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Identity Development in Adolescents Who Stutter: Three Stories
Kaylee E Hogg1, Christopher D Constantino2
1Hillsborough County Public Schools, Tampa, FL.
Language, Speech, and Hearing Services in Schools
|October 14, 2025
Summary
Adolescents
Area of Science:
- Speech and Language Pathology
- Developmental Psychology
- Social Psychology
Background:
- Stuttering identity development is under-researched.
- Negative emotions, social interactions, and lack of role models impede positive stuttering identity.
- Adolescence is a critical period for identity formation.
Purpose of the Study:
- Investigate stuttering identity development in adolescents.
- Identify factors influencing positive or negative regard for stuttering.
- Understand the lived experiences of adolescents who stutter.
Main Methods:
- Qualitative study utilizing semistructured interviews.
- Interpretative phenomenological analysis (IPA) for data interpretation.
- Involved three adolescent participants aged 13-17 years.
Main Results:
- Stuttering evolves from a behavior to an identity, shaped by bullying and accommodations.
- Awareness of stuttering identity is influenced by both positive and negative experiences.
- Adolescent stuttering identity is often ambiguous, with negative experiences dominating.
Conclusions:
- Stuttering identity begins in adolescence, heavily influenced by negative experiences.
- Positive experiences like authenticity and connection also contribute to identity.
- Clinical interventions should foster positive stuttering experiences for adolescents.
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