Avoidance-Reduction Therapy 1

Evitarea-Reducerea Terapie 1

6 Easy Stuttering

6 Easy Stuttering

Edited by
Vivian Sheehan, M.A., CCC
Pamela Shanks, M.A., CCC
Stephen Mereu

Editat de
Vivian Sheehan, M.A., CCC
Pamela Shanks, M.A., CCC
Stephen Mereu

With An
Introduction by Vivian Sheehan

Cu o
Introducere de Vivian Sheehan

EASY STUTTERING:
Avoidance-Reduction Therapy

EASY Stuttering:
Evitarea-Reducerea Terapie

More Than 50 Years OfThe Sheehan Method

Easy Stuttering: Avoidance-Reduction Therapy

Mai mult de 50 de ani OfThe Sheehan Metoda

Stuttering simplu: Evitarea-Reducerea Terapie

First Edition -- 2005

Prima ediie - 2005

Publicat de

Published by
Sheehan Stuttering Center
1158 26th Street, #634
Santa Monica, CA 90403
Library of Congress Catalog Card Number:
ISBN
Copyright 2005 by Sheehan Stuttering Center
The Sheehan Stuttering Center is a nonprofit
organization dedicated to providing group and
individual therapy for people who stutter

Sheehan Stuttering Center

1158 26 Street, # 634
Santa Monica, CA 90403
Biblioteca Congresului ale numrului de card de
catalog:
ISBN
Copyright 2005 de ctre Centrul de Stuttering
Sheehan
Sheehan Stuttering Centrul este un non-profit
organizaie dedicat furnizrii de grup i
terapie individual pentru persoanele care stutter

Dedication
Druire
To all the people who have tried every conceivable
way to deal with and overcome their stuttering
problem. there is hope

Pentru toate persoanele care au ncercat fiecare

imaginabil
mod de a face cu i de a depi problema lor
balbaiala .... exist speran

CUPRINS
TABLE OF CONTENTS
Introduction3
Message to a Stutterer5
Fact Sheet On Stuttering8
Principles and Fallacies9
Basic Therapy Procedures11
1. Establishing Eye Contact12
2. Open Discussion of Stuttering13
3. Exploring Ones Own Stuttering Behaviors14
4. Learning the Language of Responsibility19
5. Monitoring Behaviors20
6. Initiative and Fear-Seeking21
7. Counting Successes and Failures22
8. Exposing the Iceberg25
9. Stuttering Openly and Easily26
10. Resisting Time Pressure33
11. Pausing and Phrasing: Use of Silence35
12. Reducing Struggle38
13. Voluntary Stuttering40
14. Exercising Choice45
15. Safety Margin and Tolerance for Disfluency55
16. Direct Natural Speech Attempts57
17. Adjusting to Fluency58
18. Non-Reinforcement and Cancellation59

Introduction3
Mesaj pentru un Stutterer5
Fia Pe Stuttering8
Principii i Fallacies9
Terapia de baz Procedures11
1. Stabilirea ochi Contact12
2. Discuie deschis de Stuttering13
3. Explorarea Stuttering propria Behaviors14
4. nvarea limbii de Responsibility19
5. Monitorizarea Behaviors20
6. Iniiativa i frica Seeking21
7. Succese de numrare i Failures22
8. Expunerea Iceberg25
9. Murmura n mod deschis i Easily26
10. Opunerea de rezisten Timp Pressure33
11. ntreruperea i frazare: Utilizarea Silence35
12. Reducerea Struggle38
13. Voluntar Stuttering40
14. Exercitarea Choice45
15. Marja de siguran i Tolerana pentru
Disfluency55
16. Vorbirea direct natural Attempts57
17. Ajustarea la Fluency58
18. Non-armare i Cancellation59

APPENDICES
Appendix 1 -- Sheehan Point Of View On
Therapy63
Appendix 2 -- Therapy Ideas64
Appendix 3 -- Ideas About Helping The Young
Stutterer66
Appendix 4 -- Avoidance-Reduction Therapy: A
Response-Suppression Hypothesis69
Appendix 5 -- Excerpts From The Writings Of
Joseph G. Sheehan72
Appendix 6 -- Short Course In Diagnosis And
Treatment Of Stuttering: Conflict Theory And
Avoidance-Reduction Therapy79
Appendix 7 -- Relapse And Recovery From
Stuttering81
Appendix 8 -- Talk To Recovered Stutterers88

ANEXE
Anexa 1 - punctul de vedere privind Sheehan
Therapy63
Anexa 2 - Terapie Ideas64
Anexa 3 - Idei despre ajutorarea tnr
Stutterer66
Anexa 4 - Evitarea-Reducerea Terapia: Un rspuns
Hypothesis69-reprimarea
Anexa 5 - Extrase din scrierile lui Joseph G.
Sheehan72
Anexa 6 - Curs scurt de diagnostic i tratament
Din Stuttering: Teoria conflictelor i evitareaReducerea Therapy79
Anexa 7 - recadere si de recuperare de la
Stuttering81
Anexa 8 - Vorbeste cu "Recuperat" Stutterers88

2 Easy Stuttering

INTRODUCTION
This book is the product of more than fifty years
of studying and treating stuttering and stutterers.
It consists of articles and assignments in an order
we have found effective and should not be used in
any other order. Its worth depends on achieving
successes with each assignment to overcome
habits and attitudes that each stutterer has
typically developed in his or her attempts to be
fluent. Originally, in the clinic, the assignments
contained in this book were weekly projects, but
an individual going through this program on their
own may take longer than a week to progress to
the next assignment (but do not try to shorten the
time required to complete each task). What is
important is not the time it takes to complete an
assignment, but how well you do it.
This book expresses the ideas and concepts of its
originator, Joseph (Joe) Sheehan, and most of
the assignments were originally written by Joe.
Joe had guidance from Charles Van Riper in
developing his way of working with stutterers, but
Joe went on to develop his own philosophy about
how to overcome the problems of stuttering. Joe
was a very severe stutterer who never gave up,
found ways to help himself, and eventually
became a professor at UCLA. He devoted his life
and energy to helping other stutterers. Through
the years of holding a clinic at UCLA, the
assignments in this book were developed, used,
reused, and modified as he saw ways to improve
them. As a clinician and as his wife, I
collaborated in running the clinic and then
continued his work when his death came to soon
for him to finish his mission. This compilation of
Joes thoughts, wishes, and urges to help others
feels good to me as a way of bringing his mission
to fruition and to bring some recognition to his
genius.
Our philosophy and keynote ideas for therapy
stress no direct attempt to be fluent. The quest
for a sure way to be fluent only perpetuates
continued disaster with no real change in attitudes
and feelings, and no genuine hope for the future.
Real fluency can only be earned through openness,
acceptance of ones stuttering, and an honest
attempt to give up avoidance of words, situations,
and people, thus conquering the fear both of
stuttering and of silence.

2 Easy Stuttering
INTRODUCERE
Aceasta carte este produsul de mai mult de
cincizeci de ani de studiu si tratarea Stuttering i
stutterers. Se compune din articole i misiuni ntro ordine care le-am gsit eficiente i nu ar trebui
s fie folosit n orice alt ordin. Valoarea sa depinde
de realizarea cu succes fiecare misiune de a depi
obiceiuri i atitudini care fiecare a blbit de
obicei dezvoltat n ncercrile sale de a fi fluent.
Iniial, n clinica, sarcinile cuprinse n aceast
carte au fost proiecte pe sptmn, dar un individ
care trece prin acest program pe cont propriu poate
dura mai mult de o sptmn pentru a trece la
urmtoarea atribuire (dar nu ncercai s scurteze
timpul necesar pentru a finaliza fiecare sarcin).
Ceea ce este important nu este timpul necesar
pentru a finaliza o misiune, dar ct de bine o faci.
Aceast carte exprim ideile i conceptele sale de
"origine", Joseph (Joe) Sheehan, i de cele mai
multe misiuni au fost iniial scris de Joe. Joe a
avut de orientare de la Charles Van coapt n curs
de dezvoltare felul su de a lucra cu stutterers, dar
Joe a continuat s dezvolte propria sa filozofie
despre cum s depeasc problemele de balbism.
Joe a fost un blbit foarte sever, care nu a
renunat niciodat, gsit modaliti de a se ajuta, i
n cele din urm a devenit un profesor de la
UCLA. El a dedicat viaa i energia de a ajuta alte
stutterers. Prin anii care deine o clinica de la
UCLA, n misiuni n aceast carte au fost
dezvoltate, utilizate, reutilizate, i se modific, a
vzut modaliti de a le mbunti. Ca un
clinician si ca sotia lui, am colaborat n stare de
funcionare clinica si apoi a continuat munca lui,
cnd moartea lui a venit la scurt pentru el pentru a
termina misiunea. Aceast compilaie a lui Joe
gndurile, dorinele, i ndeamn s ajute pe alii
se simte bine pentru mine, ca o modalitate de a
aduce la ndeplinire misiunea sa i de a aduce
unele recunoatere a geniului su.
Filozofia noastr i idei keynote pentru stres
terapie cutarea pentru un mod sigur de a fi fluent
", nici o ncercare direct de a fi fluent."
Perpetueaz numai dezastru n continuare, cu nici
o schimbare real n atitudini i sentimente, i nici
o speran real pentru viitor. Real fluen poate
fi ctigat doar prin deschidere, acceptarea de
balbism cuiva, i o ncercare onest de a renuna la

Our therapy ideas differ so much from the usual

attempts to train a stutterer to be fluent that it is
difficult to explain, difficult to teach on paper, and
hard to help the stutterer or clinician to accept the
idea that success does not necessarily mean
sounding fluent, but is experienced by not using
tricks to avoid stuttering. It takes courage to
continue to face stuttering openly without
struggling to cover it up from oneself and from the
listener. The best attitude is to accept stuttering
and try to do it more easily and openly. This way
will lead to more and more permanent fluency
with easy communication and less stress, but it
takes time and a complete turnaround in attitude
and performance.
A few last words of caution: If a therapy or device
results in immediate fluency, it is probably a trick,
so forget about it. In fact, you should expect more
stuttering for a time. You should just change how
you stutter with ease, acceptance, eye contact
with the listener, and continued communication.
Get a feeling of success from not avoiding.
Finally, never try to be fluent. Easy speech comes
with acceptance of the role of a stutterer and on
becoming a good one. With easier speech, fluency
will be a natural result with time! Do not expect
instant miracles. Remember, you are changing
habits that developed over a lifetime.
Ideally, it is best to receive personal guidance and
suggestions from someone with this type of
philosophy and training. Unfortunately, this may
not be possible for everyone who reads this book.
For more support, additional resources can be
found on our website, www.stutterssc.org. You
are always welcome to get in touch with me. I can
be reached by email or telephone.
Sincerely,
Vivian Sheehan, M.A., CCC
Specialist in Stuttering

evitarea de cuvinte, situaii, oameni i, astfel,

cucerind teama, att de balbism i de tcere.
Ideile noastre de terapie difer att de mult de
ncercrile obinuite pentru a forma un blbit s
fie fluent c este dificil de explicat, greu s-i
nvee pe suport de hrtie, i greu pentru a ajuta la
blbit sau de medicul de a accepta ideea c
succesul nu nseamn neaprat de sondare fluent ,
dar este experimentat de care nu folosesc trucuri
pentru a evita stuttering. Este nevoie de curajul de
a continua s se confrunte cu balbism deschis, fr
lupt s-l acopere de la sine i de la asculttor. Cea
mai buna atitudine este de a accepta Stuttering i
s ncerce s-l fac mai uor i mai deschis. n
acest fel va duce la o fluen mai mult i mai uor
de comunicare permanent cu i mai puin stres, dar
este nevoie de timp i de o revenire complet n
atitudinea si performanta.
Cteva ultimele cuvinte de precauie: Dac un
tratament sau de rezultatele de dispozitiv n
fluenta imediat, este, probabil, un truc, uita asa
despre el. De fapt, trebuie s v ateptai mai mult
Stuttering pentru un timp. Trebuie s schimbai
doar modul n care se blbie - cu uurin, de
acceptare, contact vizual cu asculttor, i de
comunicare continu. A obine un sentiment de
succes de la care nu evita. n cele din urm nu,
ncercai s fie fluent. Discurs usor vine cu
acceptarea rolului de blbit i pentru a deveni
unul bun. Cu discursul uor, fluena va fi un
rezultat natural - cu timpul! Nu va asteptati la
miracole instantanee. Amintii-v, sunt schimbarea
obiceiurilor care au dezvoltat pe o durata de viata.
n mod ideal, este mai bine pentru a primi
ndrumare personal i sugestii de la cineva cu
acest tip de filozofie i de formare. Din pcate,
acest lucru nu poate fi posibil pentru oricine
citete aceast carte. Pentru mai mult suport,
resurse suplimentare pot fi gsite pe site-ul nostru,
www.stutterssc.org. Suntei ntotdeauna binevenit
pentru a intra n contact cu mine. Pot fi contactat
prin e-mail sau telefon.
Cu stim,

Avoidance-Reduction Therapy 3

Vivian Sheehan, M.A., CCC

Specialist n stuttering
Evitarea-Reducerea Terapie 3

4 Easy Stuttering
MESSAGE TO A STUTTERER by Joseph
Sheehan, Ph.D.
If your experience as a stutterer is anything like
mine, youve spent a good part of your life
listening to suggestions, such as relax, think what
you have to say, have confidence, take a deep
breath, or even to talk with pebbles in your
mouth. By now, you may have learned that these
things dont help; if anything, they make you
worse.
Theres a good reason why these legendary
remedies fail. They all mean suppressing
stuttering, covering up, doing something artificial.
And, the more you cover up and try to avoid
stuttering, the more you will stutter.
Your stuttering is like an iceberg. The part above
the surface, what people see and hear, is really the
smaller part. By far the larger is the part
underneath: the shame, the fear, the guilt, all those
other feelings that we have when we try to speak a
simple sentence and cant.
Like me, youve probably tried to keep as much of
that iceberg under the surface as possible. Youve
tried to cover up, to keep up a pretense as a fluent
speaker despite long blocks and pauses too painful
for either you or your listener to ignore. You get
tired of this phony role. Even when your crutches
work you dont feel very good about them. When
your tricks fail, you feel even worse. Even so, you
probably dont realize how much cover-up and
avoidance keep you in the vicious circle of
stuttering.
In psychological and speech laboratories weve
uncovered evidence that stuttering is a conflict, a
special kind of conflict between going forward
and holding back -- an approach-avoidance
conflict. You want to speak but are torn by a
competing urge to hold back because of fear. For
you as for other stutterers, your fear has many
sources and levels. The most immediate and
pressing fear is of stuttering itself and this is
probably secondary to whatever caused you to
stutter in the first place.
Your fear of stuttering is based largely on your
shame and hatred of the way you speak. The fear
is also based on playing the phony role, pretending
you do not stutter. You can do something about
this fear if you have the courage. You can be open
about your stuttering, above the surface. You can
learn to go ahead and speak anyway, to go forward

