Talk to a Professional
Hello,
For anyone who is reading this, I hope your week is off to a great start! My name is Erica and I am a second year speech-language pathology Masters student at the University of South Carolina. I have several questions. My first question is does your philosophy on the stuttering therapy that you choose to implement for patients come from your own personal preference or does it change from client to client based on the individual? And what would you say is the most important, if there is one, factor to consider when planning stuttering intervention. My next question is based on the article, “Finding Our Voices: Stuttering as a Student” by Cameron McDaniel which I had a chance to read on this platform. As I mentioned before, I am currently an SLP student. Upon my graduation next spring, I would like to work within the schools. In terms of stuttering therapy, what does effective collaboration between a teacher and a SLP look like to you? And how can we as SLPs work to positively increase awareness of stuttering within the classroom for both teachers and students and within the entire school community? Thank you for your time!
Dear Erica,
HI! It is great to meet you and thank you for the wonderful questions. I hope you are having a great week!
Your first question was, “does your philosophy on the stuttering therapy that you choose to implement for patients come from your own personal preference or does it change from client to client based on the individual?”
—— My answer is both , and more. How I treat each individual is base on their needs first, and then I find approaches, treatment, counseling, and activities that fit them. I might lean towards things I have experience with or prefer (we all do), AND, I also will seek out anything I don’t know yet if that if best for that person. We had a client who was a lawyer. Now I don’t know the law, but we explored new areas of learning (basic law) in order to create functional activities this client might be challenged with as a professional. We learn and adapt for and with our clients. Does that make sense?
Your second question, “what does effective collaboration between a teacher and a SLP look like to you? And how can we as SLPs work to positively increase awareness of stuttering within the classroom for both teachers and students and within the entire school community?”
— I was in schools for 7 years before going into higher education. One thing I wish I did more was teach in-services (which are totally doable anywhere). What I did often with teachers and talk to them one-on-one about clients who stutter and what each individual student’s needs are. The more we can education those around a child who stutters, the more impact the environment can have in a positive way. People don’t know what they don’t know, so it is our job to pass on what WE know for the betterment of our clients. You can also send quick emails to teachers and families with some information, references. Nothing long or major. But each little bit of information adds up to a wealth of knowledge. You could encourage teachers and families to check out THIS CONFERENCE every year. There is a TON of great information here, as you know.
These are just some thoughts. I will let me peers chime in too!
Thanks for asking questions!
With compassion and kindness,
Scott