Clinical Decision Making in Fluency Disorders by Walter H. Manning

By Walter H. Manning

This completely up-to-date variation offers an expansive dialogue of the healing trip to expanding fluency. Humor, creativity, and different potent scientific recommendations and ideas are provided utilizing a framework of private event. completely mentioned are the choices and demanding situations confronted through those that stutter and the clinicians who help them in successfully speaking. no matter if you're a pupil or a clinician, this article is going to offer you the instruments crucial in making stuttering much less of a secret.

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The Coopers suggest that, especially during the early stages of treatment, the client–clinician relationship should be a major focus. They state that the clinician should be genuine and able to openly express both negative and positive feelings to the client. However, as the clinician is expressing these feelings it is important that he or she also indicate a belief in the worth and potential of the client. As treatment becomes challenging and the client is asked to make behavioral, attitudinal, and cognitive changes, the clinician should be continually honest in reinforcing the client’s feelings of self-worth.

Although we can never know all the details of another’s experience, we can learn enough so that we can provide accurate and timely help that enables our clients to more effectively cope with their situation. Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. 6 Clinical Decision Making in Fluency Disorders Investigations of Clinical Preparation Obviously, at the outset of training, it is perfectly natural for a novice clinician to be uncertain and anxious about how to assist someone with a communication problem.

In most instances, student clinicians are just beginning to understand the client and the nature of their stuttering as the semester comes to a close. When the overall picture of behavioral, affective, and cognitive change is unavailable, it is understandable that the treatment process will appear enigmatic. Then again, if student clinicians know what to look for and can be shown indicators of progress during treatment (both for behavioral as well as cognitiveaffective change), then helping these speakers will be more likely to be viewed as a positive rather than an aversive experience.

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