4 Easy Stuttering
Mesaj ntr-un blbit de Joseph Sheehan, Ph.D.
Dac experiena dumneavoastr ca un blbit este
ceva ca a mea, ai petrecut o bun parte din viaa ta
pentru a asculta sugestiile, cum ar fi "relaxa, cred
c ceea ce ai de spus, avea ncredere, s ia o
respiraie profund," sau chiar s " . vorbesc cu
pietricele in gura ta "Pn acum, este posibil s fi
nvat c aceste lucruri nu ajuta, daca ceva, te fac
sa mai ru.
Exista un motiv bun de ce aceste remedii
legendare nu. Ele nseamn toate Stuttering
suprimarea, care acoper n sus, a face ceva
artificial. i, mai mult acopere i s ncerce s
evite stuttering, mai mult se va blbi.
Balbaiala ta este ca un iceberg. Partea de deasupra
suprafeei, ceea ce oamenii vd i aud, este de fapt
o parte mai mic. De departe este mai mare parte
sub: ruine, team, vinovie, toate aceste alte
sentimente pe care le au atunci cnd ncercm s
vorbim o propoziie simpl i nu poate.
Ca i mine, probabil ai ncercat s pstreze ct
mai mult din acest aisberg n suprafa posibil. Ai
ncercat s acopere, pentru a menine o pretenie
ca un vorbitor fluent, n ciuda blocuri lungi i
pauze prea dureros pentru tine sau asculttor, fie
pentru a ignora. Ai obosit de acest rol fals. Chiar i
atunci cnd crje s lucreze n tine, nu te simti
foarte bine despre ei. Cnd trucuri nu, te simti
chiar mai rau. Chiar i aa, probabil c nu i dau
seama ct de mult acoper-up i de evitare a v
menine n cercul vicios de balbism.
n laboratoarele psihologice i de vorbire, am
descoperit dovezi c Stuttering este un conflict, un
tip special de conflict ntre a merge nainte i
napoi de depozit - o "abordare de evitare a"
conflictului. Vrei s vorbeti, dar sunt rupt de o
dorinta de concurente pentru a retine din cauza
fricii. Pentru tine ca i pentru alte stutterers, frica
are mai multe surse i niveluri. Teama cea mai
imediat i urgent este de balbism sine i acest
lucru este, probabil, secundar la orice cauzat s se
blbie, n primul rnd. Frica de balbaiala se
bazeaz n mare parte pe ruinea ta i ura fa de
felul n care vorbesc. Frica este, de asemenea,
bazat pe joace rolul de fals, pretinznd c tu nu
faci blbi. Putei face acest lucru ceva despre
frica, dac avei curajul. Putei fi deschis despre
balbaiala ta, deasupra suprafeei. Putei nva s
mearg nainte i s vorbeasc oricum, pentru a
merge nainte n faa fricii. Pe scurt, poti fi singur.

in the face of fear. In short, you can be yourself.

Youll lose the insecurity that always comes from
posing. Youll reduce that part of the iceberg
beneath the surface. And this is the part that has to
go first. Just being yourself, being open about
your stuttering, will give you a lot of relief from
tension.
Here are two principles which you can use to your
advantage, once you understand them: they are
(1) your stuttering doesnt hurt you; (2) your
fluency doesnt do you any good. Theres nothing
to be ashamed of when you stutter and theres
nothing to be proud of when you are fluent.
Most stutterers wince when they block, experience
failure each time. For this reason they struggle
hard not to stutter and therefore stutter all the
more. They get themselves into a vicious circle
which can be diagramed as follows:

Vei pierde insecuritate, care vine ntotdeauna de a

reprezenta. Vei reduce aceast parte a aisbergului
sub suprafa. i aceasta este partea care trebuie s
mearg mai nti. Doar fii tu insuti, fiind deschis
despre balbaiala dumneavoastr, v va oferi o
mulime de scutire de la tensiune.
Aici sunt dou principii pe care le putei utiliza n
avantajul dumneavoastr, odat ce le-ai neles: ei
sunt (1) Stuttering nu v doare; (2) fluenta
dumneavoastr nu face nici un bine. Nu e nimic
pentru a fi ruine atunci cnd se blbie i nu e
nimic de care sa fim mandri atunci cand sunt
fluent.
Cele mai multe stutterers tresar cnd bloca,
insuficienta experienta de fiecare dat. Din acest
motiv, ele nu se lupt din greu pentru a se blbie
i, prin urmare, blbi tot mai mult. Ei se obine
ntr-un cerc vicios care poate fi diagramed dup
cum urmeaz:

Avoidance-Reduction Therapy 5
Evitarea-Reducerea Terapie 5

Stuttering
Fear, avoidance

Stuttering
hatred, shame, guilt

Stuttering is a lonesome kind of experience.

Possibly you havent seen too many stutterers and
those you have seen, you have avoided like the
plague. Just as there may be people who know
you or have seen you or even heard you who dont
realize that you stutter, so those who have a speech
handicap similar to yours may conceal it. For this
reason, few realize that almost one percent of the
population stutters, that there are more than a
million and a half stutterers in the United States
today. Many famous people in history have had
essentially the same problem, including Moses,
Demosthenes, Charles Lamb, Charles Darwin, and
Charles I of England. More recently, George VI
of England, Somerset Maugham, Marilyn Monroe,
and T.V. personalities Garry Moore and Jack Paar
have been stutterers at some time in their lives. In
your speech problem, you may not be as unique or
as much alone as you had thought.
Each adult stutterer has his individual style,
usually made up of tricks or crutches which are
conditioned to the fear and have become
automatic. Yet they all suffer from basically the
same disorder whether they choose to call it
stammering, a speech impediment, or something
else. How you stutter is terribly important. You
dont have a choice as to whether you stutter but
you do have a choice as to how you stutter. Many
stutterers have learned as I have that it is possible
to stutter easily and with little struggle and
tension. The most important key in learning how
to do this is openness: getting more of the iceberg
above the surface, being yourself, not struggling
and fighting when you block, looking at your
listener calmly in the eye, never giving up in a
speech attempt once started, never avoiding words
or ducking out of situations, taking the initiative in
speaking even when we stutter a lot. All these are
fundamental in any successful recovery from
stuttering.
You can stutter your way out of this problem. So
long as you greet stuttering with shame, hatred
and guilt, you will feel fear and avoidance toward
speaking. This fear and avoidance and guilt will
lead to still more stuttering, and so on. Because
stuttering can be maintained in this vicious

Frica, ura evitarea, ruine, vinovie

ur
Stuttering este un fel de experien singur.
Eventual, nu ai vzut stutterers prea multe i a
celor care le-ai vzut, ai evitat ca ciuma. Aa
cum pot exista oameni care te cunosc sau ai vzut
sau ai auzit chiar, care nu-i dau seama c te
blbi, astfel nct cei care au un handicap discurs
similar cu al tau poate ascunde. Din acest motiv,
puini i dau seama c aproape o sut din
populaie se poticneste, c exist mai mult de un
milion i jumtate stutterers n Statele Unite ale
Americii de azi. Muli oameni celebri din istorie
au avut, n esen, aceeai problem, inclusiv
Moise, Demostene, Mielul Charles, Charles
Darwin, i Carol I al Angliei. Mai recent, George
VI al Angliei, Somerset Maugham, Marilyn
Monroe, i personaliti de televiziune Garry
Moore i Jack Paar au fost stutterers la un moment
dat in viata lor. n discursul problema ta, nu poate
fi la fel de unic sau ct de mult numai ca ai fi
crezut.
Fiecare blbit adult are stilul su individual, de
obicei, a fcut din trucuri sau crje, care sunt
condiionate de fric i au devenit automat. Cu
toate acestea, toi sufer de tulburare n esen
acelai, indiferent dac alegei s-l numesc
blbial, un defect de vorbire, sau altceva. Cum
te blbi este foarte important. Nu avei
posibilitatea de a alege dac te blbi dar avei
posibilitatea de a alege modul n care te blbi.
Stutterers Muli au nvat cum am c este posibil
s se blbi uor i cu lupta mica si tensiune.
Cheia cea mai important n procesul de nvare
cum s facei acest lucru este de deschidere: din ce
n ce mai aisbergului de deasupra suprafeei, fiind
singur, nu i lupta atunci cnd bloca, uita la
asculttor de calm n ochi, nu da ntr-o ncercare
de discurs dat a nceput niciodat, evitarea
cuvintelor sau scufundare din situaii, lund
iniiativa de a vorbi chiar i atunci cnd am blbi
mult. Toate acestea sunt fundamental n orice
recuperare de succes de la balbaiala.
Putei blbi cale de ieire din aceast problem.
Atta timp ct te intampina cu balbism ruine, ur
i de vinovie, va veti simti frica si evitarea spre
vorbind. Aceast team i de evitare i vina va
duce la i mai mult Stuttering, i aa mai departe.
Deoarece balbism pot fi meninute n aceast baz

triangle basis, there are many adults who could

help themselves to speak with much less struggle
if they would accept stuttering, remain open about
it, and do what they could to decrease their hatred
of it. Most older therapies sought to prevent or
eliminate the occurrence of stuttering and
therefore failed to break up the vicious circle. You
can be more successful by reducing shame, guilt,
and hatred of stuttering which are the immediate
causes of the fear.
Because you stutter doesnt mean you are any
more maladjusted than the next person, nor does it
mean you are biologically inferior or more
neurotic than the next person. Systematic
evaluations of objective research using modern
methods of personality study show no typical
personality pattern for stutterers and no consistent
differences between those who stutter and those
who dont. Maybe a little fortification with that
knowledge will help you to accept yourself as a
stutterer.
Some individuals, given a start in the right
direction, can make substantial headway by
themselves. Others need more extensive and
formal speech therapy or psychotherapy in clinics.
If you are like most of the million and a half
stutterers in this country, clinical treatment will
not be available to you. Whatever you do youll
have to do pretty much on your own with those
ideas and sources you can use. (It isnt a question
of whether self-treatment is desirable.) Clinic
treatment in most instances will enable you to
make more systematic progress. This is
particularly true if you are among those stutterers
who, along with people who dont stutter, have
personality and emotional problems. In a sense
every stutterer does try to treat his own case. He
has to have a modus operandi, a way of handling
things, a way of going about the task of talking.
I have tried to set down some basic ideas which
are sounder and more workable than the motions
given to most stutterers.
You might go about it this way. The next time you
go into a store or answer the telephone, see how
much you can go ahead and speak in the face of
fear. See if you can accept stuttering so that your
listener can do the same. In all other situations,
see if you can begin to accept openly the role of
being someone who will for a time stutter and
have fears and blocks in speaking. But show
everyone that you dont intend to let stuttering
keep you from taking a part in life.

triunghi vicios, sunt multi adulti care s-ar putea

ajuta pentru a vorbi cu lupta mult mai puin n
cazul n care ar accepta stuttering, rmne
deschis despre ea, i s fac ceea ce ar putea s
scad ura lor fa de el. Terapiile cele mai mari a
ncercat s mpiedice sau s elimine apariia de
balbism i, prin urmare, nu a reuit s te despari
de cerc vicios. Putei fi mai mult succes prin
reducerea ruine, vinovie, i ura fa de balbism
care sunt cauzele imediate ale fricii.
Deoarece blbi nu inseamna ca sunt mai mult
dect neadecvat urmtoarea persoan, i nici nu
inseamna ca sunt biologic inferioare sau mai
nevrotice dect urmtoarea persoan. Evaluri
sistematice de cercetare obiectivul folosind
metode moderne de studiu de personalitate arat
un model de personalitate tipic pentru stutterers i
diferene consistente ntre cei care au stutter i cei
care nu o fac. Poate o mic fortificaie, cu
cunotine, care v va ajuta s te accepte ca
blbit.
Unele persoane, avnd n vedere un nceput n
direcia corect, se pot face progrese substaniale
de la sine. Alii au nevoie de terapie de vorbire
mai extins i mai formal sau psihoterapie n
clinici.
Dac sunt ca cele mai multe milioane i jumtate
stutterers n aceast ar, tratament clinic nu va fi
disponibil pentru tine. Orice ai face vei avea de a
face destul de mult pe cont propriu, cu aceste idei
i sursele pe care le pot utiliza. (Ea nu este o
problema dac auto-tratament este de dorit.),
Clinica de tratament n cele mai multe cazuri v va
permite s fac progrese mai sistematic. Acest
lucru este valabil mai ales dac se numr printre
acele stutterers care, mpreun cu oameni care nu
stutter, au personalitate si probleme emotionale.
ntr-un sens, fiecare blbit nu ncearc s trateze
cazul su. El trebuie s aib un modus operandi, o
modalitate de manipulare lucrurile, un mod de a
merge cu privire la sarcina de a vorbi.
Am ncercat de a stabili unele idei de baz, care
sunt mai solide i mai funcional dect cele
acordate pentru cele mai multe propuneri
stutterers.
Ai putea merge despre el n acest fel. Data viitoare
cand mergi intr-un magazin sau s rspund la
telefon, a se vedea ct de mult putei s mergei
mai departe i s vorbeasc n faa fricii. A se
vedea dac poate accepta balbaiala, astfel nct
asculttorul poate face acelai lucru. n toate
celelalte situaii, a se vedea dac putei ncepe s

Express yourself in every way possible and

practical. Dont let stuttering get between you and
the other person. See if you can get to the point
where you have as little urge to avoid and conceal
in important situations as you would when you
speak alone. When you do stutter -- and you will
-- be matter of fact. Dont waste your time and
frustrate yourself by trying to speak with perfect
fluency. If youve come into adult life as a
stutterer, the chances are that, in a sense, youll
always be a stutterer. But you dont have to be the
kind of stutterer that you are -- you can stutter
easily, without much handicap.
Age is not too important a factor but emotional
maturity is. One of our most successful recoveries
was that of a 78-year-old retired bandmaster who
resolved that before he died he would conquer his
handicap. He did.
In summary, see how much of your iceberg you
can bring up above the surface. When you reach
the point where youre concealing nothing from
yourself and your listener, you wont have much
handicap left. You can stutter your way out of this
problem of stuttering, if you do it courageously
and openly.

accepte deschis rolul de a fi cineva care va pentru

o stutter timp i au temeri i blocuri din punct de
vedere. Dar toat lumea arat c nu intenioneaz
s lase stuttering v pstrai de la a lua o parte din
via. Exprima-te n orice mod posibil i practic.
Nu lasa balbism sa intre tine si alte persoane. A se
vedea dac putei obine la punctul n cazul n care
avei nevoia de cat de putin, pentru a evita i
ascunde n situaii importante, ca i cum ai atunci
cnd vorbeti singur. Cnd faci blbi - i v vor s fie de fapt. Nu pierdei timpul i zdrnici te
prin ncercarea de a vorbi cu fluen perfect.
Dac ai venit n viaa adult ca un blbit, sunt
anse ca, ntr-un sens, vei fi ntotdeauna un
blbit. Dar nu trebuie s fie un fel de blbit c
suntei - putei blbi uor, fr handicap mult.
Vrsta nu este un factor prea important, dar este de
maturitate emotionala. Unul dintre recuperri
noastre cele mai de succes a fost cea a unui dirijor
de 78 de ani, pensionar, care a decis c, nainte de
a muri el va cuceri handicapul lui. El a fcut.
n rezumat, a se vedea ct de mult a iceberg-ului
v poate aduce deasupra suprafeei. Cnd ajunge
la punctul n care te ascunde nimic de la tine i
asculttor dvs., nu vei avea handicap a mai rmas
mult. Putei blbi cale de ieire din aceast
problem de balbism, daca o faci curajos i
deschis.

