在说不出的话语中架起一座桥梁:根据 IARA 模型使用绘画引发口吃儿童和青少年的交流

Luisella Cocco, Monica Anisio, Claudia Maulini, A. Padovan, Sonia Angilletta, Goran Kuvačić, A. de Giorgio
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引用次数: 0

摘要

口吃是一种语言障碍,其特点是说话的正常流利性和流畅性经常出现严重问题。口吃患者认为自己不善于交流,并产生消极的言语态度。这种消极交流态度的形成可能与父母对口吃者说话流畅性的期望和高要求有关。当这些期望超出口吃患者流畅语言交流的能力时,就会出现口吃发作。口吃者认为这是一种没有充分满足要求的交流表现。因此,这些人往往会采取各种回避和逃避行为,一般会避免讨论与口吃有关的经历和感受。因此,在言语治疗过程中,必须鼓励交流,以揭示儿童/青少年及其父母不为人知的经历。然而,鼓励交流绝非易事。为了促进口吃患者与家长之间的交流并建立更有效的关系,我们根据 IARA 模式,在口吃评估课程开始时实施了所谓的 "意识绘画"。14名确诊为口吃的儿童(男=10;女=4;平均年龄=10.42;SD=1.65)和8名青少年(男=6;女=2;平均年龄=15.25;SD=1.03)及其亲属(28名家长;男=10;女=18;平均年龄=31.14;SD=4.66岁)参与了本研究。研究结果表明,口吃儿童和青少年及其父母的绘画和评论可以为了解他们的经历和对口吃的看法提供宝贵的见解。儿童和青少年表达了对被接纳的渴望,以及希望超越口吃而得到认可的愿望。他们描绘了父母和语言治疗师共同参与的解决方案。认识绘画的使用可对言语治疗师产生重大影响。在口吃评估过程中,它可以为口吃患者的情绪、想法及其父母的经历提供有价值的见解。这反过来又能加强治疗干预的设计。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building a Bridge Among Unspoken Words: The Use of Drawing According to the IARA Model to Trigger Communication in Children and Adolescents Who Stutter
Stuttering is a speech disorder characterized by frequent and significant problems with normal fluency and flow of speech. People who stutter perceive themselves as poor communicators and develop negative speech attitudes. This development of a negative communicative attitude could be related to the expectations and high demands made by their parents about fluency. When these expectations exceed the stuttering individual’s abilities to produce fluent verbal communication, a stuttering episode occurs. This is perceived by the individual as a communicative performance not adequately meeting the requests. Consequently, these individuals often resort to various avoidance and escape behaviors and generally avoid discussing their experiences and feelings related to stuttering. Therefore, stimulating communication is essential during speech therapy sessions to expose experiences otherwise kept hidden both from children/adolescents and their parents. However, encouraging communication is far from simple. In an attempt to facilitate communication and foster a more effective relationship between persons who stutter and their parents, we implemented the so-called awareness drawing according to the IARA model at the opening of the stuttering assessment session. Fourteen children (M=10; F=4; mean age=10.42; SD=1.65) and eight adolescents (M=6; F=2; mean age = 15.25; SD=1.03) diagnosed with stuttering were involved in this study, along with their relatives (28 parents; M=10; F=18; mean age=31.14; SD=4.66 years). The results of the study revealed that the drawings and comments of children and adolescents with stuttering, along with their parents, can offer valuable insights into their experiences and perceptions of stuttering. Children and adolescents expressed a desire for acceptance and a wish to be recognized beyond their stuttering. They depicted solutions that encompass the involvement of both parents and speech therapists. The utilization of awareness drawing can have a substantial impact on speech therapists. During the stuttering assessment session, it can provide valuable insights into the emotions, thoughts of person who stutter, as well as the experiences of their parents. This, in turn, can enhance the design of therapeutic intervention.
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