The Stammering Collective

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

‍Effects of Mr. Angry (my stammer) in school

Tries to make fun of me.
I know the answer but I don’t want to say it.
I put in the wrong answer so I don’t get stuck.
Sometimes act like I am thinking then when I am ready to say it I say it.
In the yard I don’t do it all because I am not worried about him, just concentrating about what I am playing.

Source file

References

A child's painting on a paper plate: a mouth sprouts eyes on black sticks as well as black arms and legs.

A child's painting on a paper plate: a sad-looking face is painted messily with a blue mouth, black hair and a brown background. The edges of the plate are blue.

A child's painting on a paper plate: three cartoon figures are interacting, with the words 'Mr and Mrs Bump' adorning the top edge of the paper plate, written in child's handwriting.

A close up of Mr Angry: a child's drawing of an angry blue face, with a zig-zag green mouth, and a big black cloud above his head that could be his hair.

Red, green and brown scribbles hide a character beneath with his tongue sticking out.

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Note

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Campbell P. Constantino C. & Simpson S. (2019) Stammering Pride and Prejudice: Difference Not Defect. J&R Press.

We send a clear message of non acceptance (desire, ability, reasons and need). We become part of a perfectionist society rather than the ‘good enough’ society. We create a dichotomy of success/failure.

— Campbell (2019)

We send a clear message of non acceptance (desire, ability, reasons and need). We become part of a perfectionist society rather than the ‘good enough’ society. We create a dichotomy of success/failure.

— Campbell (2019)

No items found.

Document

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Constantino, Chris. (2018). What can Stutterers Learn from the Neurodiversity Movement? Semin Speeh Lang. 39: 382 396.

The Questions we need to ask

Who needs to change? What do they/we need to change?

Acknowledging the natural variation, the unique skills, experiences and traits of neurodivergent children.

— Constantino (2018)

<hr>

Client who stutters

What do they understand about stuttering? And their stuttering in particular?

Cons for the Client

Exposure: "I stutter".
Risk of failure.
Lack of acceptance by self and others .

<hr>

The Speech and Language Therapist

What do we understand about stuttering? Turn the tables on the process of normalising judgement As therapists we need to enquire into what a person thinks of the judgement they have been assigned. What if stuttering was the norm? If stuttering was cool…

Cons for the Therapist

Exposing beliefs contrary to the medical model.
Perceived risk of ‘failure’.
Lack of acceptance by peers, clients and client's families.

<hr>

Who needs to change?

How do we do this? Is this our responsibility alone?

Ourselves as SLTs
Families.
Parents.
Teachers.
Employers.
School systems.
Health services.
Shop keepers.

The Questions we need to ask

Who needs to change? What do they/we need to change?

Acknowledging the natural variation, the unique skills, experiences and traits of neurodivergent children.

— Constantino (2018)

<hr>

Client who stutters

What do they understand about stuttering? And their stuttering in particular?

Cons for the Client

Exposure: "I stutter".
Risk of failure.
Lack of acceptance by self and others .

<hr>

The Speech and Language Therapist

Cons for the Therapist

Exposing beliefs contrary to the medical model.
Perceived risk of ‘failure’.
Lack of acceptance by peers, clients and client's families.

<hr>

Who needs to change?

How do we do this? Is this our responsibility alone?

Ourselves as SLTs
Families.
Parents.
Teachers.
Employers.
School systems.
Health services.
Shop keepers.

No items found.

Note

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Masten, Ann. (2001). Masten AS. Ordinary magic. Resilience processes in development. Am Psychol.56(3):227-238. The American psychologist. 56. 227-38. 10.1037/0003-066X.56.3.227.

Resilience is the ordinary magic that we all possess.

— Masten (2001)

Resilience is the ordinary magic that we all possess.

— Masten (2001)

No items found.

Note

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Medical Model

Deficit driven.
Cure/fix.
What needs to change (generally a behaviour in this instance speech.
Who needs to change: the person attending therapy.

<hr>

Social model

Impairment versus disability.
Promote/enhance/facilitate.
What needs to change?
Who needs to change?

Medical Model

Deficit driven.
Cure/fix.
What needs to change (generally a behaviour in this instance speech.
Who needs to change: the person attending therapy.

<hr>

Social model

Impairment versus disability.
Promote/enhance/facilitate.
What needs to change?
Who needs to change?

