It has been shown repeatedly that many people hold personality stereotypes of stutterers. The attitudes of psychotherapists regarding stutterers have never been investigated. The present investigation assessed the degree to which psychotherapists-in-training hold stereotypes of stutterers as compared to normally fluent speakers. Two groups viewed a videotaped vignette of a male. In one, the male interviewee displayed stuttering behaviors. In the other, the same male spoke fluently. Participants then rated the male interviewee on several personality dimensions. Contrary to previous findings, the group viewing the stuttering interviewee rated him no differently than did the group viewing the fluent interviewee. Greater knowledge of stuttering was associated with more positive ratings of the person who stuttered. The clinical and research implications of these findings are then discussed.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xiv, 385 p. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed September 08, 2009). PDF text: xiv, 188 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3352378. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied. / ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

The subject of this master thesis is to examine balbutism from a perspective of adult stutterers. The thesis is broken down into a theoretical part and a practical part. The theoretical part is subsequently divided into five chapters. The introductory chapter defines motivation and a process of motivating another person. The following chapter deals with communication, an anxiety and panic resulting from communication, a motivation towards communication and additionally also the speech impairments under which stuttering is included. The third chapter specifically deals with stuttering, its origins, symptoms and classification. The fourth chapter describes diagnostic methods of stuttering employed in Czech Republic. The chapter about therapeutic methods concludes the theoretical part of the thesis. The practical part is centered on a research analysis and employs a qualitative method, namely a grounded theory method. Eight adult stutterers between the ages 31 and 50 were included in the study that took a form of questionnaire. Its primary aim was to examine the way in which adult stutterers view their own stuttering. The secondary aim was to determine what advice would the study group give to people suffering from a similar condition. The result of this thesis has been achieved by constructing three...

Cette thèse porte sur l’étude de paramètres acoustiques dans parole fluente chez des locuteurs bègues (SB) et des non-bègues (SNB), tunisiens.Les paramètres acoustiques comparés entre SB et SNB incluent le temps d’établissement du voisement (ou V.O.T), la fréquence du fondamental (F0), des mesures du Jitter et du Shimmer, l’étendue et la direction de la transition du second formant (F2), et également les trois premiers formants (F1, F2 et F3) des trois voyelles /a, i, u/. Les résultats sont en accord avec les études antérieures en ce qui concerne le V.O.T, qui serait aussi plus long chez les bègues américains et français. Concernant les valeurs du F0, des différences significatives entre les deux groupes sont obtenues pour /u/. Les mesures du Jitter et du Shimmer ne montrent pas de différences significatives, contrairement aux résultats recueillis chez les bègues américains où la signification est obtenue pour les mesures du Shimmer. Enfin,en ce qui concerne l’étude des variations formantiques, il y a des tendances sans atteindre la signification pour F1, F2 et F3. Les mesures de F2 sont moins élevées chez les bègues avec quelques résultats significatifs obtenus pour les séquences du type C-u. Le triangle vocalique des trois voyelles /a i u/ chez les enfants bègues tunisiens n’est totalement centralisé contrairement aux triangles obtenus chez les locuteurs bègues français et américains, selon la littérature. / This thesis concerns the comparison of acoustic parameters in fluent speech in Tunisian stutterers’ speakers (SB) and non-stutterers (SNB), Tunisians.The acoustic parameters which are compared between SB and SNB include the Voice Onset Time (VOT), the fundamental frequency (F0), the measurements of jitter and shimmer, the scope and direction of the transition of the second formant (F2), and the first three formants (F1, F2 and F3) of the three vowels /a, i, u/. The results are consistent with previous studies regarding the V.O.T, which has been found also be longer for American and French stutterers. Concerning F0values, significant differences between the two groups are obtained for /u/. Measurements of jitter and shimmer show no significant differences, contrary to the results found from American concerning the shimmer. Finally, as regards the study of formant variations, there are tendencies without reaching significance for F1, F2 and F3. F2 values are lower in stutterers with significant results obtained for sequences of C-u. The vowel triangle of the three vowels /a, u, i/ in Tunisian children who stutter, is not centralized, unlike triangles obtained for French and American stuttering speakers, according to the literature.