Academic literature on the topic 'Stuttering – Psychological aspects'

Stuttering, as a communication disorder, is a field of great interest, with many hypothesis regarding its nature and appropriate treatment. Many studies tried to emphasize the bond between stuttering and anxiety. Frequently, stuttering is associated with strong emotional reaction, as anxiety, emphasized by negative consequences of “not being able to talk accurately”. This turns in avoidance of speak and social problems as school difficulties.The aim of this study is anxiety evaluation in children with stuttering through specialized psychological intervention.We applied MASC (Multidimensional Anxiety Scale for Children) and CDI (Child Depression Inventory) to 20 children diagnosed with stuttering, aged 6–16, from Cluj -Napoca, both at the beginning and at the end of the study. Psychological intervention consisted of two evaluation sessions (one with the parent and one with the child) and ten group sessions (psychodrama and cognitive-behavioral techniques).The results showed a significant decrease of anxiety (p < 0.05), and no difference in depression symptoms (for statistical data we used SPSS 16.0 Program).

Introduction. At present, psychotherapeutic practices based on theological and philosophical ideas about the human logos nature have become widespread. The human logos nature is not only expressed in the human ability to make articulated speech, but also in common characteristic for homo sapiens occupation – search for meaning in life and meaning of various events and situations, in which an individual finds himself or herself, and, the acts, which he or she performs. Similar types of psychotherapy include logotherapy, some types of cognitive-behavioural therapy and the methodology of the Russian teacher S. A. Rachinsky. These methods and practices can be called psycho-pedagogical and, also, can be considered as a separate area of pedagogy, because unlike classical psychological practices (often practicing ethical relativism), they recognise and promote traditional moral and spiritual values of Christianity.The aim of the present article is to consider attitudinal grounds and content characteristics of psychological practices based on religious and philosophical ideas about the human logos nature, from a pedagogical point of view, as the task of education and self-education.Methodology and research methods. The theoretical framework of the research was based on the explified philosophical and theological doctrines, as well as on academic writings of V. Frankl (founder of logotherapy) and M. Scheler (founder of philosophical anthropology). The empirical base consists of the materials of available documents and published sources of information, as well as of the materials obtained in the course of surveys and unformalised interviews with teachers and psychologists practicing church-psychological methods for the healing of psycho-somatic disorders and the correction of behavioural patterns. The collected and summarised information was processed by the methods of philosophical and anthropological analysis.Results and scientific novelty. For the first time, an attempt was made to describe and analyse the methods of psychological-corrective work and spiritual-moral education, representing a synthesis of psychological practices, Christian value-ideological and theological concepts. The particular examples of effective implementation of these methods are described: the school of cognitive-behavioural therapy in Vladivostok, organised by Archpriest Rostislav Moroz; the technique to heal stuttering according to the method of S. A. Rachinsky, innovatively applied by Hieromonk Ioannes (Zayats) in Kamchatka. The main result of the study is the identification of modern aspects for improving psycho-pedagogical methods in church-theological reception.Practical significance. The authors’ conclusions and research materials on modern methods of psychological correction of behavioural and psychophysiological disorders can be used when developing and designing the courses of cognitivebehavioural therapy, treatment of stuttering, in practical psycho-educational support and social work.

The scientific article proves that the functional aspects of motor-speech development in senior preschool children with stuttering are closely related to the basic morphofunctional provision of motor skills and speech, which involves activating the cerebral cortex, improving blood supply to the brain, restoring motor and articulatory innervation. By applying a multidisciplinary approach philosophical, psychophysiological, neurobiological, psychological and linguistic aspects of the nature of rhythm were highlighted. Comparative indicators of the level of motor and speech rhythm development were determined before and after performing logarithmic exercises. Theoretical and methodological analysis of the problem of motor and speech rhythms development in children of senior preschool age with stuttering confirmed the assumption about delayed rhythm development in children of this nosological group. The need for a comprehensive study of this issue was the driving force for carrying out the observational experiment, whose purpose was to study the peculiarities of the development of motor and speech rhythms in older preschool children with stuttering. In the process of analyzing the comparative characteristics of the levels of motor and verbal response in senior preschool children with stuttering, it was proved that these two processes develop simultaneously and are interdependent. The retardation of one process leads to the retardation of the other one, which affects the development of children's motor and verbal (speech) rhythm. Comparative characteristics of the formation levels of motor and verbal rhythms in senior preschool children with stuttering before and after correctional and developmental classes show that after performing correctional and developmental exercises there are no children with zero and low levels of reproduction, while medium and sufficient levels of motor reproduction and speech response prevail. This fact experimentally confirmed that the selected correctional and developmental work, conducting of speech therapy and logorhythmic classes aimed at the development of motor and verbal rhythms contributed to a significant improvement in the children’s results.