No items found.

Note

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Erickson, Shane & Block, Susan. (2013). The social and communication impact of stuttering on adolescents and their families. Journal of fluency disorders. 38. 311-324. 10.1016/j.jfludis.2013.09.003.

More than two in five adolescents reported often keeping their stuttering secret and a further one in five said they sometimes kept it secret.

— Erickson & Block (2013)

<hr>

I wanted to be different, I just didn’t want the difference to be stuttering.

— Client

More than two in five adolescents reported often keeping their stuttering secret and a further one in five said they sometimes kept it secret.

— Erickson & Block (2013)

<hr>

I wanted to be different, I just didn’t want the difference to be stuttering.

— Client

No items found.

Document

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Mind your Ps and Qs is an English language expression meaning "mind your manners", "mind your language", "be on your best behaviour", "watch what you're doing".

To our self.
To others.
How we talk about children who stutter.
How children who stutter hear us talk about stuttering generally.

Action: helpful self talk to counter stereotypes.

Gather evidence in real-life situations will lead to generating more balanced thoughts on the basis of their findings.
People can identify helpful self-talk that will positively influence their emotional reaction and behaviour in a situation.
Helpful self-talk can also be generated by reflecting on previous experiences that have gone well and what the person was saying to himself or herself at the time.

<hr>

For the Speech and Language Therapist

Be aware of own thoughts, feelings and expectations around stuttering and our role as an SLT.
Communication trumps fluency.

Action: helpful self talk.

Handouts for teachers.
Powerpoint for school presentation.
Advice leaflet for parents (Generate discussion about what works in therapy and helpful versus unhelpful advice).

Mind your Ps and Qs is an English language expression meaning "mind your manners", "mind your language", "be on your best behaviour", "watch what you're doing".

To our self.
To others.
How we talk about children who stutter.
How children who stutter hear us talk about stuttering generally.

Action: helpful self talk to counter stereotypes.

Gather evidence in real-life situations will lead to generating more balanced thoughts on the basis of their findings.
People can identify helpful self-talk that will positively influence their emotional reaction and behaviour in a situation.
Helpful self-talk can also be generated by reflecting on previous experiences that have gone well and what the person was saying to himself or herself at the time.

<hr>

For the Speech and Language Therapist

Be aware of own thoughts, feelings and expectations around stuttering and our role as an SLT.
Communication trumps fluency.

Action: helpful self talk.

Handouts for teachers.
Powerpoint for school presentation.
Advice leaflet for parents (Generate discussion about what works in therapy and helpful versus unhelpful advice).

No items found.

Document

Fiona Ryan

Strand

Fiona Ryan (2021) ‘Subverting definitions: Acts of Resistance’. Metaphoric Stammers & Embodied Speakers: Clinical Workshop, Online, 12 Feb 2021.

Topics

Annotation

Source file

References

Winslade, John. (2013) From being non-judgemental to deconstructing normalising judgement, British Journal of Guidance & Counselling, DOI:10.1080/03069885.2013.771772.

Committee for the Big Stutter Party

Self disclosure/stereotype threat:

Children can develop a “growth mindset” through learning that success takes effort.
mistakes are opportunities to learn and grow from.
This mindset encourages children to seek out new challenges and fulfil their potential.

<hr>

Therapeutic practices must adapt to shifts in the conditions of people’s lives.

— Winslade (2013)

It is no longer enough to give people a relationship in which they are free from being judged. What they need is an opportunity to actively deconstruct the normalising judgements operating on them and to push back against the effects of these judgements.

— Winslade, p.8 (2013)

<hr>

A banner painted by children, reading: WWWelcome to our Stutter Party.

An A4 laminated invitation to 'Stutter Party', along with event details like time and location.

Various cut-outs of painted people or children – one including Mario!

Committee for the Big Stutter Party

Self disclosure/stereotype threat:

Children can develop a “growth mindset” through learning that success takes effort.
mistakes are opportunities to learn and grow from.
This mindset encourages children to seek out new challenges and fulfil their potential.

<hr>

Therapeutic practices must adapt to shifts in the conditions of people’s lives.

— Winslade (2013)

It is no longer enough to give people a relationship in which they are free from being judged. What they need is an opportunity to actively deconstruct the normalising judgements operating on them and to push back against the effects of these judgements.

— Winslade, p.8 (2013)

<hr>