Stuttering Foundation
ARCHIVAL VIRTUAL LEARNING Stream Virtual Learning Courses at
StutteringHelp.org/Streaming
Emotional Regulation in Children Who Stutter Kurt Eggers, Ph.D.
Temperament refers to individual differences in emotional reactivity (e.g., getting excited, getting frustrated) and self-regulation (e.g., suppressing inappropriate responses, shifting attentional focus). Several studies in this domain have demonstrated that a substantial group of children who stutter are more emotionally reactive and/or have lower emotion/attention regulation skills compared to children who do not stutter. Not only does this play a role in the exacerbation of stuttering, but according to a recent study it is also related to the impact that stuttering has on day-to-day functioning. During this lecture we discuss the relevant literature and provide several tools and strategies for how clinicians and parents can contribute to improving children’s emotional regulation.
Acceptance and Commitment Therapy- a Taster! Jane Harley BA, MSc., (Psych Couns), PGDip CT
Acceptance and Commitment Therapy (ACT) is a mindfulness-based approach which aims to increase individuals’ psychological flexibility. This webinar is a ‘taster,’ introducing participants to theoretical underpinnings of ACT as well as some practical, clinical activities which can be used to introduce and develop these ideas with children, teenagers, and adults who stutter. There are opportunities to try these out experientially within the webinar and to discuss how SLPs can introduce mindfulness-based approaches to aspects of their work.
Spontaneous Stuttering Chris Constantino, Ph.D., CCC-SLP
Spontaneous speech is characterized by little premeditation, effortless production, and is enjoyable/meaningful. Fluent speech is characterized by a lack of noticeable disfluencies. In this talk, Dr. Constantino will outlines a model which emphasizes spontaneity rather than fluency to understand the experience stuttering. He discusses the results of an ecological momentary assessment study in which spontaneity and fluency were measured during the real-life conversations of people who stutter and modeled over time. He also discusses clinical implications and ways to incorporate these ideas into treatment.
6
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36