A FACT SHEET ON STUTTERING

O foaie de PE stuttering

1. Stuttering is universal -- in all countries and

groups equally
2. There are 3 million stutterers in USA 45
million in the world
3. More boys than girls stutter 4 or 5 to 1
4. There is an apparent hereditary factor
75% have no stutterers in the family
25% have someone in the extended family -uncle, cousin
25% have someone in the immediate family -father, mother, sister, brother
5. Research has shown no physiological
differences between stutterers and non-stutterers.
There is some brain research with different claims
- maybe?
6. There are no personality differences
7. Stuttering varies from time to time
8. Stuttering begins in childhood -- from 2-5 -when language is being learned. It cannot be said
to begin at birth.
9. Head injuries can cause a different form of
stuttering
10. 75-80% of stutterers recover spontaneously if
at two different times: Puberty (about 12) or
young adulthood (at H.S. graduation). Recovered
stutterers may still stutter but are not concerned
and do not struggle with it, feel no need to hide it.
11. There is no known cause
12. There is no cure; but great help -- and hope for
easy speech
13. Fluency is never perfect for anyone
14. Recoveries are never quick -- gradual, with
ups and downs
15. There are no special words or sounds for
stutterers -- only those which have become feared.
16. Stutterers have greatest trouble with talking
about themselves; names, age, addresses, school,
phone numbers, etc.
17. Authority figures are usually most difficult to
talk to
18. Time pressure increases stuttering
19. Demands for explanations increase stuttering
20. Excitement, fatigue, confusion, uncertainty
increase stuttering
21. Praising fluency does not help; it implies
stuttering is bad
22. Stuttering is like an iceberg: 7/8 beneath the
surface

1. Stuttering este universal - n toate rile i

grupurile n mod egal
2. Exist 3 milioane de stutterers n Statele Unite
ale Americii - 45 milioane de euro n lume
3. Mai muli biei dect fete blbi - 4 sau 5 la 1
4. Exist un factor aparent ereditar
75% nu au stutterers n familie
25% au pe cineva n familia extins - unchiul,
vrul
25% au pe cineva n familie imediat - tatl,
mama, sora, frate
5. Cercetarea a artat nici diferentele fiziologice
dintre stutterers i non-stutterers.
Exist unele cercetarea creierului cu pretenii
diferite - poate?
6. Nu exist diferene de personalitate
7. Stuttering variaz din timp n timp
8. Stuttering incepe in copilarie - 2-5 - atunci cnd
limba este n curs de nvat. Ea nu se poate spune
c ncepe de la natere.
9. Leziuni la cap poate provoca o forma diferita de
balbism
10. 75-80% din stutterers recupera spontan, dac
n dou momente diferite: pubertate (circa 12) sau
la vrsta adult tineri (de la absolvire SA).
Stutterers recuperate pot blbi, dar nc nu sunt n
cauz i s nu se lupte cu ea, nu simt nici o nevoie
s-l ascund.
11. Nu este nici o cauza cunoscuta
12. Nu exista nici un tratament, dar mare ajutor i sper pentru vorbire uoar
13. Fluena nu este perfect pentru oricine
14. Recuperri nu sunt niciodat rapid - treptat, cu
suisuri si coborasuri
15. Nu sunt cuvinte speciale sau sunete pentru
stutterers - doar cele care au devenit de temut.
16. Stutterers au probleme cu cel mai mare
vorbesc despre ei nii, nume, varsta, adresa,
coala, numere de telefon, etc
17. Cifrele sunt, de obicei, autoritate mai greu s
vorbesc cu
18. Sub presiunea timpului crete stuttering
19. Cereri pentru explicaii crete stuttering
20. Excitare, oboseal, confuzie, creterea
incertitudinii stuttering
21. Ludarea fluen nu ajuta, se presupune
stuttering este ru
22. Stuttering este ca un iceberg: 7/8 sub suprafaa

RINCIPLES AND FALLACIES

RINCIPLES I erorile

I. FOR STUTTERERS: OPERATING

PRINCIPLES

I. Pentru STUTTERERS: Principii de operare

1. Stuttering is a false role disorder. You remain a

stutterer as long as you pretend not to be one.
2. Just as you have stuttered most of your life up
to now, you will stutter somewhat the rest of your
life.
3. You have a choice as to how you stutter. You do
not have a choice whether you stutter.
4. Your stuttering is something you do, not
something that happens to you. It is your
behavior, not a condition. There are mistakes you
can correct with a little self-study and courage.
5. Working on your stuttering can be fun to
conquer situations from which you have always
retreated.
6. Avoidance-reduction therapy is not an endless
process. You have learned a set of attitudes,
feelings and habits. You can learn a new set of
attitudes, feelings and habits.
7. It is better to stutter openly and honestly than it
is to use a trick.
8. Your stuttering wont hurt you and your fluency
wont help you.
9. In accepting yourself as a stutterer, you choose
the route to becoming a more honest, relaxed
speaker.
10. The more you run away from your stuttering,
the more you will stutter. The more you are open
and courageous, the more you will develop solid
fluency.

1. Stuttering este o tulburare rol fals. Putei

rmne un blbit, atta timp ct nu te prefaci a fi
unul.
2. Aa cum ai blbit cea mai mare din viata ta de
pana acum, v va blbi oarecum restul vietii tale.
3. Avei posibilitatea de a alege modul n care te
blbi. Nu avei posibilitatea de a alege dac
blbi.
4. Balbaiala ta este ceva ce nu, ceva care se
ntmpl s v. Acesta este comportamentul tau,
nu o condiie. Exista greseli pe care le pot corecta,
cu un pic de auto-studiu i curaj.
5. De lucru pe balbaiala poate fi distractiv - de a
cuceri de la situaii pe care le-ai ntotdeauna
retras.
6. Evitarea reducerea terapia nu este un proces
fr sfrit. Ai nvat un set de atitudini,
sentimente i obiceiuri. Putei nva un nou set de
atitudini, sentimente i obiceiuri.
7. Este mai bine s se blbie n mod deschis i
sincer dect este de a folosi un truc.
8. Stuttering dvs. nu va doare si fluenta dvs. nu v
va ajuta.
9. n accepta-te ca un blbit, alegei traseul pentru
a deveni un mai cinstit, difuzor relaxat.
10. Mai mult fugi de balbaiala ta, mai mult se va
blbi. Mai mult sunt deschise i curajoase, mai
mult se va dezvolta fluenta solide.

II. SHORT-CUT TECHNIQUES -- FALLACIES

IN THERAPY
1. CONTROL -- if you try to control stuttering
you are likely to be suppressing it, covering it up.
2. BLOCK -- there is no block to keep you from
going ahead, only your own crutches and efforts to
avoid.
3. DISTRACTION, TRICKS, AND CRUTCHES
-- this includes portable noise generators and
delayed feedback gadgetry. You need courage, not
apparatus. No machine can ever cure you.
4. FAKING -- pretending to stutter by faking
wont help you, though honest voluntary stuttering
can (to be explained later). You fake too many
things already. This is part of the problem. Far
better to work for open stuttering, to share with
your listener what you are doing by letting him see
and hear your stuttering.
5. GUILT OVER FEAR -- you must expect to
experience fear during therapy and not guilt that
results from covering it up. Experiencing fear is
the only way you can progress.
6. RELAXATION -- like fluency, relaxation
should come as a by-product of open display of
stuttering. You cannot always be relaxed and you
cannot count on rituals to reduce tension. But you
can learn to stutter in a more relaxed way and you
will begin to lose your forcing. This will be
achieved when you have become sufficiently
open.
7. DIRECT EFFORT FOR FLUENCY -- you do
not need to learn how to speak fluently. When you
have gotten rid of avoidance in your own
behavior, you will find that you have become
fluent within normal limits.

II. SHORT-CUT tehnici - erorile n terapia

1. CONTROL - dac ai ncerca s controleze
stuttering v sunt susceptibile de a fi suprimarea
ea, acoperindu-l n sus.
2. Block - nu exist nici un bloc s v pstrai de
la a merge mai departe, numai dumneavoastr
crje proprii i eforturi pentru a evita.
3. Distragere a ateniei, trucuri, i crje - aceasta
include generatoare portabile de zgomot i de
gadgeturi de feedback ntrziat. Ai nevoie de
curaj, nu aparatului. Nici o masina poate vindeca
vreodata.
4. Preface - pretinznd c se blbie prin
falsificarea nu te va ajuta, desi sincer Stuttering
voluntar poate (care urmeaz s fie explicate mai
trziu). Ai fals prea multe lucruri deja. Aceasta
este o parte a problemei. Departe de a lucra mai
bine pentru stuttering deschis, de a mprti cu
interlocutorul dumneavoastr ceea ce faci,
permindu-l vezi i auzi Stuttering
dumneavoastr.
5. Vinovatia OVER FEAR - trebuie s v ateptai
s experimenteze frica n timpul tratamentului i
s nu vin c rezultatele de la care acoper-l n
sus. Experimentarea frica este singura cale prin
care poate progresa.
6. RELAXARE - cum ar fi relaxare fluenta, ar
trebui s vin ca un produs de ecranul deschis de
balbism. Tu nu poate fi ntotdeauna relaxat i nu se
poate conta pe ritualuri pentru a reduce tensiunea.
Dar putei nva s se blbie ntr-un mod mai
relaxat si vei ncepe s-i piard fora ta. Acest
lucru va fi realizat, atunci cnd au devenit
suficient de deschis.
7. EFORTUL DIRECT DE Fluena - nu avei
nevoie pentru a nva cum s vorbeasc fluent.
Cnd au ajuns scapi de evitare n comportamentul
dumneavoastr, vei gsi c ai devenit fluent n
limite normale.

BASIC THERAPY PROCEDURES

PROCEDURI DE BAZ DE TERAPIE

There are EIGHTEEN BASIC THERAPY

PROCEDURES used in avoidance reduction
therapy which include:
1. Establishing Eye Contact
2. Open Discussion of Stuttering
3. Exploring Ones Own Stuttering Behaviors
4. Learning the Language of Responsibility
5. Monitoring Behaviors
6. Initiative and Fear-Seeking (taking the initiative
in seeking out feared situations)
7. Counting Successes and Failures (focusing on
successes even with stuttering)
8. Exposing the Iceberg (exposing the hidden
aspects of stuttering)
9. Stuttering Openly and Easily
10. Resisting Time Pressure
11. Pausing and Phrasing: Use of Silence
12. Reducing Struggle
13. Voluntary Stuttering (on non-feared words)
14. Exercising Choice
15. Safety Margin and Tolerance for Disfluency
16. Direct Natural Speech Attempts
17. Adjusting to Fluency (accepting the new role
of fluent speaker)
18. Non-Reinforcement and Cancellation

Exist Optsprezece PROCEDURI DE BAZ DE

TERAPIE utilizate n terapia de reducere a
evaziunii, care includ:
1. Stabilirea Contact cu ochii
2. Discuie deschis de balbism
3. Explorarea Unul din propriile comportamente
sacadarea
4. nvarea limbii de responsabilitate
5. Comportamente de monitorizare
6. Iniiativa i-Fear cautat (lund iniiativa n a
cuta situaii de temut)
7. Succesele i eecurile de numarare (cu accent
pe succesul, chiar cu balbism)
8. Expunerea Iceberg (expunerea la aspectele
ascunse ale stuttering)
9. Murmura n mod deschis i cu uurin
10. Opunerea de rezisten sub presiunea timpului
11. ntreruperea i frazare: Utilizarea Silence
12. Reducerea Lupta
13. Stuttering voluntare (non-temut cuvinte)
14. Exercitarea Alegerea
15. Marja de siguran i Tolerana pentru
Disfluency
16. ncercri fizice directe de vorbire
17. Ajustarea la Fluena (acceptarea noului rol al
vorbitor fluent)
18. Non-armare i de anulare

1. ESTABLISHING EYE CONTACT

1.

Stabilirea de contacte OCHII

Interpersonal communication is nearly always

facilitated by eye contact, and that between
speaker and listener is particularly important. You
soon learn that you shape the audience response
depending on the attitude you display. Good eye
contact indicates an interest in what you are saying
and what the listener is thinking. If you avert your
eyes when you stutter, you increase the shame and
the mystery, and you lose touch with your
audience. Four points are particularly worth
noting:
1. Establish eye contact before you begin to speak.
Two or three seconds of quiet eye contact can get
you off to a better start.
2. Some people will look away no matter how
much you try to keep contact. To succeed, it is
sufficient that you look at them.
3. At first you may find yourself staring people
down, but dont worry about it. You can overcorrect a little and then let the pendulum swing
back. No stutterer ever had a sustained problem
with too much eye contact.
4. Later on you may occasionally look away from
your listener, which is natural. But be sure you
dont look down or away just at the moment of
stuttering.
Here are some specific assignments we have
found helpful. Do these, or devise comparable
ones for yourself. Learning how to give yourself
assignments is like acquiring any skill such as
typing or piano playing. Keep your goals practical
and specific so that you will have something
definite to report.
a. Write down the names and eye colors of 10
people to whom you stutter.
b. Using a mirror at home, see if you can keep eye
contact with yourself while reading aloud. Notice
what you do!
c. Write down 25 words on which you stuttered
while maintaining eye contact.
d. Use your name with good eye contact to 5
different people.

