasi-experimental design study in Poland, the authors explored the effects of
an educational course on stuttering for two groups of university students and
the effects of an educational workshop for public pre/school teachers on
changing attitudes toward stuttering. Accordingly, 59 Polish teachers and 27
university students were introduced to a workshop or coursework related to
improving stuttering attitudes. Comparative results are presented.
Author: Węsierska, K., Vanryckeghem, M.,
Danielowska, M., Faściszewska, M., Krawczyk, A., & Tuchowska, J.
(University of Silesia, Centrum Logopedyczne Katowice, Interneuron Private Practice Skawina,
University of Gdańsk, Jagiellonian University, Poland, University of Central Florida, USA)
Abstract:
When assessing individuals who stutter, counting
dysfluent behaviors should not be the sole method of assessment. Counting
dysfluent behaviors proves to be an unreliable assessment method because, in
part, research findings have shown that there is considerable lack of inter and
intra-reliability when counting stutters. Increasingly,
clinicians assessing people who stutter (PWS) are supplementing uni-dimensional
clinical observation with a more multi-dimensional approach. The Behavior Assessment Battery (BAB)
(Brutten & Vanryckeghem, 2003a,b, 2007; Vanryckeghem & Brutten, 2018)
is an evidence-based approach,
norm-referenced, self-report tool that allows for multi-dimensional
diagnostic and therapeutic decision making for PWS. The
BAB provides a set of inter-related, standardized test procedures for
discriminating children and adults who stutter from those whose dysfluencies
are a result of other disorders that disrupt fluency as well as from those whose speech interruptions and
associated behaviors are normal rather than clinically significant. The data
gathered reveal affective, behavioral, and cognitive components related to
speech and serve as clinically informing cross-checks on the client's responses
to the same stimuli.
Since there was no
standardized Polish diagnostic tool that implemented a multi-dimensional
assessment approach for the adult PWS, thus,
the BAB was adopted for Poland and a study with the Polish version of the BAB tests was undertaken.
In order to
establish the BAB's reliability and validity for Poland, the aim of the present study was to obtain normative and comparative data for the
Polish population of adult PWS (N=123) and PWNS
(N=151) for the all
four BAB subtests: the SSC-ER, SSC-SD, BigCAT, and BCL.
Poster 13: The role of narratives
in the development of stuttering as a problem
Author: O'Dwyer, M., Walsh, I. P., Leahy, M.
(Trinity College Dublin, Ireland)
Abstract:
Introduction: Narratives are how people make sense of
experiences and give meaning to their lives (Bruner, 1990). Use of narrative therapy (White, 2007) with
people who stutter to facilitate the development of preferred stories (as
opposed to problem based stories) has been documented (Logan, 2013 Ryan, O'Dwyer & Leahy, 2015). The purpose of this research is to explore
the role of narratives in the development of stuttering as a problem for people
who stutter. This research seeks to
identify the factors which influence the development of these narratives as
well as describing the contents of the narratives.
Method: Narratives from six men who stutter were
recorded, transcribed and analysed using the "Listening Guide" (Brown and
Gilligan, 1992). This is a Voice Centred
Relational Method.
Results: Findings indicate interaction between
participants' narratives about stuttering and their wider self-narratives with
impact on different aspects of self-development. A number of influences on the development of
the narratives were identified including relationships, thoughts and feelings
and the dominant stories about stuttering in relevant social structures. An individual's consciousness of these
influences was found to be integral to change in their narratives.
Discussion: The findings point to the importance of
considering the environment, including significant relationships and social
structures, in our understanding of stuttering.
They also highlight connections between different aspects of current
knowledge about stuttering, for example, between genetics, neurology and
temperament. This research centres the
voices of the people who stutter who participated in the study and found that
listening in this way led to insights which fit well with current research on
the aetiology of stuttering. These
insights focus on intrapersonal and interpersonal processes which can influence
the development of stuttering or pave the way to stuttering becoming less
problematic for the person who stutters.
Poster 14: Free to Stutter... Free
to Speak: Programme participants' feedback regarding treatment agents
Author: O'Dwyer, M. & Ryan, F. (Health Service
Executive, Ireland)
Abstract:
Introduction: Free to Stutter... Free to Speak
(FTS) is an intensive treatment programme for adults who stutter which was
developed and is facilitated by two ECSF graduates. The programme was first
held in 2009 when 3 other fellow ECSF students also participated as
facilitators. Since then, the intensive programme has been held on 8
occasions. The programme has 4 main
components: Mindfulness (Kabat-Zinn, 2013), Avoidance Reduction Therapy
(Sheehan, 1970), Stuttering Modification Therapy (Van Riper, 1973) and
Narrative Therapy (Epston and White, 1990).
