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Nurturing a Resilient Mindset in School-Aged Children Who Stutter
Sarah Caughter1, Victoria Crofts1
1The Michael Palin Centre for Stammering, London, United Kingdom.
American Journal of Speech-Language Pathology
|October 23, 2018
Summary
Nurturing resilience in children who stutter is crucial. Building coping skills can help them overcome challenges and thrive, mitigating negative psychological impacts and improving well-being.
Area of Science:
- Speech-language pathology
- Child psychology
- Resilience research
Background:
- Childhood stuttering can lead to negative self-perception and anxiety.
- Children who stutter often face peer bullying, impacting confidence and well-being.
- The capacity of children who stutter to cope with adversity is under-explored in therapy.
Purpose of the Study:
- To examine the rationale for fostering resilience in school-aged children who stutter.
- To explore methods for enhancing resilience in this population.
- To consider the potential benefits of resilience-building for children who stutter and their families.
Main Methods:
- Review of the construct of resilience in relation to stuttering.
- Application of frameworks from the Reaching In Reaching Out Resiliency Program and the Penn Resiliency Program.
- Consideration of parental roles in modeling and environmental support for resilience.
Main Results:
- Resilience is a vital construct for children who stutter, offering a buffer against negative psychological outcomes.
- Parental involvement is key in developing a resilience-rich environment.
- Targeted support can enhance children's ability to overcome adversity.
Conclusions:
- Building resilience is essential for children who stutter to navigate challenges.
- Parents play a critical role in fostering resilience.
- Enhanced resilience can improve overall psychological well-being and adaptive functioning in children who stutter.
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