Comunicarea interpersonal este aproape

ntotdeauna facilitat de contact cu ochii, i c,
ntre vorbitor i asculttor este deosebit de
important. Putei afla n curnd c va modela
rspunsul publicului, n funcie de atitudinea
afiai. Un bun contact vizual indic un interes n
ceea ce spun i ceea ce este asculttor gndire.
Dac evita ochii atunci cnd te blbi, va crete de
ruine i mister, i vei pierde legtura cu publicul.
Patru puncte sunt deosebit de demn de remarcat:
1. A stabili un contact vizual nainte de a ncepe s
vorbeasc. Dou sau trei secunde de contact cu
ochii linite putei obine un start mai bun.
2. Unii oameni vor privi departe, indiferent de ct
de mult ai ncerca s in contact. Pentru a reui,
este suficient s te uii la ele.
3. La nceput s-ar putea gsi te uita n jos de
oameni, dar nu v facei griji despre asta. Putei
supra-corecta un pic i apoi s leagn pendulului
spate. Nu blbit avut vreodat o problem
susinut cu contactul cu ochii prea mult.
4. Mai trziu, pe tine poate s arate, ocazional,
departe de asculttor dvs., care este natural. Dar
fii sigur c nu te uii n jos sau n deplasare doar la
momentul de balbism.
Iat cteva misiuni specifice pe care le-au gsit de
ajutor. Face acestea, sau s elaboreze altele
comparabile pentru tine. nvarea cum s v
misiuni este ca achiziionarea orice abilitate, cum
ar fi dactilografiere sau pianul. Pstrai-v
obiectivele practice i specifice, astfel ca va avea
ceva clar de a raporta.
o. Notai numele i culorile de ochi de la 10
persoane pe care le blbi.
B. Folosind o oglinda de la domiciliu, a se vedea
dac putei s v pstrai contactul vizual cu tine
n timp ce citesc cu voce tare. Observai ceea ce
faci!
C. Scrie 25 de cuvinte pe care blbit n timp ce
mentinerea contactului vizual.
D. Utilizai numele dvs. cu un bun contact vizual
pentru 5 persoane diferite.

***TROPHY ASSIGNMENT***
e. Note something you have done on your own
initiative which you have done to achieve good
eye contact.

TROPHY *** CESIUNE ***

e. Not ceva ce ai fcut din proprie iniiativ, pe
care le-ai fcut pentru a realiza un bun contact
vizual.

2. OPEN DISCUSSION OF STUTTERING

2. Discuie deschis DE stuttering

You can begin accepting your role as a stutterer by

discussing stuttering with friends and
acquaintances with whom you will be more
tempted to show your stuttering. You can reach a
point of showing your listener what your stuttering
really sounds like. You should not try harder to be
more fluent because you will only be saying, I am
not really a stutterer.
1. Discuss stuttering openly with 6 people of your
acquaintance. Ask the following questions:
a. Have you ever known any other stutterers?
b. How does my stuttering affect you?

Putei ncepe accepta rolul dumneavoastr ca un

blbit de balbism discutarea cu prietenii i
cunoscuii cu care va fi mult mai tentat sa arate
Stuttering dumneavoastr. Putei ajunge la un
punct de a arta ceea ce interlocutorul
dumneavoastr Stuttering dvs. ntr-adevr sun. Tu
nu ar trebui s ncercai mai greu s fie mai fluent,
deoarece va fi doar spune, eu nu sunt chiar un
blbit.
1. Discutai deschis cu balbism 6 oameni de
cunotin dumneavoastr. Pune urmtoarele
ntrebri:
A. Ai cunoscut vreodat orice alte stutterers?

c. What do you think causes stuttering?

B. Cum Stuttering meu v afecteaz?

d. What do you think people can do about their

stuttering?

C. Ce crezi cauzele stuttering?

Write a short description of their answers.

D. Ce credei c oamenii pot face cu privire la

Stuttering lor?
Scrie o scurt descriere a rspunsurilor lor.

2. Discuss your stuttering with one stranger asking

the same questions as in #1.
2. Discutai balbaiala cu un strain pun aceleai
ntrebri ca i n # 1.

3. EXPLORING ONES OWN STUTTERING

BEHAVIORS

3. EXPLORAREA ONE'S propriile

comportamente sacadarea

We want to explore your stuttering, and we invite

you to do the same. Oddly enough you probably
dont know what you do when you stutter.
Because its unpleasant, youve probably covered
it up from yourself as well as others. Lets
discover all the crutches you use now. When you
have explored your stuttering pattern, you wont
have so much fear of the unknown.
1. List as many as you can of the different kinds of
crutches you now use to hide your stuttering. A
crutch is something a stutterer uses to hide his
stuttering while trying to be as fluent as possible.
Some of the more common crutches are: eyeblink, head jerk, substitution of one word or
phrase for another, use of uh, ah, well, etc.
2. The Speech Pattern Check List can serve as a
guide to help you see what you actually use as
crutches.
3. Select 2 of your favorite crutches and write
down a total of 10 situations in which you use
either of them.

Vrem s exploreze Stuttering dumneavoastr, i v

invitm s fac acelai lucru. Destul de ciudat,
probabil nu stii ce sa faci atunci cand "blbi".
Pentru c e neplcut, ai, probabil, este acoperit de
la tine, precum si altele. S descoperi toate crjele
pe care le utilizai n prezent. Cnd au explorat
modelul dvs. de balbaiala, nu va avea att de mult
frica de necunoscut.
1. List ct mai multe ca tine poate de diferite
tipuri de crje va folosi acum pentru a ascunde
Stuttering dumneavoastr. O crj este ceva
blbit foloseste pentru a ascunde balbaiala lui n
timp ce ncerca s fie ct mai fluent posibil. Unele
dintre cele mai comune sunt crje: ochi-clipire,
smuls capul, nlocuirea unui cuvnt sau o fraz
pentru altul, utilizarea de "uh, ah, bine", etc
2. Pattern Discursul Lista de verificare poate servi
ca un ghid pentru a v ajuta s vezi ceea ce
utilizeaz efectiv ca crje.
3. Selectai 2 de crje dumneavoastr preferate i
scrie un total de 10 situaii n care se utilizeaz una
dintre ele.

3a. SPEECH PATTERN CHECKLIST

1. HOW DO I AVOID STUTTERING?
( ) I give up when I have difficulty.
( ) I substitute words.
( ) I change the order of the words.
( ) I pretend to think of what I want to say.
( ) I dont talk.
( ) I try to keep talking without pausing to take a
breath.
( ) I split words (break one syllable words into
two syllables)
( ) I begin to speak when someone else is
talking.
( ) I use fluent asides.
( )
2. HOW DO I POSTPONE STUTTERING?
( ) I pause.
( ) I beat around the bush.
( ) I repeat previous words and phrases (running
start).
( ) I introduce unnecessary sounds.
( ) I use fluent asides.
( ) I pretend not to hear.
( ) I start over and over until I have a jumble of
unintelligible words and sounds.
( )
3. WHAT STARTERS DO I USE?
( ) I introduce unnecessary words, sounds or
phrases (well, uh, ah, you know, etc).
( ) I use some stereotyped movement:
( ) shift body ( ) jerk head
( ) clear throat ( ) swallow
( ) blink eyes ( ) tap foot
( ) yawn ( ) snap fingers
( ) finger pressure ( ) move foot
( ) move hand ( ) lick my lips
( ) click my tongue ( ) stick out my tongue
( ) giggle ( ) change pitch
( ) ( )
SPEECH PATTERN CHECK LIST (contd)
4. WHAT DISTRACTIONS DO I USE?
( ) I speak in a monotone.
( ) I assume an air of self-confidence.
( ) I try to think of something else.
( ) I use false laughter.
( ) I act surprised when I do have difficulty in
speaking.
( )

3a. DISCURSUL MODEL LISTA DE CONTROL

1. Cum pot evita stuttering?
() Am renuna atunci cnd am dificultate.
() Am substitui cuvinte.
() Am schimba ordinea cuvintelor.
() Eu pretind s m gndesc la ceea ce vreau s
spun.
() Eu nu vorbesc.
() Am s ncercai s pstrai vorbesc fr pauz
pentru a lua o respiratie.
() Am mprit cuvinte (cuvinte pauza de o silaba
n dou silabe)
() ncep s vorbesc atunci cnd altcineva este
vorba.
() Eu folosesc pus de fluent.
()
2. CUM Amn stuttering?
() Am ntrerup.
() Am btut n jurul cozii.
() Am repeta cuvinte i fraze anterioare (de rulare
de pornire).
() Am introduce sunete inutile.
() Eu folosesc pus de fluent.
() M prefac c nu aud.
() Am inceput de peste si peste, pn cnd am
avea un set de cuvinte i sunete neinteligibile.
()
3. CE "de pornire" Nu pot utiliza?
() Am introduc cuvinte inutile, sunete sau fraze
(bine, uh, ah, tii, etc).
() Eu folosesc o micare sablon:
() Organism schimb () smuls capul
() Gt clar () nghii
() Ochii clipesc () robinet picior
() Cscat () degete anticipate
() De presiune cu degetul () micare picior
() Mana mutare () linge buzele mele
() Facei clic pe limba mea () scoate limba mea
() Chicot () schimba pasul
() ()
MODELUL DISCURSUL Lista de verificare
(continuare)
4. Distragerea ateniei CE NU pot utiliza?
() Vorbesc ntr-un monoton.
() Am presupun un aer de ncredere n sine.
() Am ncerca s se gndeasc la altceva.
() Eu folosesc rsete false.
() Am s acioneze surprins cnd am nu au
dificulti n vorbire.
()

5. HOW DO I GET OUT OF MY STUTTERING

BLOCK?
( ) I try to force the word out.
( ) I pause and then finish the word.
( ) I keep repeating the sound until I can say the
word.
( ) I stop and avoid the word entirely.
( ) I stop and use some distraction.
( ) I become tense, my lips, head or some part of
my body tremors.
( ) I go back to the preceding word or phrase.
( )

5. CUM TE DIN BLOCUL MEU Stuttering?

() Am ncerca s foreze cuvntul.
() Am o pauza si apoi termina cuvntul.
() I se repete de sunet, pn cnd am putea spune
cuvntul.
() M opresc i pentru a evita cuvntul n
ntregime.
() M opresc i de a folosi unele distragere a
ateniei.
() Am devenit tensionat, buzele mele, capul sau o
parte a corpului meu tremor.
() M duc napoi la cuvntul precedent sau fraza.
()

3b. GOALS: SETTING GOALS AND MAKING

ASSIGNMENTS

3b. OBIECTIVE: cesiuni stabilirea obiectivelor i

realizarea

In working to overcome the handicap of stuttering

we have found making good assignments for
attacking specific goals is essential. But
assignments must be reasonable and attainable.
For example, if the assignment asks the stutterer to
talk about his stuttering with several people, be
sure the number fits his environment and his fears.
It is better to agree to talk to 3 people and be
successful than to aim to talk to 6 and fail the
assignment by talking to only 5.
Also be aware that each assignment should work
toward a specific goal: (examples follow)
1. Keeping eye contact with 3 people on one
stuttered word to each person.
2. Talking about stuttering with one new person
each day for a week.
3. Stuttering more openly and easily on 10 words
each day.
As one does assignments, successes do not depend
on fluency. Success is not fluency; Facing fear
and doing what is agreed upon is achieving
success.
Keep in mind that each individual has his own
specific fears to attack. Some situations and
persons are more difficult than others.
1. Some find one parent more approachable than
the other with whom to discuss stuttering and
ones history.
2. There are 2 different groups of stutterers: one
finds reading aloud easy; the other group finds
reading harder than speaking.
3. Bosses are more feared listeners than people
who have no power over one -- for example a
clerk in a store.
4. Strangers can be feared if they are potential
figures in ones future.
5. Friends may know about the stuttering, but may
be very difficult to discuss it with openly -sometimes the stutterer has to find an opening
remark to pave the way like Im not able to go
with you because I have a class to work on my
stuttering that night or I sure stuttered badly on
that word -- but did you know Im taking therapy
for my stuttering?
Each person must list a kind of hierarchy of
situations for himself from the easiest to the
hardest. Dont expect to conquer all the hard ones
right away. Give yourself small successes.
NOTHING SUCCEEDS LIKE SUCCESS

n lucru pentru a depi handicapul de balbism am

gasit acest site misiuni de bune pentru atacarea
obiectivelor specifice este esenial. Dar misiuni
trebuie s fie rezonabile i realizabile. De
exemplu, n cazul n care solicit atribuirea blbit
pentru a vorbi despre balbaiala lui, cu mai multe
persoane, asigurai-v c numrul se potriveste
mediului su i temerile sale. Este mai bine s fie
de acord pentru a vorbi cu 3 oameni i s fie de
succes dect s ncerce s discute cu 6 si nu
atribuirea vorbind cu doar 5.
De asemenea, s fie contieni de faptul c fiecare
misiune ar trebui s lucreze spre un anumit scop:
(exemple de urmat)
1. Pstrarea contact vizual cu 3 persoane pe un
blbit cuvnt pentru fiecare persoan.
2. Vorbind despre balbism cu o persoan nou n
fiecare zi, timp de o sptmn.
3. Stuttering mai deschis i mai uor de 10 cuvinte
in fiecare zi.
n ceea ce o face misiuni, succesele nu depind de
fluenta. Succesul nu este fluenta, nfruntarea frica
i de a face ceea ce este convenit este atingerea
succesului.
inei cont de faptul c fiecare individ are
propriile sale temeri specifice pentru a ataca.
Unele situaii i persoane sunt mult mai greu dect
altele.
1. Unii gasesc abordabil o mam mai mult dect
cellalt, cu care a discuta despre balbism si istoria
cuiva.
2. Exist 2 grupe diferite de stutterers: o gsete
citirea cu voce tare uor, cellalt grup descoperiri
citit mai greu dect vorbind.
3. Sefii sunt asculttori mai de temut, decat de
oameni care nu au nici o putere de peste un - de
exemplu, un functionar intr-un magazin.
4. Strainii pot fi temut, dac acestea sunt cifrele
posibile, n viitor, una a lui.
5. Prieteni poate cunoate despre balbaiala, dar
poate fi foarte dificil de a discuta deschis cu uneori blbit trebuie s gseasc o observaie de
deschidere pentru a deschide calea ca "eu nu sunt
capabil s merg cu tine pentru c am o clas de a
lucra pe Stuttering mea in acea noapte "sau" Eu
sigur blbi prost la acest cuvnt? -, dar ai tii c
sunt luai tratament pentru stuttering mea "
Fiecare persoan trebuie s menioneze un fel de
ierarhie de situaii, pentru sine de la cel mai usor

la cel mai greu. Nu te atepta s cucereasc toate

cele dure imediat. D-te succese mici.
Nimic nu reuete ca succesul

3c. ASSIGNMENT

3c. CESIONAREA

1. List ways in which your stuttering has

handicapped you. Why do you want to do
something about your stuttering?
2. If you suddenly gained complete control over
your speech, what difference would it make in
your life?
3. Make a list of 10 situations in which you are
most likely to have trouble. Make a second list of
10 situations you are most like1y to avoid because
of your fear of stuttering.
4. Deliberately enter one speaking situation that
you have avoided in the past because of your fear
of stuttering. Go ahead, even though you may
stutter badly. Report the outcome, and your
reactions.
5. Choose five speaking situations during the
coming week, and after stuttering, immediately
write down exactly what you did. Do this in terms
of:
a. what you did, just before stuttering;
b. what you did during the stuttering;
c. what you did after stuttering.
Write out your assignment.
4. LEARNING THE LANGUAGE OF
RESPONSIBILITY

1. Lista de moduri n care Stuttering

dumneavoastr cu handicap. De ce nu vrei s faci
ceva despre balbaiala ta?
2. Dac ai ctigat brusc un control complet
asupra discursul dumneavoastr, ceea ce ar face
diferena n viaa ta?
3. Faceti o lista de 10 situaii n care v sunt cele
mai susceptibile de a avea probleme. Faceti o lista
a doua a 10 situaii cu care te fac cel mai like1y,
pentru a evita, din cauza fricii de a stuttering.
4. Introducei n mod deliberat o situaie
vorbitoare de limba pe care le-au evitat n trecut,
deoarece de teama de a stuttering. Du-te nainte,
chiar dac ar putea blbi prost. Raporteaz
rezultatele, i reaciile dumneavoastr.
5. Alege cinci situaii de vorbitori de limb n
timpul sptmna urmtoare, i dup stuttering,
scrie imediat n jos exact ceea ce ai fcut. Face
acest lucru n termeni de:
o. ce-ai fcut, chiar nainte de balbism;
B. ceea ce ai fcut n timpul balbaiala;
C. ceea ce ai fcut dup stuttering.
Scrie n misiune dumneavoastr.
4. nvarea limbii RESPONSABILITATE

Your stuttering is not something that happens to

you, but something that you do. See if you can
observe and describe your stuttering in language
that recognizes that you have a part in it, that it is
your own behavior. You are doing the doing. You
have responsibility and you have choice. First you
must assume responsibility for your doing the
stuttering before you can make a choice on what
you can do with your stuttering pattern.
Write down 5 times you catch yourself not using
the language of responsibility, such as, My eyes
blinked, or, The words got stuck in my mouth.

