6th - 8th April 2022
London Road, Derby DE1 2QY.
Florence Nightingale Community Hospital
This workshop will aim to increase participants' understanding of the issues involved
in working with secondary school students who stammer, their confidence in
assessing overt and covert aspects of stammering, and their skills in integrating
speech management, communication skills and psychological approaches such as
Cognitive Behaviour Therapy (CBT) in packages of care which reflect individual need.
The course will present work which can be adapted for individual or group therapy for
teenagers aged 12 -18 years.
- Be familiar with assessment protocols for younger and older teens, including: the Stuttering Severity Instrument-3, the OASES S/T, an interview for young teenagers, and a more extensive interview for older teenagers aged 15+;
- Be familiar with the principles and practice of fluency shaping and speech modification therapy;
- Be familiar with rationale for including communication skills work and how to integrate this into the therapy process;
- Be familiar with a generic cognitive model and the principles of cognitive reframing; and
- Be familiar with the issues involved in working with teenagers and the specific therapeutic skills relevant to working with this client group.
- Attendance Certificate: Yes
- CPD Hours: 22.5
Day 1: Theoretical Issues and Assessment
- The nature of adolescence and of chronic stammering;
- The MPC triad of therapy components: speech management, communication skills
- Skills involved in building an effective therapeutic relationship with teenage clients;
- Use of the Stuttering Severity Instrument-3, the OASES S/T, and the MPC interview
for younger teens and older teens; and
- Clinical decision making and goal setting.
Day 2: Speech Management
- Solution-focused goal setting;
- Discussion and practice of fluency shaping and block modification approaches;
- Identification and desensitisation with individuals and in group work;
- Use of hierarchies to increase confidence, address speech fears and reduce
- Introducing cognitive reframing with clients; and
- How to encourage self-help and maintenance.
Day 3: Communication Skills Work and Cognitive Change
- The rationale and process of communication skills work - integrating communication
work with speech management and cognitive reframing;
- Activities for developing communication skills and confidence with teenagers;
- Action planning - application of course work to participants' own setting.