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Listening and Responding: Learning Microskills for Helping People Change

Listening and Responding: Learning Microskills for Helping People Change. J. Scott Yaruss, Ph.D., CCC-SLP Assistant Professor, University of Pittsburgh Clinical Research Consultant, Children’s Hospital of Pittsburgh Co-Director, Stuttering Center of Western PA.

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Listening and Responding: Learning Microskills for Helping People Change

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  1. Listening and Responding:Learning Microskills forHelping People Change J. Scott Yaruss, Ph.D., CCC-SLP Assistant Professor, University of Pittsburgh Clinical Research Consultant, Children’s Hospital of Pittsburgh Co-Director, Stuttering Center of Western PA

  2. My “philosophy”of teaching Do I have a philosophy?

  3. My “philosophy”of teaching Do I have a philosophy? Yes! I guess I do…

  4. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Counseling is an integral part of the therapeutic process in communication disorders, regardless of the specificnature of the disorder

  5. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling HumanisticPerson-centered Gestalt Existentialist Behaviorist Rational Emotive Cognitive Restructuring

  6. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling • Understand basic principles of counseling Attending Listening Valuing Probing Challenging Summarizing

  7. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling • Understand basic principles of counseling • Understand how counseling relates to the scope of practice in communication disorders

  8. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Students

  9. My Teaching Goal • Students will be preparedto truly help people who stutter • Confidence to enter treatment as a partnerand to take risks with their clients

  10. My Teaching Goal • Students will be preparedto truly help people who stutter • Critical thinking skills so they can evaluatetheir own abilities and changes in the field

  11. Accomplishing The Goal • Multiple assignments to give students multiple perspectives on stuttering • Lecture / Discussion / Participation • Readings (textbook + packet) • Experience Assignments • In-class practice / Case presentations • Term Paper / Exams • Integration with clinical practice

  12. How my teaching has evolved… • I have tried to move more towardgiving students the opportunity toDEVELOP anunderstanding ofstuttering, rather thanjust being taught about it Well, it hasn’t had time yet…

  13. Organizing Principle (philosophy & evolution combined) ASKING and ANSWERING QUESTIONS

  14. Daily Questions • Each lecture is based on a seriesof questions on a given topic • Discussions and lectures aredesigned to answer the daily questions • Students receive each day’s questions before they do the reading and they receive the answers after each lecture

  15. Example – Lecture 1What is Stuttering? • What are definitions of terms for stuttering? • What is fluency? disfluency? dysfluency? nonfluency? stuttering? • Why are there so many different terms for speech interruptions? • What are the various types of disfluencies? • Why are some disfluencies called normal and others stuttered? • What is the difference between stuttering events and the stuttering disorder? • Who produces disfluencies? • What is a person who stutters? What is a stutterer? • What is the difference between a PWS and a PWDNS? • What is the distribution of stuttering in the population? • Why is it so important for clinicians to become comfortable with stuttering? • How can we do this?

  16. Daily Questions • Answering questions… • Helps students evaluate their(mis)conceptions about stuttering • Helps students take ownershipof their own learning • Helps students find interests in the field • Helps students learn to ask questions of their clients and “lead from behind” • Helps students learn to learn on their own

  17. One ClassIs Not Enough! • My counseling classcomplements the stuttering class to provide additional skills necessary for helping people who stutter • Daily practice with counseling microskills, such as attending, listening, empathetic responses, summarizing, challenging, etc. • Developing comfort identifying, talking about, validating, and exploring clients’ feelings about their communication disorder

  18. Summary • Stuttering is a multi-faceteddisorder, so I teach aboutstuttering through multiple avenues • Participation / Discussion • Understanding basic issues and theories • Experience and comfort with stuttering • Experience with treatment strategies • Experience and comfort with counseling • Learning to ask and answer questions

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