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Experiences and Stories of Parents W...

Elias, Amanda Jones,

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Experiences and Stories of Parents Working Collaboratively With Public-School Speech-Language Pathologists to Address Their Child's Stuttering and Related Emotions /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiences and Stories of Parents Working Collaboratively With Public-School Speech-Language Pathologists to Address Their Child's Stuttering and Related Emotions // Amanda Jones Elias.
Author:	Elias, Amanda Jones,
Description:	1 electronic resource (132 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
Contained By:	Dissertations Abstracts International86-11B.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31933234
ISBN:	9798315737575

Experiences and Stories of Parents Working Collaboratively With Public-School Speech-Language Pathologists to Address Their Child's Stuttering and Related Emotions /
Elias, Amanda Jones,

Experiences and Stories of Parents Working Collaboratively With Public-School Speech-Language Pathologists to Address Their Child's Stuttering and Related Emotions /Amanda Jones Elias. - 1 electronic resource (132 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: B.

Stuttering therapy involves not only targeting the overt characteristics, such as the repetitions of sounds and words, prolongation of sounds, and blocks within one's speech, but also the affective and cognitive reactions one has to their stuttered speech. Systems theory adheres to the concept of change occurring as an interaction between members of a system; therefore, it seems only logical that parents, as a natural member of a child's system, be involved in the therapeutic process of change. Research on parental involvement in a child's stuttering therapy within the school system is minimal, and research regarding the parent's perspective of their role in their child's stuttering therapy within the public school system is non-existent. The critical literature review includes peer-reviewed journal articles, information from published books, and reputable medical websites. Due to lack of recent published studies conducted in parental involvement in speech therapy for school-age children, review of the literature spanned over 20 years of research and covered the following topic areas: the impact of stuttering on children, the role of the speech-language pathologist (SLP), parental involvement in stuttering treatment, factors influencing parent perspectives, collaboration challenges, and successful models of collaboration. Moustaka's (1994) transcendental phenomenology was the qualitative framework used to examine parents' experiences collaborating with SLPs to address stuttering and related emotions in the public school system. Seven participants were interviewed for this study, all mothers of male children who stutter. The semi-structured interviews were audio and video recorded, transcribed verbatim, and then analyzed to identify themes. Four themes were identified from the data: participants experiencing (1) a disconnect in desired collaboration with the SLP, (2) a desire for emotions to be more of a priority focus, (3) frustration with the assessment and treatment process, and (4) a need to advocate for their child's services within the public-school system. Results extend current literature by adding the perspective of parents of children who stutter receiving therapy within the public-school system. Results outline participant experiences and desires, and this study has the potential to cross disciplines and add new information to improve collaboration between parents and therapists.

English

ISBN: 9798315737575Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Emotional component

Experiences and Stories of Parents Working Collaboratively With Public-School Speech-Language Pathologists to Address Their Child's Stuttering and Related Emotions /
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520 $a Stuttering therapy involves not only targeting the overt characteristics, such as the repetitions of sounds and words, prolongation of sounds, and blocks within one's speech, but also the affective and cognitive reactions one has to their stuttered speech. Systems theory adheres to the concept of change occurring as an interaction between members of a system; therefore, it seems only logical that parents, as a natural member of a child's system, be involved in the therapeutic process of change. Research on parental involvement in a child's stuttering therapy within the school system is minimal, and research regarding the parent's perspective of their role in their child's stuttering therapy within the public school system is non-existent. The critical literature review includes peer-reviewed journal articles, information from published books, and reputable medical websites. Due to lack of recent published studies conducted in parental involvement in speech therapy for school-age children, review of the literature spanned over 20 years of research and covered the following topic areas: the impact of stuttering on children, the role of the speech-language pathologist (SLP), parental involvement in stuttering treatment, factors influencing parent perspectives, collaboration challenges, and successful models of collaboration. Moustaka's (1994) transcendental phenomenology was the qualitative framework used to examine parents' experiences collaborating with SLPs to address stuttering and related emotions in the public school system. Seven participants were interviewed for this study, all mothers of male children who stutter. The semi-structured interviews were audio and video recorded, transcribed verbatim, and then analyzed to identify themes. Four themes were identified from the data: participants experiencing (1) a disconnect in desired collaboration with the SLP, (2) a desire for emotions to be more of a priority focus, (3) frustration with the assessment and treatment process, and (4) a need to advocate for their child's services within the public-school system. Results extend current literature by adding the perspective of parents of children who stutter receiving therapy within the public-school system. Results outline participant experiences and desires, and this study has the potential to cross disciplines and add new information to improve collaboration between parents and therapists.
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