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Effective Teaching Strategies for Counseling and Communication Disorders

Learn essential counseling microskills and theories to help clients achieve treatment goals in communication disorders. Explore humanistic, cognitive, and behavioral principles. Enhance your ability in listening, probing, and valuing for effective client support.

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Effective Teaching Strategies for Counseling and Communication Disorders

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  1. Listening and Responding:Learning Microskills forHelping People Change J. Scott Yaruss, Ph.D., CCC-SLP Assistant Professor, University of Pittsburgh Clinical Research Consultant, Children’s Hospital of Pittsburgh Co-Director, Stuttering Center of Western PA

  2. My “philosophy”of teaching Do I have a philosophy?

  3. My “philosophy”of teaching Do I have a philosophy? Yes! I guess I do…

  4. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Counseling is an integral part of the therapeutic process in communication disorders, regardless of the specificnature of the disorder

  5. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling HumanisticPerson-centered Gestalt Existentialist Behaviorist Rational Emotive Cognitive Restructuring

  6. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling • Understand basic principles of counseling Attending Listening Valuing Probing Challenging Summarizing

  7. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Understand basic theories of counseling • Understand basic principles of counseling • Understand how counseling relates to the scope of practice in communication disorders

  8. My Teaching Goal • Students will develop the skills theyneed to help clients achieve their goals in treatment • Students

  9. My Teaching Goal • Students will be preparedto truly help people who stutter • Confidence to enter treatment as a partnerand to take risks with their clients

  10. My Teaching Goal • Students will be preparedto truly help people who stutter • Critical thinking skills so they can evaluatetheir own abilities and changes in the field

  11. Accomplishing The Goal • Multiple assignments to give students multiple perspectives on stuttering • Lecture / Discussion / Participation • Readings (textbook + packet) • Experience Assignments • In-class practice / Case presentations • Term Paper / Exams • Integration with clinical practice

  12. How my teaching has evolved… • I have tried to move more towardgiving students the opportunity toDEVELOP anunderstanding ofstuttering, rather thanjust being taught about it Well, it hasn’t had time yet…

  13. Organizing Principle (philosophy & evolution combined) ASKING and ANSWERING QUESTIONS

  14. Daily Questions • Each lecture is based on a seriesof questions on a given topic • Discussions and lectures aredesigned to answer the daily questions • Students receive each day’s questions before they do the reading and they receive the answers after each lecture

  15. Example – Lecture 1What is Stuttering? • What are definitions of terms for stuttering? • What is fluency? disfluency? dysfluency? nonfluency? stuttering? • Why are there so many different terms for speech interruptions? • What are the various types of disfluencies? • Why are some disfluencies called normal and others stuttered? • What is the difference between stuttering events and the stuttering disorder? • Who produces disfluencies? • What is a person who stutters? What is a stutterer? • What is the difference between a PWS and a PWDNS? • What is the distribution of stuttering in the population? • Why is it so important for clinicians to become comfortable with stuttering? • How can we do this?

  16. Daily Questions • Answering questions… • Helps students evaluate their(mis)conceptions about stuttering • Helps students take ownershipof their own learning • Helps students find interests in the field • Helps students learn to ask questions of their clients and “lead from behind” • Helps students learn to learn on their own

  17. One ClassIs Not Enough! • My counseling classcomplements the stuttering class to provide additional skills necessary for helping people who stutter • Daily practice with counseling microskills, such as attending, listening, empathetic responses, summarizing, challenging, etc. • Developing comfort identifying, talking about, validating, and exploring clients’ feelings about their communication disorder

  18. Summary • Stuttering is a multi-faceteddisorder, so I teach aboutstuttering through multiple avenues • Participation / Discussion • Understanding basic issues and theories • Experience and comfort with stuttering • Experience with treatment strategies • Experience and comfort with counseling • Learning to ask and answer questions

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