Atnaujinkite slapukų nuostatas

El. knyga: Navigating Adult Stammering: 100 Points for Speech and Language Therapists [Taylor & Francis e-book]

  • Formatas: 244 pages, 11 Tables, black and white; 9 Line drawings, black and white; 9 Illustrations, black and white
  • Serija: Navigating Speech and Language Therapy
  • Išleidimo metai: 09-Jun-2022
  • Leidėjas: Routledge
  • ISBN-13: 9781003177890
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 161,57 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 230,81 €
  • Sutaupote 30%
Navigating Adult Stammering: 100 Points for Speech and Language TherapistsDidesnis paveikslėlis
  • Formatas: 244 pages, 11 Tables, black and white; 9 Line drawings, black and white; 9 Illustrations, black and white
  • Serija: Navigating Speech and Language Therapy
  • Išleidimo metai: 09-Jun-2022
  • Leidėjas: Routledge
  • ISBN-13: 9781003177890
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781003177890
This book, the first in an exciting new series, provides speech and language therapy students and newly qualified and beginning stammering specialists with 100 key points that will help form a strong foundation for their work supporting adults and teenagers who stammer.

Composed of practical, relevant and useful advice from an experienced clinician, chapters break advice down into sections which include information about the therapeutic relationship, therapeutic approaches and signposts to further resources. Throughout the book, comments from stammering specialists describe what they wish they had known at the start of their careers.

This book:





Puts the person who stammers at the heart of therapy, following the clinical choices they might make Is written in an accessible style, designed to be dipped in and out of as required Draws on the experience of therapists working with those who stammer

Full of advice and guidance to support effective practice, this is an essential resource for anybody new to this client group.
Acknowledgements xx
Introduction 1(4)
Section A THE PERSON WHO STAMMERS
5(11)
1 Generic features
5(1)
2 State of self
5(1)
3 Stammering features
6(2)
4 Reasons for wanting therapy
8(1)
5 Knowledge about stammering
8(1)
6 Understanding of stammering
9(1)
7 Understanding of therapy
9(1)
8 Outcomes
10(1)
9 Stages of change
10(6)
Section B THE THERAPIST
16(12)
10 Who am I to be?
16(1)
11 What would a person who stammers (PWS) value from his clinician?
16(1)
12 The clinician's journey
17(1)
13 Being person centred
17(1)
14 Listening
18(1)
15 Acceptance and positive regard
19(1)
16 Empathy
20(1)
17 Using affirmations
21(1)
18 Summarising
22(1)
19 Humour
22(1)
20 Silence
22(1)
21 Reflective skills
23(1)
22 Specific skills
24(1)
23 Language and messages to the PWS
25(1)
24 Being an ambassador for the stammering community
25(3)
Section C THE THERAPEUTIC RELATIONSHIP
28(8)
25 The importance of the therapeutic relationship
28(1)
26 Rapport
28(1)
27 Openness
29(1)
28 Self disclosure
30(1)
29 The balance of power and control
30(1)
30 Ask the person
31(1)
31 Choice
32(1)
32 Flexibility/adaptability
33(1)
33 The relationship with the significant other (SO)
33(3)
Section D BEGINNING SESSIONS: THE NARRATIVE, GOAL SETTING AND ASSESSMENT
36(8)
34 Finding out about the other
36(1)
35 Taking time to hear the narrative
36(1)
36 How not to use the case history
37(1)
37 Goal setting
38(2)
38 Assessments
40(1)
39 Formal assessments
40(1)
40 Informal assessments
41(1)
41 Outcome-based assessments
42(2)
Section E THERAPY: GENERAL POINTS
44(33)
42 Service delivery
44(1)
43 Aspects of therapy common to all approaches: an overview
45(1)
44 Therapy approaches
46(1)
45 Effective therapy
47(2)
46 Principles of stammering therapy
49(3)
47 Prerequisites
52(7)
48 Openness
59(3)
49 Desensitisation
62(3)
50 Voluntary stammering
65(3)
51 Avoidance reduction
68(9)
Section F THERAPY: FLUENCY MODIFICATION OR `SPEAK MORE FLUENTLY' APPROACH
77(22)
52 Using multiple strategies
77(4)
53 Targeting strategies
81(1)
54 Teaching fluency modification strategies
81(1)
55 Light contacts
82(2)
56 Prolongation of sounds
84(2)
57 Easy onset
86(2)
58 Rate control
88(3)
59 Breathing
91(8)
Section G THERAPY: STAMMERING MODIFICATION OR `STAMMER MORE EASILY' APPROACH
99(23)
60 What is the stammering modification approach?
99(2)
61 Background
101(1)
62 With whom to use stammering modification?
101(2)
63 How to teach stammering modification
103(1)
64 Identification
103(7)
65 Variation
110(2)
66 Block modification
112(10)
Section H THERAPY: `STAMMER MORE PROUDLY'
122(28)
67 Opening comments
122(1)
68 What is `stammering pride?'
122(1)
69 The social model of disability
123(1)
70 Social model and stammering
124(1)
71 Critical theory
124(1)
72 Critical theory and stammering
125(1)
73 The therapy context
125(1)
74 Mobilisation of the stammering community
126(1)
75 Goals of `stammer more proudly'
127(5)
76 Therapy and `stammer more proudly'
132(18)
Section I PSYCHOLOGICAL APPROACHES
150(41)
77 The role psychological approaches play in the management of stammering
150(1)
78 What kind of psychological issues can develop in an adolescent and adult who stammers?
150(1)
79 What to do?
151(1)
80 Mindfulness
152(4)
81 Acceptance and commitment therapy
156(4)
82 Personal construct psychology and therapy
160(6)
83 Cognitive behavioural therapy
166(4)
84 Narrative practice
170(6)
85 Solution-focused brief therapy
176(15)
Section J MAINTAINING POSITIVE OUTCOMES AND PLANNING FOR THE RE-EMERGENCE OF ROLES AND BEHAVIOURS
191(8)
86 Defining this stage
191(1)
87 How can such a period of difficulty be identified?
191(1)
88 Background
192(1)
89 Maintenance and its place in therapy
192(1)
90 Integration of strategies to manage setbacks in therapy
193(1)
91 What does a PWS need to be able to maintain his therapy gains?
194(1)
92 Strategies for maintenance
194(3)
93 Endings
197(2)
Section K SUPPORT NETWORKS
199(13)
94 The context
199(1)
95 Significant others as agents of change
199(1)
96 The nature of SO involvement in therapy
200(2)
97 The other side of stammering
202(3)
98 Support groups
205(5)
Final Thoughts
210(1)
99 What do I wish I had known from the start?
210(1)
100 The dance
210(2)
Appendix 1 Formal assessments currently in use 212(4)
Appendix 2 Cognitive restructuring: learning to manage unhelpful thoughts 216(4)
Index 220
Trudy Stewart is a retired consultant speech and language therapist. She studied in universities in Glasgow, Michigan State (USA) and Leeds. She worked in the UK with children and adults who stammer for nearly 40 years. Her last role was clinical lead of the Stammering Support Centre in Leeds. Trudy has taught undergraduate, graduate and specialist courses for clinicians in the UK, Europe and Sri Lanka, including on the European Clinical Specialisation in Fluency Disorders (ECSF) course. She has carried out research while a clinician, presented her work at international conferences and written several texts on stammering. She recently co-wrote and directed a play about stammering called Unspoken.
Pastovi nuoroda: https://www.kriso.lt/db/9781003177890_pe.html
Raktažodžiai: