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Fall'13-123 (Exam 2-BOOK) > Chapter 14-Self-Help and Mutual Aid Groups as an Adjunct to Stuttering Therapy > Flashcards

Chapter 14-Self-Help and Mutual Aid Groups as an Adjunct to Stuttering Therapy Flashcards

1
Q

T/F: There is not a single approach to therapy that works for all people at all times or in all situations?

A

TRUE

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2
Q

What group can help people who stutter and their families achieve and maintain greater success, both in and out of therapy?

A
  • Self-help or Mutual Aid groups
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3
Q

According to Chapter 14, what is the definition of a “self-help” group…

A
  • Voluntary, small group structures for mutual aid and the accomplishment of a special purpose…usually formed by peers who have come together for mutual assistance in satisfying a common need, overcoming a common handicap or life-disrupting problem and bringing about desired social and/or personal change
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4
Q

T/F: The first self-help groups are said to have begun among ethnic communities in the US in the mid-1800’s, when immigrants joined together to help each other adjust to their new lives?

A
  • TRUE
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5
Q

What is the first nationally recognized self-help group for stuttering?

A
  • The Council of Adult Stutterers

- Formed at Catholic University in Washington, DC, in 1965, with the assistance of SLP Eugene Walle

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6
Q

According to Michael Heffron, who was a founder of the group, what was the purpose of the Council?

A
  • To provide an opportunity for people who stutter “to help themselves and to help other people who stutter.”
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7
Q

What are the two other stuttering self-help organizations which were created in 1977?

A
  • Speak Easy International, founded in New Jersey but Bob Gathman
  • National Stuttering Project, founded in CA by Michael Sugarman and Bob Goldman.
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8
Q

What is the most widely known stuttering organization in the US called?

A
  • The Stuttering Foundation of America (SFA), founded by Malcolm Fraser in 1947
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9
Q

According to Chapter 14, what are the benefits of self-help participation?

A
  • Better short-term & long-term success with treatment goals both in and out of treatment
  • Enhanced ability to maintain goals across environments
  • Increase in social attachment and interpersonal skills
  • Benefits in general health, emotional well-being, adjustment and self-confidence
  • Enhanced understanding of the condition face by self-help participants
  • Improvements in several other variables directly related to treatment outcomes and quality of life
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10
Q

T/F: Benefits of self-help were not limited to the psychological realm; they also included positive changes in behavior management and long-term maintenance of treatment outcomes?

A

TRUE

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11
Q

Empirical investigations highlighted several other reasons that people participate in stuttering self-help.. what are they?

A
  • Sharing feelings, thoughts, and experiences
  • Speaking in a non-threatenting place
  • Helps them feel better about themselves and had improved their confidence
  • Improved self-image
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12
Q

What are some specific examples of categories from chapter 14 of the benefits offered by stuttering self-help groups?

A
  • Meetings & conferences
  • Published material
  • Other services
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13
Q

Regarding Material and conferences what does an important aspect of the self-help experience involve?

A
  • Personal interaction
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14
Q

What are three examples of meetings and conferences?

A
  • Annual conferences
  • Youth and family day
  • Regional conferences & continuing education (CE) workshops
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15
Q

What is a primary mean of providing for self-help groups when it comes to published material?

A
  • Personal contact
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16
Q

What are some examples of Published material?

A
  • Newsletters
  • Web sites
  • Brochures & pamphlets
  • Booklets
  • Posters & other materials
  • Videotapes
17
Q

What are some other services that are provided for people who stutter (According to chapter 14)?

A
  • Toll-free hotlines and email addresses
  • Research facilitation
  • Miscellaneous services
18
Q

If self-help groups wish ti improve the treatment of people who stutter, they must do what?

A
  • Work directly with the clinicians who provide that treatment
19
Q

T/F: Respondents in the Yaruss et. al (2002) survey reported that their interest in receiving treatment actually increased as a result of their participation in self-help?

A

TRUE

20
Q

Why does the interactions between self-help and treatment become complex?

A
  • Because there are different forms of treatment
  • Different therapy settings
  • Different therapy schedules & formats
  • And different types of self-help groups
21
Q

T/F: There is no single way in which people who stutter participate in both treatment and self-help?

A

TRUE

22
Q

According to Chapter 14, what are some experiences that school-age children, adolescents, and adults experience?

A
  • An impairment in body function that affects their ability to produce fluent speech
  • Negative affective, behavioral, and cognitive (self)-reactions to their stuttering
  • Negative reactions by people in their environments
  • Limitations in their ability to perform daily activities or restrictions in their opportunity to participate fully in their lives.
23
Q

T/F: The impairment of stuttering relates to the difficulties speakers experience in producing speech smoothly and fluently?

A

TRUE

24
Q

What is one way that self-help groups can help people address their fluency concerns?

A
  • To provide them with a forum for practicing speech techniques, particularly along a hierarchy from easier to harder situations, to achieve generalization of treatment effects
25
Q

What are some of the negative reactions that people may experience as part of the stuttering disorder?

A
  • Affective reactions, such as feelings of embarrassment, anxiety, shame, and guilt about stuttering
  • Behavioral reactions, such as tension or struggle during stuttering, avoidance, or circumlocution
  • Cognitive reactions, such as negative thoughts, low self-esteem, and reduced self-confidence
26
Q

Because the majority of treatment programs for young children who stutter are actually administered by parents in the child’s real-world environment, what is particularly important for parents to address?

A
  • Their own affective, behavioral, and cognitive reactions to their child stuttering
27
Q

What is a key aspect of the speaker’s experience of stuttering?

A
  • It relates to the limitations in what speakers can do, or restrictions in their ability to participate fully in their daily lives
  • Some examples for our reference: Include difficulties in holding conversations with other people, talking on the phone or giving presentations in work settings.
28
Q

T/F: Self-help groups can provide benefit for people who stutter within all the domains defined by the WHO for describing disorders such as stuttering

A

TRUE

29
Q

T/F: The majority of research on self-help groups for stuttering has focused on the needs of adults who stutter, though children who stutter can benefit from participating in self-help groups as well.

A

TRUE

30
Q

According to chapter 14 what can be one of the most challenging aspects of a clinicians job regarding parents of children who stutter?

A
  • Helping parents come to terms with stuttering

Fall'13-123 (Exam 2-BOOK) (5 decks)

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