Stuttering tau nu este ceva ce se ntmpl cu tine,

dar ceva ce faci. Vezi dac poi observa i descrie
Stuttering n limba n care recunoate c avei o
parte din ea, c este propriul comportament. Faci
fac. Avei responsabilitatea i ai alege. n primul
rnd trebuie s i asume responsabilitatea pentru
dvs. face Stuttering nainte de a putea face o
alegere n ceea ce se poate face cu modelul dvs. de
balbaiala.
Scrie de 5 ori, nu te prind folosind limbajul de
responsabilitate, cum ar fi, "ochii mei clipit," sau,
"Cuvintele s-au blocat n gura mea".

5. MONITORIZARE comportamente
5. MONITORING BEHAVIORS
Your first job is to observe what you do
continuously, a process we call monitoring. If you
really monitor well, you will begin to drop many
of your crutches automatically. You can make
faster progress by alert monitoring than by
consciously trying to prevent your crutches.
We do not ask you to consciously drop your
crutches, only to become curious about those
crutches and aware of what you do when you
stutter. We want you to monitor, to become aware
of what you do to interfere with your natural
capacity for fluency.
In order to learn the process of monitoring begin
by observing just one crutch you know you use as
follows:
FIRST CRUTCH
A. In two situations each day for two days (one on
the telephone with a mirror propped up in front of
you) watch yourself and note how you use this
particular crutch. Note the words; the things you
do before, during and after. Note how many times
you use the same crutch, etc.
SECOND CRUTCH
B. Repeat with a second crutch the next two days
using two other situations.
C. After this, you are ready to try monitoring your
speech in a larger sense of just noting what you do
when you stutter: to experience the movement of
stuttering by seeing, hearing and feeling.
This time, on the fifth and sixth days go into two
situation, as above, but see if you can observe
exactly the series of things you do when you
stutter. It is not enough to answer the question
What did you just do? by saying I stuttered.
You should note operationally exactly what you
did (closed your eyes, stuck out your tongue,
inhaled, interrupted the stuttering, snapped fingers,
etc...).

Primului loc de munc este de a observa ceea ce

faci n mod continuu, un proces de monitorizare
numim. Dac v monitorizeze foarte bine, va
ncepe s scad multe carje in mod automat. Putei
face un progres mai rapid de alert de
monitorizare dect de constient ncercarea de a
preveni crje tale.
Noi nu v cerem s scad contient carje tale, doar
pentru a deveni curios despre aceste crje i
contieni de ceea ce faci atunci cnd te blbi.
Vrem s monitorizeze, s devin contieni de ceea
ce faci pentru a interfera cu capacitatea de natural
pentru fluenta.
n scopul de a nva procesul de monitorizare
ncepe prin a observa doar o carja tii c o
folosii, dup cum urmeaz:
PRIMA carja
A. n dou situaii n fiecare zi, pentru dou zile
(una pe telefon cu o oglind proptit n faa ta), va
urmri i observai cum s utilizai acest carja
special. Not cuvinte, lucrurile pe care le face
nainte, n timpul i dup. Not de cte ori se
utilizeaz acelai carja, etc
DOUA carja
B. Repetai cu o crj doilea urmtoarele dou zile
cu ajutorul a dou alte situaii.
C. Dup aceasta, suntei gata s ncercai
monitorizarea discursul ntr-un sens mai larg de
doar observnd ceea ce faci atunci cnd te blbi:
de a experimenta circulaie a stuttering de a vedea,
auzi i simi.
De data aceasta, n zilele cincea i a asea merge
n dou situaii, ca mai sus, dar a se vedea dac se
poate observa exact serie de lucruri pe care le faci
atunci cnd te blbi. Nu este suficient s se
rspund la ntrebarea "Ce ai fcut?", Spunnd "eu
blbit." Trebuie s reinei operaional exact ceea
ce ai facut (nchis ochii, a scos limba, inhalat,
ntrerupt Stuttering, rupt degetele, etc ..).

6. Iniiativ i FEAR CUTND

6. INITIATIVE AND FEAR SEEKING
In stuttering therapy you never stand still. You
progress much farther and speak much better if
you keep seeking out feared words and situations
instead of just letting them happen to you. Unless
you continue pushing into the frontiers of fear and
difficulty, you tend to lapse into retreat and the
fear mounts. When you initiate an avoided
situation, you succeed in challenging your fear.
Four points of importance:
(a) If you find yourself avoiding a situation, then
you need to put yourself in that feared situation.
(b) To succeed, it is sufficient that you enter the
situation. Rate yourself not on fluency but on
meeting the challenge.
(c) Anticipate difficulty but stutter forward and
openly.
(d) Your readiness to stutter in itself will make
things easier in the long run.
ASSIGNMENT:
1. Seek out 1 different situation each day during
the next week for the specific purpose of working
on your speech.
2. Note (write down words and situations) how
you stutter in the following:
a) a familiar situation (2 or 3)
b) a new situation (2)
c) a situation previously avoided (1 or 2)
3. After your encounter, answer the following:
a) What you did just before stuttering
b) What you did during the stuttering
c) What you did after the stuttering
d) To whom did you stutter (peer, supervisor,
parent)?
e) What was the topic of conversation?
f) How did you feel afterwards?
g) How did your listener respond?
4. Discuss or note your three most successful
situations of the week.

n stuttering terapia nu va sta n continuare. Putei

progresa mult mai departe i s vorbeasc mult
mai bine dac v pstrai cutnd cuvinte de temut
i situaii n loc de doar permindu-le s se
ntmple la tine. Excepia cazului n care vei
continua mpinge n frontierele de fric i de
dificultate, avei tendina s expire n retragere i
se monteaz frica. Atunci cnd iniiai o situaie de
evitat, va reui n contestarea frica ta.
Patru puncte de importan:
(A) n cazul n care v gsii a evita o situaie,
atunci trebuie s v punei n aceast situaie se
temeau.
(B) Pentru a reui, este suficient s introducei
situaia. Evaluai-v pe fluenta, dar nu pe a face
fa provocrii.
(C) s se anticipeze dificultate, dar nainte blbi
i deschis.
(D) disponibilitatea dumneavoastr de a blbi, n
sine, va face lucrurile mai uor pe termen lung.
CESIUNE:
1. Cauta o situaie diferit n fiecare zi n cursul
sptmnii urmtoare pentru scopul specific de a
lucra n discursul dumneavoastr.
2. Not (scrie cuvinte i situaii), cum te blbi n
urmtoarele:
a) o situaie familiar (2 sau 3)
b) o situaie nou (2)
c) o situaie anterior evitat (1 sau 2)
3. Dup ntlnirea dvs., rspunde la urmtoarele:
a) Ce-ai fcut chiar nainte de balbism
b) Ce ai fcut n timpul Stuttering
c) Ce ai fcut dup Stuttering
d) Pentru cine ai blbi (la egal la egal,
supraveghetorul, printe)?
e) Care a fost subiectul de conversaie?
f) Cum te-ai simtit dupa aceea?
g) Cum a rspuns interlocutorul dumneavoastr?
4. Discutai despre dvs. sau o not de trei situaii
cel mai de succes ale sptmnii.

7. COUNTING SUCCESSES AND FAILURES

7. SUCCESE de numarare i eecurile

Before you began this therapy, you probably

thought that any fluency was a success and any
stuttering was a failure. But now all that is
changed. A block is not a failure; neither is a
fear a failure. It is only as you experience both
that you can learn to respond more adequately. In
the new approach, covering up or using a crutch is
a failure even if the most immediate effect is that
you sound more fluent. And stuttering openly and
more easily counts as a success that can increase
your security and eventually your ease of
speaking.
Work from the Successes In Open Stuttering
list, and see how many successes you can get each
day. Note the failures in passing, but focus on
expanding your number of successes each day.
Write down on the check list which successes you
accomplished. Collect a minimum of ______ each
day.

nainte de a inceput acest tratament, probabil va

ganditi ca orice fluenta a fost un succes i orice
balbaiala a fost un eec. Dar acum, tot ceea ce este
schimbat. Un "bloc" nu este un eec, nu este nici o
team un eec. Acesta este doar ca tu experien
att pe care le putei nva s rspund mai
adecvat. n noua abordare, care s acopere n sus
sau folosind o carja este un eec, chiar dac efectul
cel mai imediat este faptul ca suna mult mai
fluent. i murmura n mod deschis i mai uor va
fi considerat un succes, care poate crete de
securitate i, eventual, de usurinta de a vorbi.
Lucra la "Succese n Open Stuttering" lista, i a
vedea ct de multe succese putei obine n fiecare
zi. Not eecurile n trecere, dar se concentreze pe
extinderea numrul de succese n fiecare zi. Scrie
pe lista de verificare pe care ai realizat succese.
Strnge un minim de ______ n fiecare zi.

7a. SUCCESSES AND FAILURES IN

STUTTERING

7a. Succese i eecuri n stuttering

COUNT IT AS A SUCCESS IF YOU:

1. Establish eye contact before beginning to speak.
2. Monitor well (observe exactly how you stutter).
3. Stutter, but bring the sound in immediately.
4. Stutter forward.
5. Stutter with good eye contact.
6. Go out of the way to enter a situation especially
for your speech (take the initiative).
7. Put the hardest word first in the sentence.
8. Complete any feared word you start.
9. Choose feared words instead of easy words.
10. Mention your stuttering casually without
shame.
11. Stutter without one or more of your tricks.
12. Cancel any failure.

COUNT IT ca un succes DAC:

1. Stabili un contact vizual nainte de a ncepe s
vorbeasc.
2. Monitorizarea bine (observa exact cum te
blbi).
3. Blbi, dar aduce sunetul n imediat.
4. Blbi nainte.
5. Blbi, cu un bun contact vizual.
6. Du-te din drum pentru a introduce o situaie mai
ales pentru discursul dumneavoastr (s ia
iniiativa).
7. Pune cel mai greu cuvnt n prima tez.
8. Completai orice cuvnt de temut de a ncepe.
9. Alege cuvinte de temut n loc de "uor" de
cuvinte.
10. Mentionati Stuttering dvs. la ntmplare, fr
ruine.
11. Blbi fr unul sau mai multe trucuri.
12. Anula orice eec.

COUNT IT AS A FAILURE IF YOU:

1. Substitute.
2. Look away, or up or down, during a block.
3. Use a starter.
4. Stop half way through a block.
5. Do not have sound in the block (preformation).
6. Back up and start over.
7. Ruin an open stuttering assignment with fluency
immediately afterwards.
8. Cover up your stuttering successfully.
9. Stall a long time before entering a situation.
10. Try to talk fluently at any cost.
11. Show embarrassment which puts your
audience ill at ease.
12. Perform an assignment half-heartedly.
13. Respond quickly and automatically to every
little pressure in the situation.
14. Give yourself the benefit of the doubt.
15. Use a crutch to get the word out.

COUNT IT ca un eec DAC:

1. Membru supleant.
2. Uit-te departe, sau n sus sau n jos, n timpul
unui bloc.
3. Utilizai un starter.
4. Opri la jumtatea drum printr-un bloc.
5. Nu avei sunet n bloc (preformarii).
6. Copierea de rezerv i ncepe peste.
7. Ruin o misiune deschis Stuttering cu fluen
imediat dup aceea.
8. Acoperi cu succes de balbism.
9. Bloca mult timp nainte de a intra o situaie.
10. ncercai s vorbesc fluent, la orice pre.
11. Arat jena care pune publicul n largul.
12. Efectuai o cesiune cu jumtate de gur.
13. Rspunde rapid i n mod automat la fiecare
pic de presiune n situaia.
14. D-te beneficiul ndoial.
15. Utilizai o crj pentru a obine cuvntul.

7b. COUNTING SUCCESSES

7b. SUCCESE de numarare

Establish eye contact before speaking

Entering situations to work on speech

A stabili contactul cu ochii nainte de a vorbi

Introducerea situaii pentru a lucra la discurs

Completing any feared word

Piese de completare orice cuvnt se temeau

Mentioning your stuttering Keeping good eye

contact throughout stuttering Using feared words
instead of easy words

Menionarea de balbaiala de contact Pstrarea ochi

bun n ntreaga stuttering Folosind cuvinte de
temut, n loc de cuvinte simple

Thursday

Joi

Friday

Vineri

Saturday

Smbt

Sunday

Duminic

Monday

Luni

Tuesday

Mari

Wednesday

Miercuri

8. EXPOSING THE ICEBERG

8. Expunerea ICEBERG

Get as much of your stuttering above the surface

as you can. And after studying the iceberg
diagram (illustrated below) draw your own
iceberg of shame and guilt in 3 different
situations each day for 4 days.

Ia ct mai mult de Stuttering dvs. de deasupra

suprafeei dup cum putei. i dup ce a studiat
diagrama aisbergului (ilustrat mai jos) elaboreaz
propria "iceberg de ruine i vinovie" n 3
situaii diferite n fiecare zi timp de 4 zile.

THE ICEBERG OF STUTTERING:

ICEBERG DE stuttering:

OPEN OPEN OPEN

STUTTERING STUTTERING STUTTERING
BEHAVIOR BEHAVIOR BEHAVIOR
blocks, etc. blocks, etc. blocks, eyecontact,
monitoring
CONCEALMENT
BEHAVIOR
False roles CONCEALMENT
crutches, fear BEHAVIOR
avoidance, guilt false roles,
crutches, fear CONCEALMENT
avoidance, etc. BEHAVIOR

Deschis OPEN
Stuttering Stuttering stuttering
COMPORTAMENTUL COMPORTAMENTUL
COMPORTAMENTUL
blocuri, blocuri, blocuri, etc, etc, ochi de
contactati,
de monitorizare
Tinuirea
COMPORTAMENTUL
Fals roluri Tinuirea
crje, teama COMPORTAMENTULUI
evitarea, roluri vina false,
crje, teama Tinuirea
evitarea, etc COMPORTAMENTULUI

Work from the Successes in Open Stuttering list,

and draw an iceberg for each day according to
whether you do more on the open side (second
list) or on the hidden side (first list).
9. STUTTERING OPENLY AND EASILY
BE WILLING TO STUTTER OPENLY
WITHOUT EMBARRASSMENT

Lucra la "Succese n Open Stuttering" lista, i

trage un iceberg pentru fiecare zi, n funcie dac
va face mai mult pe partea deschis (a doua list)
sau pe partea ascuns (prima list).
9. Murmura n mod deschis i uor
Fii dispus sa se blbie n mod deschis fr jen

If you had a broken arm, would you enter a

physicians office and attempt to hide the injury?
Would you ask him to treat your arm without first
examining it to discover what kind of treatment it
needed?
If you were to run an obstacle course, would you
proceed with your eyes closed -- refusing to look
at the hurdles, hazards, and traps which lie ahead?
Would you merely hope that you could
successfully jump the hurdles one by one as you
approached them?
If you were forced to walk down a dark, blind
alley in one of the most dangerous sections of
town, would you prefer to make your trip
haphazardly -- taking your slim and almost
impossible chances of escaping injury? Or would
you choose to use a reliable light so that you might

Dac ai avut un bra rupt, dorii s introducei un

birou medic i ncearc s ascund un prejudiciu?
Vrei s-l ntreb pentru a trata braul tu fr a
examina aceasta pentru a descoperi ce fel de
tratament nevoie de el?
Dac ar fi s executai un curs de obstacol, ar fi de
a continua cu ochii nchii - refuzul de a privi la
obstacole, capcane i pericole, care se afl nainte?
Vrei doar spera c ar putea sri cu succes o
obstacole de ctre unul ca tine sa apropiat de ei?
Dac ai fost forat s mearg n jos pe o alee
intunecata, orb ntr-una dintre cele mai periculoase
din ora, ai prefera s fac cltoria dvs. la
ntmplare - lund n ansele tale subiri i aproape
imposibil de a scpa prejudiciu? Sau alegei s
utilizai o lumin de ncredere, astfel nct s-ar

look ahead, foresee possible dangers, and prepare

yourself?
These parallels may seem rather pointless to you -until you start thinking about what your stuttering
really is.
You have reached the point where you want
treatment and relief from your stuttering. Neither
you nor this clinic will be able to discover the
proper method of treatment until the symptoms
have been thoroughly exposed, recognized, and
analyzed by you and us.
Your goal then, is to allow your blocks to be seen!
Your goal is to accept the fact that, for the time
being, you are a stutterer -- and to allow others to
accept you as such. Start getting rid of your
tricks! Make constructive attempts to eliminate
the device of hiding behind your old tricks of
postponing speech attempts on feared words,
avoiding feared situations, and disguising your
stuttering. Lets face it! From now on we will
accept and adjust to the fact that we are stutterers.
After having accepted ourselves, it becomes
amazingly easy to gain acceptance from others.
You will find that our society respects the
individual who is honestly working on his
handicap. It rejects the weak, the escapist, and the
putter-offer.
But you say, I came here to get rid of my
stuttering -- not to allow it to show! Ive worked
hard trying to find ways which will hide my
stuttering from the morbidly curious eyes of
society. Ive tried in every way that I know to find
relief -- and now you ask me to expose the very
thing of which I am most ashamed.
Yes! We require that you allow your stuttering to
be seen. However, we require that you stutter in
such a way as you have never stuttered before, for
reasons which you never considered before, and
with an attitude which you have not yet learned.
Lets Look at the Facts!
Those tricks that youre using havent been
successful in hiding your stuttering. Actually, they
have made it more severe. Look -- here is what
we mean: How much relief does a stutterer get
from postponing an attempt upon a feared word?
Have you ever stopped to think that it only
prolongs the waiting period until the unpleasant
abnormality occurs? You wait and hope that by
some miracle the word will slip out without a
noticeable block. While you wait for this
nonexistent miracle more abnormality is being
shown. Lets take, for example, the stutterer who

putea privi nainte, prevedea pericolele posibile, i

pregtii-v?
Aceste paralele pot prea destul de lipsit de sens
pentru tine - pn cnd ncepi s te gndeti la
ceea ce Stuttering dumneavoastr este ntr-adevr.
Ai ajuns la punctul n care dorii de tratament i
de scutire de la Stuttering dumneavoastr. Nici tu,
nici aceasta clinica va fi capabil s descopere
metoda adecvata de tratament, pn cnd
simptomele au fost bine expuse, recunoscute, i
analizate de ctre dumneavoastr i noi.
Scopul tau, atunci, este de a permite blocuri
dumneavoastr s fi vzut! Scopul tau este de a
accepta faptul c, pentru moment, eti un blbit i pentru a permite altora s v accepte ca atare.
Start a scpa de trucuri! Fac ncercri de
constructive pentru a elimina dispozitivul de a
ascunde n spatele trucuri vechi de amnare
ncercri de vorbire de cuvinte s-au temut, evitarea
situatiilor de temut, i deghizndu Stuttering
dumneavoastr. Hai sa recunoastem! De acum,
vom accepta i se adapteze la faptul c suntem
stutterers. Dup ce a acceptat noi nine, devine
incredibil de uor de a obine acceptarea de la alii.
Vei gsi c societatea noastr respect persoana
care este cinstit de lucru pe handicapul lui. Acesta
respinge slab, evadare, i "crosa de ofert."
Dar tu spui, "Am venit aici pentru a scpa de
balbaiala mea - de a nu permite s arate! Am lucrat
din greu ncercnd s gseasc modaliti care va
ascunde balbaiala mea de la ochii morbida
curioase ale societii. Am ncercat n orice mod
pe care tiu s gseasc ajutor - i acum m ntrebi
pe mine pentru a expune lucru de care am cea mai
mare ruine ".
Da! Avem nevoie ca Stuttering v permite
dumneavoastr s fi vzut. Cu toate acestea, v
solicitm s se blbie n aa fel ca tine nu s-au
blbit nainte, pentru motive pe care nu ai luat n
considerare nainte, i cu o atitudine care nc nu
au nvat.
S ne uitm la fapte!
Aceste trucuri care te folosesc, nu au avut succes
n ascuns Stuttering dumneavoastr. De fapt, ei au
fcut-o mult mai sever. Uite - aici este ceea ce ne
referim: Ct de mult de relief se obtine de la un
blbit o ncercare de a amna pe un cuvnt
temut? Ai fost vreodat oprit s cred c doar
prelungeste perioada de ateptare pn la neplcut
anomalie apare? Suntei ateptai i sperm ca
printr-un miracol cuvntul va aluneca fara un bloc
de vizibil. n timp ce ateptai pentru acest miracol

has just been asked his name. That dreaded siege

of fear immediately pops up like a jack-in-the-box.
He sweats it out, curses the gods that be that he
should be the afflicted one, and uselessly
wonders what is to happen with this word and all
the words to follow. He is swimming in the old
thoughts, This fellow must really think Im stupid
-- pretending not to even know my own name! I
wonder what hes really thinking. The
condemned man becomes so upset that he cant
eat a hearty meal. Why put off the unpleasant?
Why not face it as it comes and eventually
eliminate it? Its the unknown -- the uncertainty -which plays havoc with us.
Since your avoidances dont work forever, it
becomes easier to ask someone else to accomplish
tasks for you, such as making your phone calls.
From just what are you escaping, and what are you
missing? There was a stutterer whose mother
went along with him when he looked for a job.
What employer will hire a person whose mother
makes the application? Have you ever crossed the
street, or run down the alley to escape a person to
whom you might have to talk? You escaped the
abnormality of your speech -- but how did you
feel inside? Wasnt good, was it?
How often have you dared to observe yourself in
the mirror as your mouth grimaced and twisted to
one side, as your eyes blinked, and your face
became red and distorted when you tried to release
a block? You probably couldnt face a full-length
mirror as you watched your legs or arms jerk as
you struggled.
Youve burned up a terrific amount of energy in
your unsuccessful attempts to disguise the
abnormality of your speech. Why not use that
energy in directing it in the correct channels? If
you do, youll go a long way -- verbally.
You have searched desperately for ways to
eliminate your fears, your anxieties, and your
embarrassment. Those tricks which you happened
to seize upon (and which are only occasionally
successful) have made your fears greater and your
frustrations more numerous. Why? Because over
and over again they have failed you! The crutch
upon which you leaned and depended gave away!
When you needed it most desperately it betrayed
you and only added to your speech failure. Why
continue to depend upon that which betrays you?

anomalie inexistente mai este afiat. S lum, de

exemplu, blbit, care tocmai a fost cerut numele
su. Acest asediu temut de frica immediately apare
ca un jack-in-the-box. El a transpira afar,
blesteme zeii pe care fie c el ar trebui s fie
"nenorocii", i se ntreab ce este inutil s se
ntmple cu acest cuvnt i toate cuvintele de la
urma. El este de not n gndurile vechi, "Acest
om trebuie s cred c ntr-adevr eu sunt prost pretinde s nu tiu chiar de numele meu! M
ntreb ce se gandesc cu adevarat "om condamnat
devine att de suprat c nu poate mnca o mas
copioas.. De ce a pus pe neplcut? De ce s nu
fac fa aa cum este i n cele din urm s-l
elimine? Este necunoscut - incertitudine - care
face ravagii cu noi.
Deoarece avoidances dvs. nu funcioneaz pentru
totdeauna, el devine mai uor de a pune pe
altcineva pentru a ndeplini sarcini pentru tine,
cum ar fi efectuarea apelurilor telefonice. Din
exact ceea ce te scape, i ceea ce se dor de tine?
Nu a fost un blbit a carui mama a mers
mpreun cu el atunci cnd a cutat un loc de
munc. Ce angajatorul va angaja o persoan a
crei mam face cererea? Ai trecut vreodat pe
strad, sau executai jos, pe alee pentru a scpa de
o persoan care ar putea s aib de a vorbi? Ai
scpat de anomalie a discursului dumneavoastr dar cum te-ai simti in interior? Nu a fost bun, a
fost?
Ct de des ai ndrznit s v respecte n oglind
ca gura strmb i rsucit de o parte, ca ochii clipit,
si fata ta a devenit roie i distorsionat atunci
cnd ai ncercat s lanseze un bloc? Tu, probabil,
nu ar putea confrunta cu o oglinda complet de
lungime ca te-ai uitat picioare sau smuls arme ca
tine luptat.
Ai ars o cantitate de energie teribil n ncercarea de
nereuite de a disimula anomalie a discursului
dumneavoastr. De ce nu folosi acea energie n
conducerea acesteia n canalele corecte? Dac vei
face, vei parcurge un drum lung - verbal.
Ai cutat cu disperare de modalitati de a elimina
temerile, nelinitile tale, si de jena dumneavoastr.
Aceste trucuri care sa ntmplat s profite de pe (i
care sunt doar ocazional de succes) s-au fcut
temerile i frustrrile tale mai mult mai
numeroase. De ce? Deoarece peste si peste din
nou, ei v-au reuit! Crj pe care sa aplecat i a
depins dat de gol! Cnd ai nevoie de ea cel mai
disperat te trdat i doar a adugat la eecul

We will never conquer fear so long as we run from

it. Those tricks you are using are your particular
escape mechanisms. You imagine that they are
keeping you from stuttering and you haven t
realized that they make up the greater part of the
monster of which you are so afraid. Remember
this: You will never conquer your stuttering so
long as you deny it and pretend that it isnt there.
The material of these walls which you have
constructed just wont stand against constant
battering. There are no barriers which constantly
protect ones vulnerabilities.
9a. MAKE YOUR STUTTERING PUBLIC
Make your stuttering a public event. Let your
listener know exactly the kind of trouble you are
having through an open display of your stuttering.
To do a really good job of stuttering openly, or
forward, you should be open in your stuttering
blocks. That is, you should stutter so that your
listener can see your blocks clearly enough to
describe them, and your stuttering blocks should
begin to be released smoothly and easily.
Collect 10 words on which you managed to get
sound into your speech attempt immediately.
Dont be surprised if you sound strange or
different, or if the word suddenly seems to become
unmanageable.
9b. STUTTERING OPENLY WITHOUT
AVOIDANCE
The purpose of this assignment is to help you
learn to stutter openly without shame or
embarrassment. Much of the tension and fear you
experience comes from your effort to cover up, to
pretend that you are not having any difficulty. A
good principle is to be as open and honest with
yourself and your listener as you can be, to let him
know what is going on. See how freely and
openly you can stutter, observing in the process
exactly what you do. As you begin to stutter more
openly, you should begin to feel less tension and
to begin to get the experience of speaking and
stuttering easily. Here are some of the things you
can do to achieve this goal:
1. Write down 25 words on which you make your
block easier by making it longer. See if you can
stutter as long after the moment of release as the
actual block before release. With another stutterer
or with one of the clinic staff, practice this first in
the clinic until you get the feel of what you are to
do.

discursul dumneavoastr. De ce continua sa

depinda de ceea ce te tradeaza?
Noi nu va cuceri frica atata timp cat vom rula de la
ea. Aceste trucuri pe care le folosesc se va sunt
mecanisme speciale de evacuare. S-i imaginezi
c te pstrarea la balbaiala si nu te-ai dat seama c
ei alctuiesc cea mai mare parte a "monstru" de
care eti att de fric. Amintii-v acest lucru: Tu
nu va cuceri de balbism, att timp ct l neag i
pretinde c nu este acolo. Material a acestor
ziduri pe care le-au construit doar nu va sta
mpotriva constant battering. Nu exist bariere
care protejeaz n mod constant vulnerabilitile
cuiva.
9a. Public DUMNEAVOASTR Stuttering
Asigurai-v murmura un eveniment public. S
asculttor sa stie exact ce fel de probleme avei
printr-un ecran deschis de Stuttering
dumneavoastr.
Pentru a face o treaba foarte buna de balbism
deschis, sau nainte, trebuie s fie deschise n
blocuri dumneavoastr sacadarea. Asta este, ar
trebui s se blbie, astfel nct asculttorul poate
vedea blocuri de dvs. destul de clar pentru a le
descrie, i blocuri de sacadarea dvs. ar trebui s
nceap s fie eliberat lin i uor.
Strnge 10 de cuvinte pe care ai reuit s obinei
un sunet n ncercarea de discursul dumneavoastr
imediat. Nu fi surprins dac ai suna ciudat sau
diferite, sau n cazul n care cuvntul dintr-o dat
pare s devin "imposibil de gestionat."
9b. Murmura n mod deschis FR EVITAREA
Scopul acestei sarcini este de a v ajuta s nvee
s se blbie n mod deschis, fr ruine sau jen.
O mare parte din tensiunea i frica avei vine de la
efortul depus pentru a acoperi, pentru a pretinde c
nu avei nici o dificultate. Un principiu bun este s
fie ct mai deschis i onest cu tine nsui i de
asculttor ca poti fi, de a las-l s tie ce se
ntmpl. Vedei cum n mod liber i deschis poi
blbi, cu respectarea n procesul de exact ceea ce
faci. Pe msur ce ncepe s se blbie mai
deschis, ar trebui s ncepei s v simii tensiune
i mai puin pentru a ncepe pentru a obine
experiena de a vorbi i de uor de balbism. Aici
sunt unele dintre lucrurile pe care le putei face
pentru a atinge acest obiectiv:
1. Scrie 25 de cuvinte pe care le face bloc de uor,
fcnd-o mai mult. Vezi dac poi blbi ca la mult
timp dup momentul eliberrii ca blocul

