presented by Scott Yaruss
Speech-language pathologists who work with individuals who stutter do more than simply teach speech techniques. Because of the complexity of the stuttering disorder, therapists often find themselves addressing both attitudinal and emotional aspects of the speaker’s experience of stuttering. Unfortunately, many clinicians report that they are less comfortable working with these components of the stuttering disorder. This course (part one of three in this course series) will discuss some of the key aspects of the counseling process that clinicians can apply to their work with individuals who stutter. Specifically, the course will provide clinicians with a high-level overview of a model of change that can help them guide their clients through the process of therapy so they can achieve their best possible outcomes from intervention. This is the first in a three course series.
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA, is an Associate Professor and Director of the Master’s Degree program in Speech-Language Pathology in the Department of Communication Science and Disorders at the University of Pittsburgh, Coordinator of Clinical Research in the Department of Audiology and Speech-Language Pathology at Children’s Hospital of Pittsburgh, and Director of the Stuttering Center of Western Pennsylvania. A board-certified specialist in fluency disorders, Dr. Yaruss has served on the board of directors for the National Stuttering Association and as Associate Coordinator for the American Speech-Language-Hearing Association’s Special Interest Division for Fluency Disorders. His research examines factors that may contribute to the development of stuttering in young children as well as methods for assessing and evaluating treatment outcomes in children and adults who stutter. Dr. Yaruss has published more than 60 papers in peer-reviewed journals and nearly 100 other articles, papers, and chapters on stuttering. He is author, co-author, or editor of several booklets, books, and brochures on stuttering, including the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), a comprehensive evaluation tool for children, adolescents, and adults who stutter; School-age Stuttering Therapy: A Practical Guide, and the Minimizing Bullying for Children Who Stutter program (all published by Stuttering Therapy Resources, Inc. [www.StutteringTherapyResources.com], a publishing company dedicated to developing useful resources for helping speech-language pathologists work with people who stutter.) Dr. Yaruss has been named Speech-Language Pathologist of the Year by the National Stuttering Association and received the University of Pittsburgh School of Health and Rehabilitation Science Dean’s Distinguished Teaching Award. Dr. Yaruss teaches classes on stuttering and counseling methods for speech-language pathologists at the University of Pittsburgh and frequently conducts workshops designed to help speech-language pathologists improve their ability to work with individuals who stutter. Information about Dr. Yaruss’s workshops can be found at www.Yaruss.com.
Chapter One introduces the topic of counseling and discusses how it relates to the field of speech-language pathology in general, and the disorder of stuttering specifically.
Chapter Two addresses the question of whether counseling is within the scope of practice for speech-language pathologists.
Chapter Three briefly introduces the specific topic of stuttering and highlights the reasons that counseling skills are particularly important with people who stutter.
Chapter Four introduces the concept that it is possible for people to make changes in their lives, e.g., to overcome the burden of stuttering or other communication disorders. The conclusion highlights the fact that simply knowing about how to make changes is not sufficient. We also need to learn specific skills for people to move through that process. Part 2 will introduce such skills and show how they relate back to the process of helping people who stutter.