Palin parent-child interaction therapy

Published on November 30, 2016   33 min

Other Talks in the Series: Speech Dysfluency

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This presentation is about Palin Parent-Child Interaction Therapy, which is an intervention for early childhood stuttering. My name is Elaine Kelman. I'm a consultant speech and language therapist and head of The Michael Palin Centre for Stammering in London, in the UK. I'll be using the term stuttering and stammering interchangeably as they mean the same thing.
Palin Parent-Child Interaction therapy or Palin PCI, as I will call it, aims to reduce stuttering and any associated anxiety by working with the parents to facilitate the child's natural fluency. The approach is described in detail in this clinical manual by Kelman and Nicholas. In this presentation, I'll briefly present a clinical application of this approach.
So the aim of Palin PCI: We consider a successful outcome to be a child who is communicating as fluently and effectively as possible with confidence and with pleasure, and parents who feel less anxious and more knowledgeable and confident to support their child.
Palin PCI is based on a multifactorial framework for the understanding of the onset and development of stuttering.
This includes physiological, linguistic, environmental, and psychological factors which interact with each other. Physiological factors may be neurodevelopmental, genetic, or constitutional factors. Linguistic factors might be the child's speech and language levels, whether they're advanced, whether there are deficits, or whether there are mismatches in the child's skills across the speech and language domains. Environmental factors may be a child who stammers, finding it harder to be fluent in the context of typical adult-child interactions, or it may be the impact of daily life demands and environmental changes, or it may be that the child's experiencing teasing and bullying. Psychological factors might be temperamental factors. We know from research that children who stammer are more reactive and less able to regulate their emotions. It may be the impact of emotional arousal on the child's fluency. For example, if they're excited or anxious, there may be speech related anxiety, and this can be evident from a young age and can increase with age, or it may be the emotional impact on stuttering on the parents' behavior and the way they manage their child; or the emotional impact to stuttering on the child's behavior, for example, if they begin to avoid speaking or it affects their mood or their social friendships. The large body of research evidence for these factors is available in the references at the end of this presentation.