Fiona Ryan has researched the outcomes of narrative therapy while Mary
O'Dwyer has researched the application of narrative theory to narratives about
stuttering. The feedback from FTS participants presented in this poster
complements Mary's and Fiona's research as it focuses on the treatment agents
including narrative therapy which clients who attended FTS identified as the
ones that worked or did not work for them.
Method: Participants of the FTS programme were
invited to take part in an on-line survey and/or face to face discussion group
so as to identify the programme components and treatment agents which they
found beneficial or otherwise.
Results: Still being compiled at time of
submitting abstract - will update abstract at later stage.
Poster 15: Stories from the Other
Side: Outcomes from Narrative Therapy for people who stutter
Author: Ryan, F., Smith, M. M., Leahy, M.
(Trinity College Dublin, Ireland)
Abstract:
Stuttering is a disorder of
speech encompassing motor speech, emotional and cognitive factors, impacting on
the life and experiences of a person who stutters in an unprecedented way. It
is characterised by overt behaviours such as involuntary blocks in speech;
repetitions; prolongations and covert or unobservable behaviours that include a
feeling of loss of control. Research highlights however (Koedoot, Bouwmans,
Franken, & Stolk, 2011), that it is the covert aspects, the subtle
cognitive and affective layers that lie beneath the surface of stuttering
(Manning, 2010) that are often of greater significance to the speaker than the
more obvious overt features. Narrative Therapy has its origins in social
constructionism that recognises that people construct their lives and
identities socially and culturally, through language, discourse and
communication (Speedy, 2008; White & Epston, 1990). It has been used to
address problem-saturated narratives that dominate the lives of people
encouraging a sense of agency as they rewrite and reauthor their story to one
that fits with their hopes, values and dreams. There is currently limited
published research detailing the outcomes from Narrative Therapy. Narrative
therapy was identified as a possible means of addressing the impact of
stuttering on the person who stutters and was introduced as a core component of
the intervention programme Free to stutter...Free to Speak (Leahy, O' Dwyer
& Ryan, 2012; Ryan, O'Dwyer & Leahy, 2015). Data was collected from 11
participants of the Free to Stutter Free to Speak programme over a 3-year
period and as part of a composite analysis the Narrative Therapy sessions were
analysed using interpretative phenomenological analysis. The standardised
assessments administered as part of the programme are included in this analysis
as are the narrative documents, letters, emails and narrative maps.
Five superordinate themes
emerge from the Interpretative Phenomenological Analysis. These themes include
the Impact of stuttering, Hope, Identity, Will and Unique Outcomes, Outcomes
emerge that highlight the importance of addressing the impact of stuttering,
forging connections with others and actions that increase participation in
everyday life leading to an increased sense of ‘wellness'.
Poster 16: Phonological Abilities
in Children who Stutter
Author: Eggers, K., Fleerackers, J., Van Bedaf, E.,
& Van Everbroeck, H. (Thomas More University College, Private SLT
practices, Belgium, Turku University, Finland).
Abstract:
Phonological abilities
refer to the sensitivity for and the ability to use the elementary auditory
features of spoken language (de Jong & van der Leij, 1999); examples are
rhyming, repeating pseudowords, ... Wagner and Torgesen (1987) make a distinction
between 3 types of phonological abilities, namely phonological awareness, i.e.,
the sensitivity for constituting elements in words, phonological decoding,
i.e., using the phonological codes in the long term memory, and phonetic
recoding to maintain information in the working memory.
Studies have shown
impairments in and/or a higher vulnerability of the phonological abilities in
persons who stutter (e.g., Anderson, 2005; Hakim & Ratner, 2004; Jones,
Fox, Jacewicz, 2012; Sasikeran, 2014) although some of the findings are
unequivocal. The purpose of this study was to determine whether Dutch-speaking
children who stutter (CWS) differ in phonological abilities from nonstuttering
children. Therefore 23 CWS (5;00-6;02y) were matched on age and gender with 23
children free from speech, language and hearing disorders. The test battery
consisted, among others, of a nonword repetition task, a rhyming task, and an
alliteration task. Results are interpreted within existing frameworks of linguistic
factors and developmental stuttering.
Poster 17: Raising Stuttering
Awareness in the Czech Republic
Author: Dezort, J. (Charles University, Prague, Czech Republic)
Abstract:
The poster will introduce the projects and work that I
have been involved in since graduating from the ECSF course in July 2016.
Firstly, I will describe how my work has changed during the sessions with PWS
and how my clients perceive the changes that I have introduced in therapy. One
of the most important aspects is the shift in thinking which could be described
as critical thinking and critical introspection of my own therapy processes.
This leads to their gradual change and to the improvement of my skills which
shows in direct work with my clients.
Next, I will introduce the international projects I have been involved
in, mainly concerning the localisation of tests for PWS into Czech. Then I will
present my sessions for students and SLTs where I explain the importance of
bringing new ideas and knowledge to the therapy of PWS in the Czech Republic.
