By Walter H. Manning
This completely up-to-date version presents an expansive dialogue of the healing trip to expanding fluency. Humor, creativity, and different potent medical strategies and rules are offered utilizing a framework of non-public event. completely mentioned are the choices and demanding situations confronted by way of those that stutter and the clinicians who support them in successfully speaking. no matter if you're a pupil or a clinician, this article will give you the instruments crucial in making stuttering much less of a secret.
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Extra info for Clinical Decision Making in Fluency Disorders, Third Edition
This video series may present some problems that prevent contemporary observers from appreciating Dr. Van Riper’s personal attributes. The tapes were made in the 1970s, and because of differences in dress, Van Riper’s forthright and sometimes assertive interpersonal style, and current interpretations of “political correctness,” it is usually necessary Chapter 1 The Clinician and the Therapeutic Process 17 for new clinicians to view the tapes several times in order to fully appreciate the nature of the therapeutic interaction.
Other blocks to creativity include a fear of failure (playing it safe and not taking risks), a reluctance to play (fear of experimenting with ideas and techniques and of looking silly), Chapter 1 The Clinician and the Therapeutic Process 13 over-certainty concerning a particular school of thought (a rigidity concerning the nature of the problem-solving approach), giving up too soon when an approach or a technique does not appear to be “working,” a reluctance to push hard enough to help others, or an inability to accept contrasting ways of interpreting things and events (believing that there is only one way or one best way to define success during therapy).
3%) or treatment (64%) experiences. They summarized the results of their survey by reporting “a trend toward fewer required classes taught by less experienced faculty, fewer clinical hours guided by less experienced supervisors, and a great likelihood that students will graduate without academic or clinical education in fluency disorders” (p. 58). , 2006) provided evidence that this less-than-satisfactory situation exists not only in the United States but also in Canada and the United Kingdom. Even in these locations, where one might expect professional preparation of clinicians working with individuals who stutter to be among the best, programs are often able to provide only limited clinical and classroom time.