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Printable Handouts
Navigable Slide Index
- Introduction
- What needs to be changed and who decides?
- Help adolescents be ready
- What do we mean by “motivation”?
- Reframing “motivation” as “readiness to change”
- Readiness can change
- How? motivational interviewing
- Stages of change model
- Client and his/her environment contribute more
- The “common factors” in treatment responsiveness
- Transtheoretical model: the stages of change
- 1. Precontemplation
- 2. Contemplation
- 3. Preparation
- 4. Action
- 5. Maintenance
- 6. Termination
- Back to motivational interviewing
- Motivational interview: DARN
- I. Desire (1)
- I. Desire (2)
- II. Ability (1)
- II. Ability (2)
- III. Reason
- IV. Need
- Apply stages of change to stuttering management
- Decisional balance and self-efficacy
- Staging algorithm: stuttering management
- How ready are you to do something?
- Decisional balance: pros
- Decisional balance: cons
- Self-efficacy: how confident are you?
- UISPEAKS for teens
- Focus: shifting responsibility to teen
- Development of “operating instructions”
- Day 1: determining goals, motivational interview
- Questions about therapy experiences
- Important Q: what would you be doing differently?
- Positive psychology focus
- End of day 1
- Therapy map
Topics Covered
- Motivation
- Readiness can change
- Motivational interviewing
- The stages of change model
- Decisional balance
- Self-efficacy
- Staging algorithm: stuttering management
- UISPEAKS program for teens
- Therapy map
Talk Citation
Zebrowski, P. (2016, November 30). Teenagers and stuttering management: are they ready? [Video file]. In The Biomedical & Life Sciences Collection, Henry Stewart Talks. Retrieved December 6, 2024, from https://doi.org/10.69645/UGSC7969.Export Citation (RIS)
Publication History
Financial Disclosures
- Prof. Patricia Zebrowski has not informed HSTalks of any commercial/financial relationship that it is appropriate to disclose.
Other Talks in the Series: Speech Dysfluency
Transcript
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0:00
Hi, my name is
Patricia Zebrowski,
and I am from the University
of Iowa in the United States.
My clinical research
and teaching interests
are in the area of stuttering
with particular focus on
adolescents who stutter.
I'm going to talk with you today
about motivation
and helping adolescents
who stutter make decisions
about what they'd like
to do about stuttering.
The first thing
I'd like to show you is
an overview of stages of change,
motivational interviewing.
Then we'll talk a little bit
about UI SPEAKS,
which is a program
at the University of Iowa
for adolescents who stutter.
It's a residential
intense treatment program
that's rooted in the concept
of readiness for change
and helping adolescents
to determine where they are
in that process.
0:53
So the first thing I'd like to talk
about is decision making
in intervention for adolescents
who stutter.
And the question I think that
we should ask at the very beginning
of the treatment is,
"What needs to be
changed about stuttering
if anything and who decides?"
One of the things
that you may know
and have experienced
in your own clinical practice
and that I certainly
have over the many years
that I've been working
with adolescents, is that
often teenagers come to therapy
and they're not really sure
about why they're there
and what they want to do.
Many of them have vague feelings
and ideas about stuttering.
And these have led them
to decide that
they want to make
some sort of change
or more frequently that
they are contemplating
some sort of a change.
And they're not yet ready
to commit to that change.