Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students

Gerlach, Hope; Subramanian, Anu

doi:10.1016/j.jfludis.2015.12.001

Cited by 17 publications

(10 citation statements)

References 29 publications

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“…Clients reported they learned to better manage negative reactions to stuttering, increased self-awareness, and recognized that others have experienced similar difficulties, thus reducing feelings of uniqueness or isolation in relation to their stuttering. Findings corroborate the effectiveness of bibliotherapy reported by Gerlach and Subramanian, 21 in that such a framework can facilitate positive changes in cognitive and affective reactions to stuttering and might contribute to successful stuttering management. Based on the qualitative data, the clients appeared to be able to address aspects of each self-development stage posited by Morawski 13 as applied to cinematherapy (see Table 1).…”

Section: Discussionsupporting

confidence: 86%

“…Some speech-language pathologists (SLPs) and researchers have highlighted the relevance of books and/or bibliotherapy methods as an intervention tool with AWS, 20 but treatment outcomes had not been discussed until recently. 21 Gerlach and Subramanian 21 used a qualitative approach to investigate the use of bibliotherapy as a therapeutic tool for AWS and an educational tool for graduate students in speech-language pathology. Sessions were completed in both group and individual format, as both the clinician and client read a memoir about stuttering together.…”

Section: Cinematherapymentioning

confidence: 99%

“…While bibliotherapy has shown promise in addressing the cognitive and affective components of stuttering, some drawbacks have been noted for certain populations, including clients with reading difficulties and clients who do not want to invest the time required for reading. 21 Additionally, some clients may perceive books negatively due to prior negative experiences with reading.…”

Section: Cinematherapymentioning

confidence: 99%

“…37 Interviewing allowed the clients to discuss the impact, either positive or negative, of cinematherapy after the 4-week intervention was completed. Semistructured interviews have been used to measure participants' views on particular interventions in several recent studies in communication sciences and disorders 21 ; they can help gain an insider perspective on the impact and relevance of a treatment. All clients agreed to be interviewed.…”

Section: Cinematherapy Proceduresmentioning

confidence: 99%

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The Utility of Cinematherapy for Stuttering Intervention: An Exploratory Study

et al. 2020

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This preliminary study explored the feasibility and benefits of using cinematherapy with adults who stutter to address affective and cognitive reactions to stuttering and their impact on the persons' life. A mixed methods research design was used to explore the impact of cinematherapy. Four clients completed a 4-week structured cinematherapy program. All clients completed two questionnaires: Unhelpful Thoughts and Beliefs about Stuttering and Overall Experience of the Speaker's Experience of Stuttering, before starting and after completing the program. At the end of the program, clients also completed a semistructured interview. The semistructured interviews provide insight on clients' perceptions of cinematherapy, and questionnaires provided quantitative insights on the clients' perceptions of change. Qualitative data analysis indicated that clients reported five themes related to perceptions of cinematherapy: Promoted Vulnerability; Nurtured Empowerment; Stimulated Self-Reflection; Incited Feelings of Belonging; and Diminished Self-Stigma. Overall, clients reported a clinically significant decrease in scores on both questionnaires after completion of the 4-week cinematherapy program. Results indicate that cinematherapy was well received and had a positive impact on cognitive and affective aspects of stuttering in the four adult clients. These results provide preliminary support for larger scale clinical trials of cinematherapy as an adjuvant to traditional stuttering therapy.

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Section: Discussionsupporting

confidence: 86%

Section: Cinematherapymentioning

confidence: 99%

Section: Cinematherapymentioning

confidence: 99%

Section: Cinematherapy Proceduresmentioning

confidence: 99%

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The Utility of Cinematherapy for Stuttering Intervention: An Exploratory Study

et al. 2020

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“…Psychology observers particularly in bibliotherapy presume that interesting reading material inspires children to act out contents of the story and apply them in their behavior (Joling et al, 2011;Eliasa & Iswanti, 2014;Montgomery & Mauders, 2015;Gerlach & Subramanian, 2016;Agustina, 2017). Based on this view, a pilot character building campaign for learners has been devised using attractive texts by the government through a character literacy movement via textbooks in every subject on different education levels (Ferdiawan & Putra, 2013;Fahmy et al, 2015;Nopilda & Kristiawan, 2018;Wiedarti et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Character Education Values in Revised Edition of the Indonesian Language Learning Curriculum for Year 10

Santoso¹,

Sujianto²,

Afianto³

et al. 2020

ujer

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Character building is an important component of 2013 Curriculum learning using textbooks as a learning source. This study aims to describe character values within the 2014 and 2017 revised editions of the 2013 Curriculum-based Indonesian Language Textbook for Year 10. The source of data for this research is the 2013 Curriculum Indonesian Language Textbook (BTBI) published by the Ministry of Education and Culture (Kemendikbud). Data in this study assume the forms of words, phrases, or sentences that indicate character values, collected by observation and note-taking and analyzed with a referential identity method. The 2014 and 2017 editions of BTBI carry the same character values, namely religiousness, nationalism, independence, gotong royong, and integrity. Differences in the character value content of both textbooks lie in the sub-values of each identified character value. According to the uncovered character sub-values, the dominant character in the 2014 edition of BTBI is independence. The 2017 edition contains three equivalent character values: religiousness, nationalism, and independence. Principles of Wasatiyyat Islam reflected in BTBI for Year 10 are values of tawassut (taking the middle way), tawazun (balance between the world and the hereafter), i'tidal (straightness and uprightness), tasamuh (tolerance), musawah (egalitarianism), shura (consultation), islah (reform), aulawiyah (prioritizing), tatawwur wa ibtikar (dynamism and innovation), and tahaddur (being civilized). These values represent the courteous, peaceful and gentle nature of the Indonesian nation.

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