Stammering: Latest Research…
So much is changing in how Speech and Language Therapists work with people who stammer, and continues to change. We are opening our eyes to what we can do to support people who stammer, and what can be harmful. A recent study, as summarised here, highlights how mindful we must be when working with people who stammer, of the potential damage our well meaning ‘support’ can do.
Understanding the Hidden Struggles: Children Concealing Stuttering (Gerlach-Houck, Kubart and Cage, 2022)
In a society where fluency is often equated with confidence and competence, stuttering can pose significant challenges for children and young people. A recent study delved into the experiences of adults who stutter, shedding light on the complex journey of concealing stuttering in childhood and adolescence.
Purpose and Method: The study aimed to explore the experiences of concealing stuttering in children and young people, as recounted by adults who stutter. Thirty adults, who either currently or previously concealed their stutter, participated in in-depth interviews. Researchers employed purposeful and random sampling to capture diverse perspectives, using reflexive thematic analysis to identify recurring themes and subthemes.
Key Findings: The findings unveiled a poignant narrative of concealing stuttering, with all participants reporting initiating this behavior at 18 years old or younger, and the majority starting during elementary school. Participants attributed their inclination to hide disfluencies to societal stigma surrounding stuttering and traumatic social encounters at school. Many described concealment as a defense mechanism against discrimination, emphasizing the importance of protecting themselves from stigma.
Interestingly, several participants criticized fluency shaping techniques, likening them to teaching concealment and viewing them as harmful. Instead, they advocated for speech therapists to create safe and supportive environments in schools, addressing the social and emotional challenges of speaking differently and navigating stigma.
Implications and Conclusion: The study highlights the hidden struggles of children concealing stuttering, illuminating the isolating and confusing nature of this experience. It underscores the pivotal role of speech therapists in fostering inclusive school environments and addressing the psychosocial needs of children who stutter. By promoting acceptance and support, therapists can empower children to embrace their voices and navigate the complexities of stuttering with confidence.
In essence, the study urges society to recognize and validate the experiences of those who stutter, advocating for a more inclusive and understanding approach to communication differences in educational settings.
