Academic and clinical training in stuttering and counseling at the university of pittsburgh
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Academic and Clinical Training in Stuttering and Counseling at the University of Pittsburgh. J. Scott Yaruss, Ph.D., CCC-SLP Assistant Professor, University of Pittsburgh Clinical Research Consultant, Children’s Hospital of Pittsburgh Co-Director, Stuttering Center of Western PA.

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Academic and clinical training in stuttering and counseling at the university of pittsburgh

Academic and Clinical Trainingin Stuttering and Counseling atthe University of Pittsburgh

J. Scott Yaruss, Ph.D., CCC-SLP

Assistant Professor, University of Pittsburgh

Clinical Research Consultant, Children’s Hospital of Pittsburgh

Co-Director, Stuttering Center of Western PA


My philosophy of teaching

My “philosophy”of teaching

Do I have a philosophy?


My philosophy of teaching1

My “philosophy”of teaching

Do I have a philosophy?

Yes! I guess I do…


My teaching goal
My Teaching Goal

  • Students will be preparedto truly help people who stutter


My teaching goal1
My Teaching Goal

  • Students will be preparedto truly help people who stutter

    • Understanding the nature of stuttering


My teaching goal2
My Teaching Goal

  • Students will be preparedto truly help people who stutter

    • Understanding that stuttering involves more than just speech disfluencies


My teaching goal3
My Teaching Goal

  • Students will be preparedto truly help people who stutter

    • Ability to help people who stutter deal with the complex emotions they might experience


My teaching goal4
My Teaching Goal

  • Students will be preparedto truly help people who stutter

    • Confidence to enter treatment as a partnerand to take risks with their clients


My teaching goal5
My Teaching Goal

  • Students will be preparedto truly help people who stutter

    • Critical thinking skills so they can evaluatetheir own abilities and changes in the field


Accomplishing the goal
Accomplishing The Goal

  • Multiple assignments to give students multiple perspectives on stuttering

    • Lecture / Discussion / Participation

    • Readings (textbook + packet)

    • Experience Assignments

    • In-class practice / Case presentations

    • Term Paper / Exams

    • Integration with clinical practice


How my teaching has evolved
How my teaching has evolved…

  • I have tried to move more towardgiving students the opportunity toDEVELOP anunderstanding ofstuttering, rather thanjust being taught about it

Well, it hasn’t had time yet…


Organizing principle philosophy evolution combined

Organizing Principle (philosophy & evolution combined)

ASKING and ANSWERING QUESTIONS


Daily questions
Daily Questions

  • Each lecture is based on a seriesof questions on a given topic

  • Discussions and lectures aredesigned to answer the daily questions

  • Students receive each day’s questions before they do the reading and they receive the answers after each lecture


Example lecture 1 what is stuttering
Example – Lecture 1What is Stuttering?

  • What are definitions of terms for stuttering?

    • What is fluency? disfluency? dysfluency? nonfluency? stuttering?

    • Why are there so many different terms for speech interruptions?

  • What are the various types of disfluencies?

    • Why are some disfluencies called normal and others stuttered?

    • What is the difference between stuttering events and the stuttering disorder?

  • Who produces disfluencies?

    • What is a person who stutters? What is a stutterer?

    • What is the difference between a PWS and a PWDNS?

    • What is the distribution of stuttering in the population?

  • Why is it so important for clinicians to become comfortable with stuttering?

    • How can we do this?


Daily questions1
Daily Questions

  • Answering questions…

    • Helps students evaluate their(mis)conceptions about stuttering

    • Helps students take ownershipof their own learning

    • Helps students find interests in the field

    • Helps students learn to ask questions of their clients and “lead from behind”

    • Helps students learn to learn on their own


One class is not enough
One ClassIs Not Enough!

  • My counseling classcomplements the stuttering class to provide additional skills necessary for helping people who stutter

    • Daily practice with counseling microskills, such as attending, listening, empathetic responses, summarizing, challenging, etc.

    • Developing comfort identifying, talking about, validating, and exploring clients’ feelings about their communication disorder


Summary
Summary

  • Stuttering is a multi-faceteddisorder, so I teach aboutstuttering through multiple avenues

    • Participation / Discussion

    • Understanding basic issues and theories

    • Experience and comfort with stuttering

    • Experience with treatment strategies

    • Experience and comfort with counseling

    • Learning to ask and answer questions