2. In ten situations rate your blocks on a degree of

overtness scale.
A

E
Entirely Mostly Open Half Hidden Mostly
Hidden Entirely
Open, Sound With Sound Half Open Or Silent
Hidden Or
All The Way Silent
9c. OPENING UP YOUR STUTTERING

efectiv nainte de eliberare. Cu un alt blbit sau

cu unul din personalul clinicii, practica aceasta
prima clinica pn cnd obinei simt a ceea ce
trebuie s faci.
2. Rata de situaii din zece blocuri de pe un grad
de scar overtness.
ABCDE
Aproape n ntregime pe jumtate deschis
Ascuns Ascuns Aproape n ntregime
Open Sound, cu jumtate Open Sound sau
Silenios Ascuns sau
Toate Silent Way
9c. Deschiderea Stuttering DUMNEAVOASTR

To do a really good job of opening up your

stuttering, you should stutter so that your listener
can see your blocks clearly enough to be able to
describe them, and you are able to release your
blocks easily. Do not struggle, or force them out.
Try to collect 5 such open blocks each day.
1. Pick out the main crutch from your Analysis of
Stuttering Pattern chart. Note 25 blocks on
which you are able to stutter forward without
using it.
2. Set aside one day between now and next
Tuesday as a Willingness to Stutter Day on
which you do the following:
a) Give yourself a preparatory set (an attitude) to
stutter willingly and openly at any time and any
place to any one.
b) Talk to as many people as you can. Go out of
your way to do this.
c) Your goal is to say what you want to say, when
you want to say it, and as much as you want to
say. This should be your goal no matter how much
you may stutter. Remember to maintain eye
contact.
d) During this day, try to keep an accurate check
on the number of stuttering blocks that you have
by putting a check mark on a piece of paper in one
of two columns:

Pentru a face o treab foarte bun de a deschide

Stuttering dvs., ar trebui s se blbie, astfel nct
asculttorul poate vedea blocuri de dvs. destul de
clar pentru a fi n stare s le descrie, i v sunt
capabili de a elibera blocurile cu uurin. Nu
lupta, sau forai le. ncercai s colecteze de 5
astfel de "deschise" blocuri n fiecare zi.
1. Alege carja principal de la dvs. "Analiza de
balbism Pattern" diagram. Not de 25 de blocuri
pe care sunt n msur s prezinte, fr a utiliza
blbi ea.
2. Retrase din circuitul agricol o zi ntre acum i
mari ca o "Dorina de a Zilei stutter", pe care
facei urmtoarele:
a) D-i un set de pregtire (o atitudine), pentru a
se blbie de bun voie i n mod deschis n orice
moment i n orice loc de una.
b) Vorbete cu ct mai muli oameni ca tine poate.
Du-te din calea ta de a face acest lucru.
c) Scopul tau este de a spune ceea ce vrei s spui,
atunci cnd dorii s-l spun, i la fel de mult ca
vrei sa spui. Acest lucru ar trebui s fie obiectivul
dvs., indiferent de ct de mult pot blbi. Amintiiv pentru a menine contactul vizual.
d) n aceast zi, ncercai s pstrai un control
exacte privind numrul de blocuri sacadarea pe
care le au de a pune un semn de selectare pe o
bucat de hrtie ntr-una din cele dou coloane:

2nd column for blocks where you tried to

avoid,
1st column for open blocks: hold back, or hide
your stuttering:
Or use your counter and write down the total
number of each type of block recorded.

Coloana 2 pentru blocuri de unde a ncercat s

evite,
Prima coloan de blocuri deschise: inei napoi,
sau ascunde Stuttering dumneavoastr:
Sau folosii contra dumneavoastr i notai
numrul total de fiecare tip de bloc nregistrate.

9d. BECOMING A SUCCESSFUL STUTTERER

9d. A DEVENI blbit SUCCES

For some weeks now we have been asking you to

make accurate evaluations of your pattern of
stuttering. We have been asking you to monitor,
as well as you can, your tricks, avoidances,
dodges, crutches, jonah words, preformations,
retrials; briefly, what you do when you try to talk
by avoiding your stuttering. This has been an
important part of your therapy because unless you
know what you do when you experience the
moment of stuttering you will not be able to
make changes in yourself when the stuttering
block occurs.
Many of you have been very successful in
discovering yourselves as stutterers. You have
become much more aware of what you do when
you stutter, how you feel about yourselves and the
reactions of your listeners. You have become
tuned in on yourselves and have been able to
monitor successfully your stuttering blocks.
You have carefully examined your avoidances
and have looked, perhaps for the first time, at the
lengths to which you will go to avoid stuttering.
Your self-evaluation is a continuing part of your
therapy. Without it, you will never know what you
need to change in your stuttering so that you can
permit yourselves to become more open,
straightforward, direct. The assignment for this
week is going to concentrate on your allowing
yourself to become more open and direct with
yourself as a stutterer by asking you to direct your
stuttering as obviously as you can to your listener
without permitting yourself the false security of
your tricks and dodges. As you will remember, we
began working on this idea in last weeks
assignment. You were asked to stutter as openly
as you could without using your major crutch.
This weeks assignment will also ask you to do
that and will help you explore some other
activities which will move you further along in
your goal of becoming a successful stutterer.
1. Collect fifty words on which you were tempted
to use a crutch but did not. Count as crutches only
such devices as retrials or release mechanisms like
a head jerk or magic sounds like uh or well.
Give yourself extra credit if you were able to get
your speech attempt (sound) started at once
without any postponement or hesitation.

Pentru cteva sptmni acum v-am cerut pentru a

face evaluri precise de modelul dvs. de balbism.
V-am cerut pentru a monitoriza, precum i ca tine
poate, trucuri, avoidances, Dodge, crje, "Iona"
cuvinte, preformations, rejudecri; pe scurt, ce sa
faci atunci cand incerci sa vorbesti prin evitarea
Stuttering dumneavoastr. Aceasta a fost o parte
importanta a tratamentului, deoarece dac nu tii
ce faci atunci cnd v confruntai cu "momentul de
balbaiala" nu va fi capabil de a efectua modificri
n tine atunci cnd "bloc balbaiala" apare.
Muli dintre voi au fost foarte de succes n
descoperirea voi ca stutterers. Ai devenit mult mai
contieni de ceea ce faci atunci cnd te blbi,
cum te simti despre voi niv i reaciile
asculttorilor dumneavoastr. Ai devenit acordat
n pe voi niv i au fost capabili s
"monitorizeze" cu succes produsele blocuri
sacadarea. Ai examinat cu atenie produsele
"avoidances" i-au uitat, probabil pentru prima
dat, la lungimea la care va merge pentru a evita
stuttering.
De auto-evaluare este o parte continu de terapie.
Fr ea, niciodat nu va ti ce trebuie s se
schimbe n balbaiala, astfel nct s v pot permite
s devin mai deschis, mai simplu, direct.
Atribuirea de aceast sptmn se va permite s
se concentreze asupra dvs. v pentru a deveni mai
deschis i direct cu tine ca un blbit prin care v
cere s direcioneze Stuttering ca, evident, dup
cum putei s asculttor, fr a v permite de
securitate fals de trucuri dumneavoastr i Dodge .
Dup cum v amintii, am nceput s lucreze la
aceast idee, n misiune de sptmna trecut. Ai
fost cerut s se blbie n mod deschis ca ai putea,
fr utilizarea de "major" carja. Atribuirea n
aceast sptmn va cere, de asemenea, s faci
asta i v va ajuta s exploreze alte activiti care
v vor muta mai departe de-a lungul, n obiectivul
dvs. de a deveni o "blbit de succes."
1. Colecta cincizeci de cuvinte pe care au fost
tentai s utilizeze o crj, dar nu. Conta ca crje
numai dispozitive, cum ar fi rejudecri sau
mecanisme de eliberare ca un nemernic cap sau
"magic" suna ca "uh" sau "bine." D-te de credit
suplimentar, dac ai fost n stare s m ncercarea
de vorbire (sunet), a nceput la o dat, fr nici o
amnare sau ezitare.

2. Collect ten words on which you managed to get

sound into your speech attempt immediately.
Dont be surprised if you sound strange or
different or if the word suddenly seems to become
unmanageable. Count it as only a partial
success if after you get started you become
frightened and stop without finishing the word.
3. Collect twenty-five words on which you were
able to regain good eye contact after losing it and
were able to complete the word without using a
crutch.
4. Collect ten words on which you were able to
stutter forward to the next sound in the word
before you felt you were ready to. Ask your
clinician for help if this is confusing to you.
5. Collect three situations in which you stuttered
with good eye contact and allowed the listener to
know everything that was going on in your
speech. Count it as a complete success only if you
could also make some observations about the
listener while talking to him, and if you could
monitor successfully your own stuttering
pattern.
9e. STUTTERING MORE EASILY
From your own experience, you know that you
typically attempt to rush through each situation in
which you stutter in an effort to get it over with.
By hurrying yourself, you inevitably struggle
more and resort to your pattern of tricks or
crutches. You have probably been rushing
yourself since you first began to stutter.
By prolonging when you stutter, you can help
yourself to stutter in a more easy and comfortable
way. When you accept the fact that you will block
longer, you will reduce struggling and the
necessity of using crutches. Try to keep the sound
in and stutter openly at the same time. Maintain
eye contact so that you can observe the reaction of
your listener.
This week, collect and keep a written record of a
minimum of ten stuttering situations each day
where you extended the block until you could say
the word comfortably.
Wednesday Thursday
Friday
Saturday
Sunday
Monday
Tuesday
1.
2.
3.
4.
5.

2. Colecta zece cuvinte pe care ai reuit s

obinei un sunet n ncercarea de discursul
dumneavoastr imediat. Nu fi surprins dac ai
suna ciudat sau diferite sau n cazul n care
cuvntul dintr-o dat pare s devin "imposibil de
gestionat". Numr ca doar un succes parial n
cazul n care, dup ce ncepe s devii speriat i a
opri fara finisaje cuvntul.
3. Colecta de douzeci i cinci cuvinte pe care au
putut s-i rectige un bun contact vizual dup ce
a pierdut o i au reuit s finalizeze cuvntul fr a
utiliza o crj.
4. Colecta zece cuvinte pe care ai fost capabil s
"se blbie nainte", a sunetului urmtor n
cuvntul nainte de ai simtit ai fost gata s.
Adresai-v medicului dumneavoastr pentru
ajutor n cazul n care acest lucru este confuz
pentru tine.
5. Strnge trei situaii n care se blbi cu un bun
contact vizual i a permis asculttor s tie tot ce
se ntmpl n discursul dumneavoastr. Conta ca
un succes complet numai dac ai putea face, de
asemenea, unele observaii cu privire la asculttor
n timp ce vorbesc cu el, i dac ar putea
"monitoriza" cu succes propria ta model balbaiala.
9e. MAI UOR stuttering
Din propria experien, tii c ai ncerca de
obicei s se grbeasc prin fiecare situaie n care
te blbi ntr-un efort s-l cu peste. Prin grbindute, lupta inevitabil mai i recurge la modelul dvs.
de trucuri sau de crje. Ai fost, probabil, te grbi,
deoarece ai nceput s se blbie.
Prin "prelungirea", atunci cnd se blbie, v
putei ajuta la stutter, ntr-un mod mai uor i
confortabil. Atunci cnd accept faptul c va bloca
mai mult, va reduce lupt i necesitatea de a folosi
carje. ncercai s pstrai sunetul n blbi i
deschis n acelai timp. Mentine contactul vizual,
astfel nct s putei observa reacia asculttorului
dumneavoastr.
n aceast sptmn, s colecteze i s pstreze o
nregistrare scris de un minim de zece situaii de
sacadarea n fiecare zi n care a prelungit pn la
blocul-ar putea spune cuvntul confortabil.
Miercuri Joi Vineri Smbt Duminic Luni
Mari
1.
2.

6.
7.
8.
9.
10.

3.
4.
5.
6.
7.
8.
9.
10.

10. RESISTING TIME PRESSURE

10. REZISTENT sub presiunea timpului

Record instances of how you react to time

pressure, and create several such situations for
yourself. How much of the pressure you felt was
due to the other persons behavior and how much
was your own internalized time pressure set?
Note words and situations in which you hurry
yourself when there is no need for it.

nregistreaz cazuri de modul n care reactioneaza

la presiunea timpului, i de a crea mai multe
situaii astfel pentru tine. Ct de mult te-ai simit
presiunea a fost determinat de comportamentul
celeilalte persoane i ct de mult a fost propriul set
de interiorizat sub presiunea timpului? Not
cuvinte i situaii n care te-ai grbit atunci cnd
nu este nevoie de ea.
1. Colecteaza 5 situaiile n care simt o presiune de
timp a pus pe tine i sunt capabili de a rezista. Ea
nu conteaz dac interlocutorul dumneavoastr v
ateapt cu rbdare pentru a v blbi. Operatorii
de telefonie, grefieri potale, oferii de autobuz,
etc, face o treaba remarcabila de a crea presiune a
timpului.
2. Colecteaza 5 mai multe situatii n care ai pus
presiune a timpului pe tine. Not de cel puin 5
cuvinte pe care te grabit. Unul din cuvintele cel
mai frecvent este grabit "HELLO" pe telefon.