Finally, I will also present my website dedicated to raising awareness about
stuttering in the Czech Republic.
Poster 18: Changes in
speech-associated attitude in preschool CWS treated through the Lidcombe
program or PCI: a comparative study
Author: Chiari, F., & Bernardini, S. (Private
practice Venice, ABC Balbuzie Padua, Italy)
Abstract:
Stuttering is considered as a complex and
variable disorder (Maguire et ali., 2012). It is important to consider the
level of severity of stuttering during the evaluation and treatment of children
who stutter (CWS), but it is also necessary to assess the speech-associated
attitude in preschool and kindergarten CWS (Vanryckeghem & Brutten, 2007). This study aims to compare the speech-associated
attitude in preschool CWS and its changes by an assessment before and after the
administration of the Lidcombe Program (LP)or the Palin Parent-Child
Interaction Therapy (PCIT). Our purpose was to determine whether by the end of
the treatment the speech-associated attitude resulted unchanged (with respect
to what had emerged during the assessment phase) or if one of the two kinds of
approaches determined a modification of the same, thus enabling a clearer
prognostic hypothesis. Moreover, we wanted to assess whether there was a real
decrease in the severity level of the disorder.
10 preschool and kindergarten children, aged
between 3.8 and 5.6 years old, were assessed through: 1) Communication Attitude
Test for Preschoolers and Kindergarten Children Who Stutter - KiddyCAT to
assess the speech-associated attitude; 2) Stuttering Severity Intrument-4
-SSI-4, to evaluate the stuttering severity level. The 10 CWS were randomly
divided into 2 groups of 5 to undergo one of the two one-year treatment
programmes. Six and 12 months after the beginning of the treatment, the SSI-4
and the KiddyCAT was re-administered.
The data obtained from the KiddyCAT showed a
very different speech-associated attitude performance in the two groups: all
subjects followed with the PCIT had a positive a speech-related attitude
result, whereas only one child treated with the LP showed a positive trend with
regard to the communication attitude. Moreover, the data provided by the
administration of the SSI-4 showed a greater decrease of the severity level of
stuttering in the PCI group compared to the LP group. In this study the CWS under the PCIT had a
better outcome after 12 months of treatment compared to the CWS children
treated with LP.
Poster 19: Avoidance-reduction therapy for adults who stutter: updating theory for
practical therapy today
Author:
Linklater, J., Franklin, S., & McCurtin, A. (Independent Speech and
Language Therapist, Ireland)
Abstract:
Building
on the research of Sheehan (1970, 1975) and Sheehan, Shanks and Mereu (2005),
this poster aims to provide participants with a fresh evidence-based
perspective on avoidance-reduction therapy for clients who stutter.
Avoidance-reduction therapy is based on an underlying acceptance of stuttering
which forms a foundation for positive change. As a result of this increased
acceptance, stuttering becomes easier (characterised by less struggle).
Increased fluency is not a direct focus of avoidance-reduction therapy; fluency
increases indirectly as a by-product of underlying acceptance. To this end, the
therapy approach presented in this poster also draws on the work of Carl Rogers
and his "curious paradox" of change (Rogers, 1961). The poster reflects on the
findings of 10-years of clinical research which show reductions in severity in
terms of self-report data (WASSP) for up to 23 clients at 24 months. Further
papers are in preparation showing data from OASES and SSI-3.
Poster
20: Acting in Unspoken: changing actors' attitudes to stammering
Author:
Linklater, J., Stewart, T., & Railton, P. (Independent Speech and Language Therapist, Ireland)
Abstract:
"Unspoken"
is a play written by Yorkshire playwright, Neil Rathmell, with Dr Trudy Stewart
(retired consultant speech and language therapist). The play depicted a range
of typical situations experienced by a young adult who stammers. It premiered
in England in July 2017 at Carriageworks Theatre, Leeds, UK. Members of an
amateur group called Leeds Arts Centre performed the play and at the
beginning of the rehearsal process had little or no knowledge of stammering
prior to their theatrical involvement. The stammering community were involved
early in the rehearsal process and a PWS directly coached the main character
with regard to the depiction of his stammer. It was decided to assess the
effect of the rehearsal process and engagement with the stammering community on
the actors' attitudes to stammering. After public performances, a focus
group type interview was carried out with the actors by an independent
interviewer (JL) to ascertain the effect on the actors' perceptions and
attitudes towards stammering. This poster describes a
number of key outcomes for the group of
amateur performers. Some individuals reported a clearer understanding of
how to respond to a person while he/she was stammering. In addition, the group
had adopted an advocacy role in response to the public understanding of
stammering and, in some cases, the issue of disability in society. This
experiment in awareness raising in the context of theatre suggests that
individuals and groups can be moved from beyond simply understanding stammering
toward a greater role as advocates. Further
analysis on this group of actors, the audience responses and those of the
director are planned for the future.