1. Collect 5 situations in which you feel time

pressure put on you and are able to resist it. It
does not count if your listener waits patiently for
you to stutter. Telephone operators, postal clerks,
bus drivers, etc., do an outstanding job of creating
time pressure.
2. Collect 5 more situations in which you put time
pressure on yourself. Note at least 5 words on
which you hurried yourself. One of the most
frequently hurried words is HELLO on the
telephone.
10a. HINTS OF EVIDENCE OF TIME
PRESSURE
1. Hurrying after finishing a block or a stutter in
order to get to all you want to say while a bit
fluent.
2. Answering questions even before the other
person finishes the question.
3. Answering the phone with grunts or noises
before you are ready to say anything, providing
fillers.
4. Trying to cover up silence (which could be
normal) with um and uhs or ums showing
time pressure.
5. Giving up before joining in a group speaking
situation before you even try to say anything.
6. Getting others to take your place in a ticket line,
or in a restaurant, etc.
11. PAUSING AND PHRASING: USE OF
SILENCE

10a. SUGESTII DE PROB DE presiunea

timpului
1. Grbindu-se, dup terminarea unui "bloc" sau o
stutter, n scopul de a ajunge la tot ce vrei s spui
n timp ce un pic mai fluent.
2. Rspunsul la ntrebri chiar nainte de o alt
persoan termin ntrebarea.
3. Rspunde la telefon cu mormieli sau zgomote
nainte de a v sunt gata s spun nimic, furnizarea
de materiale de umplutur.
4. ncercarea de a acoperi tcere (care ar putea fi
normal), cu "um" i "UHS" sau "UM", artnd
presiune a timpului.
5. Renuntarea inainte de aderarea la un grup
vorbind situaie nainte de a ncerca chiar s spun
nimic.
6. Noiuni de baz pe alii s aib loc ntr-o linie
de bilet, sau intr-un restaurant, etc
11. ntreruperea i frazare: UTILIZAREA
SILENCE

Breathing, one of the most conditionable of

responses, is notoriously associated with fear
states. Lapsing into silence is a natural defensive
biological reaction.
Part of your built-in time-pressure system as a
stutterer is that you never pause for breath except
in the dead stops before feared words. You need
to learn to phrase normally so that you do not
begin speech on residual air.
Much of your problem of forcing results from
your failure to pause, with initiation of long
sentences on residual air, and almost inevitable
hanging up even before your first feared word. At
that point you may be long out of breath, but your
intolerance of silence is such that you dare not
pause. If you do, you may feel obligated to go
back for a running start on the phrase, and you
may actually get stuck at an earlier point. No
wonder that your speech may seem hopelessly
entangled in a thicket of ever-branching phrasing
changes!
The key to change is putting pauses in all
sentences where there are commas and periods.
Take time to catch a little breath. Also phrase
well, using prepositional phrases as groups which
can express meanings that are meant to cling
together. Examples -- to the store; on the
shelf; over the mountain.
ASSIGNMENT:
1. First try making (with vertical lines) the places
you might pause in a reading passage. Then
practice pausing and taking a little breath - not a
big one.
2. Prepare and practice five consecutive sentences
in which you:
a) Pre-write the sentences
b) Include periods, commas, and other
grammatical pauses
c) Plan short phrases
d) Plan long pauses
Deliver the sentence to your chosen audience, i.e.,
a friend on the phone, a relative, a boss etc.
3. Engage in two conversations each day for the
sole purpose of working on your pausing and
phrasing.
a) First listen attentively to your own use of
pauses and how long you try to make your
phrases, in order to monitor.
b) Then speak five consecutive sentences in which
you:

Respiratia, una dintre cele mai conditionable de

rspunsuri, este de notorietate, asociat cu stri
frica. Prescrierea n tcere este o reacie natural
de aprare biologic.
O parte din dumneavoastr built-in timp presiunea
din sistem ca un blbit este c nu v oprii pentru
respiraie, cu excepia, n "moarte" se oprete
nainte de temut cuvinte. Trebuie s nvee s
expresie n mod normal, astfel nct s nu nceap
discursul pe aer rezidual.
O mare parte din problema ta de a impune
rezultatele de la esecul de la pauz, cu iniierea de
fraze lungi asupra aerului rezidual, i aproape
inevitabil agat chiar nainte de primul cuvnt
temut. La acel moment s-ar putea fi mult mai de
respiraie, dar intoleranta ta de tcere este de aa
natur nct s nu ndrzneti pauz. Dac facei
acest lucru, se poate simti obligat s se ntoarc
pentru un nceput care ruleaz pe fraza, i putei
obine de fapt, blocat la un punct anterior. Nu e de
mirare c discursul dumneavoastr poate prea
fr speran prini ntr-un tufi din ce n ce mai
ramificare modificri frazare!
Cheia este de a schimba pune pauze n toate
Exemple n cazul n care exist virgule i perioade.
Fa-ti timp pentru a prinde o respiratie putin. De
asemenea fraza bine, folosind fraze prepoziionale
ca grupuri, care pot exprima sensuri, care sunt
menite s se agae mpreun. Exemple - "la
magazin", "pe raft", "peste munte".
CESIUNE:
1. Prima incearca sa faci (cu linii verticale),
locurile s-ar putea pauz ntr-un pasaj de lectur.
Apoi, oprindu-i practica de a lua o respiratie
putin - nu unul mare.
2. Pregtirea i practica Exemple de cinci
consecutive n care:
a) pre-scrie Exemple
b) s includ perioade, virgule, i alte pauze
gramaticale
c) planul fraze scurte
d) Planul de pauze lungi
Livrai pedeapsa cu publicul ales, de exemplu, un
prieten la telefon, o rud, un ef etc
3. Angajarea n dou convorbiri n fiecare zi
pentru scopul unic de a lucra la ntreruperea
dumneavoastr i frazare.
a) n primul rnd asculta cu atenie pentru uz
propriu de pauze i ct timp va ncerca s fac
fraze dvs., n scopul de a monitoriza.
b) Apoi, vorbesc cinci Exemple consecutive n
care:

1. Pre-write the sentence, planning short phrases

and long phrases.
2. Deliver the sentence as you have pre-marked it.
4. Since you probably have a habit of phrasing too
long and pausing too short, you may not succeed
at first; you may have to try fifteen or more
sentences in order to get five consecutive
sentences which you do well.
PAUSING AND PHRASING: USE OFSILENCE
(Contd)

1. Pre-scrie tez, planificare fraze scurte i fraze

lungi.
2. Livra tez aa cum l-ai pre-marcate.
4. Din moment ce, probabil, au obiceiul de a
frazare prea lung si prea scurt pauz, nu se poate
reui la nceput, va trebui s ncercai
cincisprezece sau mai multe propoziii, n scopul
de a obine Exemple de cinci consecutive pe care
le face bine.
ntreruperea i frazare: OFSILENCE USE
(Continuare)

1. The boys ran down the cliff.

2. In the morning we saw / the airplane.
3. The club / will meet at seven-thirty.
4. Paint the car a dark blue.
5. Place the apples on the table.
6. Those green leaves are turning brown.
7. A new broom sweeps clean.
8. Three feet make a yard.
9. At what time shall I meet you?
10. Hear the humming of the bees.
11. If you need more paper / come to me and I
will give you some.
12. If it is too cold / or / if it rains we will meet
inside.
13. When the paper comes / we will read the story
on the front page.
14. At six oclock / he will ring the bell and we
shall go home.
15. We shall begin / and when they come they
can join us.
16. He went to the store / and bought some fruit
and a cherry pie.
17. We saw them play / on Wednesday evening
in the auditorium.
18. Washington D.C. / is the capital of the
United States.
19. The largest city / in the world is New York
City.
20. All the games / were played / last night
under flood lights.
11a. WORKSHEET

1. Bieii fugit n jos pe faleza.

2. n dimineaa am vzut / avion.
3. Club / se va ntlni la apte i jumtate.
4. Vopsiti masina de un albastru nchis.
5. Punei merele pe mas.
6. Aceste frunze verzi sunt de cotitur maro.
7. O matura matura nou curat.
8. Trei picioare face o curte.
9. La ce or trebuie s te ntlnesc?
10. Auzi zumzetul albinelor.
11. Dac avei nevoie de mai mult hrtie / s vin
la Mine i Eu v voi da ceva.
12. Dac este prea frig / sau / dac plou ne vom
ntlni n interiorul.
13. Cnd vine vorba de hrtie / vom citi povestea
pe prima pagin.
14. La ora ase el / ea va suna clopotul i vom
merge acas.
15. Vom ncepe / i atunci cnd acestea pot veni
alaturi de noi.
16. El sa dus la magazin i / cumparat unele fructe
i o plcint cu ciree.
17. Am vzut-le joace / n seara zilei de miercuri
n sal.
18. Washington DC / este de capital din Statele
Unite.
19. Cel mai mare ora / n lume este New York
City.
20. Toate jocurile / s-au jucat / noapte trecut sub
lumini de inundaii.
11a. Foaie de lucru

WORDS PHRASES
1. vigor 1. bread and butter
2. river 2. above the clouds
3. business 3. my next-door neighbor
4. differ 4. a new silk ribbon
5. worst 5. pay the check
6. cement 6. church on Sunday
7. breakfast 7. climb the ladder
8. purple 8. tip of the iceberg
9. shrimp 9. light the candle
10. grilling 10. mail the letter

CUVINTE FRAZE
1. vigoare 1. pine cu unt
2. ru 2. deasupra norilor
3. de afaceri 3. meu vecinul
4. difer 4. o nou panglic de mtase
5. cel mai ru 5. plata cec
6. ciment 6. biserica duminica
7. micul dejun 7. urca pe scara
8. mov 8. vrful aisbergului
9. crevei 9. aprinde lumnarea
10. grill-ul 10. mail de scrisoare

SENTENCES
1. I would like a hamburger and French fries.
2. Did you stop at the stop sign on State
Street?
3. The waitress tripped and dropped the tray
of cold drinks.
4. Are the trains on the Milwaukee Railroad
always late?
5. I will meet you
at the theater
at seven
oclock.
6. Our neighbor
started a big argument
about politics.
7. The milk
is in the deep dish
on the
window sill.
8. Toms father went
to Harvard Medical
School.
9. The Canadian north woods
are beautiful
this time of year.
10. I would like to go
on a safari
in
Kenya.

PEDEPSELOR
1. A dori un hamburger si cartofi prajiti.
2. Te-ai oprit la semnul de stop de pe strada de
stat?
3. Chelneri mpiedicat i a sczut tava de buturi
reci.
4. Sunt trenuri pe calea ferat Milwaukee mereu n
ntrziere?
5. Eu voi ntlni la teatru, la ora apte.
6. Vecinul nostru a nceput un argument mare
despre politic.
7. De lapte este n Deep Dish pe pervazul ferestrei.
8. Tatal lui Tom a plecat la Harvard Medical
School.
9. Pdure canadieni nord sunt frumoase acest
moment al anului.
10. A dori s merg la un safari in Kenya.

12. REDUCING STRUGGLE

You struggle because you try to avoid and conceal
and deny your stuttering. This is a principal
source of your muscle tension. Monitor closely
and observe carefully five blocks each day. After
each, ask yourself, Why did I force so much?
What was I trying to cover up? It is much better
to ask yourself, Why force? than it is to tell
yourself to relax, for that only becomes a source of
more tension. Though it is folly to try to relax as a
means of avoiding stuttering, it is a perfectly good
idea to explore how relaxedly you can stutter,
provided you are open about it.
1. Each day see how relaxedly you can stutter on
15 words. Write down the words and rate as to
how well you succeeded. Use this scale:

12. REDUCEREA LUPTA

Te lupti pentru ca s ncerce s evite i ascunde i
nega Stuttering dumneavoastr. Aceasta este o
sursa principala de tensiune musculara
dumneavoastr. Monitorizeze ndeaproape i s
observe cu atenie cinci blocuri n fiecare zi. Dup
fiecare, ntrebai-v, "De ce am fora att de mult?
Ceea ce am ncercat a fost s acopere "Este mult
mai bine sa te intrebi," ce forta "dect este de a v
spune s se relaxeze, pentru c numai devine o
surs de tensiune mai mult?. Dei este o nebunie
s ncercai s v relaxai ca un mijloc de a evita
balbaiala, este o idee perfect pentru a explora
modul n care putei relaxedly blbi, cu condiia
s se deschis despre ea.
1. Fiecare zi a vedea cum relaxedly putei
nedesluit, pe 15 cuvinte. Scrie cuvintele i cu
privire la rata de cat de bine ai reusit. Utilizai
aceast scar:

Word

Tension low = 1 high = 5

very little vs. extreme

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Cuvntul de joasa tensiune = 1 mare = 5

foarte puin fa de extrem
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

12a. STUTTERING FORWARD

12a. Stuttering FORWARD

Your goal for this week is to learn to stutter

forward. In learning to stutter forward, it is
important to eliminate dead stops, to begin
feared words with movement and sound just as
you begin non-feared words. You should stutter so
that your listener can see and hear your blocks
clearly enough to be able to describe them. Do
not be concerned about how your stuttering
sounds or looks to the listener. Be open and let
yourself stutter. Your stuttering wont hurt you.
1. See how many blocks you can collect which
begin with a firm, open, forward moving sound,
and end without forcing, jerking, or struggling.
2. See how many stutterings you can collect which
begin without dead stop, hesitation, pause,
silence, starter, or other devices. Can you plunge
right into a feared word and let the chips fall
where they may?
3. Get 20 situations in which you stuttered forward
successfully at least once -- more if you can.
Remember, you may not be able to say a whole
paragraph perfectly. Allow yourself to stutter!
Going into a situation when you realize you may
stutter is a success now! It is a good start toward a
better future.

Scopul tau pentru aceast sptmn este de a

nva s blbi nainte. n procesul de nvare a
blbi nainte, este important s se elimine "staii
de moarte", pentru a ncepe cuvintele s-au temut
cu micare i sunet la fel cum ncepe non-cuvinte
de temut. Trebuie s blbi, astfel nct
asculttorul poate vedea i auzi blocuri de dvs.
destul de clar pentru a fi n msur s le descrie.
Nu fi preocupat de modul n care v sun sau
sacadarea pare s asculttor. S fie deschise i s
te blbi. Stuttering dvs. nu v va rni.
1. A se vedea ct de multe blocuri putei colecta,
care ncepe cu o firma, sunet deschis, nainte
micare, i sfritul, fr a fora, spasme, sau
lupta.
2. A se vedea ct de multe stutterings avei
posibilitatea de a colecta, care ncepe, fr "punct
mort", ezitare, pauz, tcere, de pornire, sau alte
dispozitive. Poate te apuca de treab chiar ntr-un
cuvnt temut i s cad de chips-uri n cazul n
care acestea pot?
3. Ia 20 de situaii n care se blbi nainte cu
succes cel puin o dat - dac mai poi. Amintiiv, nu poate fi n msur s spun un paragraf
ntreg perfect. Permiteti-va sa blbi! Mergnd
ntr-o situaie cnd v dai seama c ar putea
stutter este un succes acum! Este un nceput bun
spre un viitor mai bun.

13. VOLUNTARY STUTTERING

13. VOLUNTAR Stuttering

One of the most abused and misunderstood means

of altering stuttering habits and changing attitudes
about stuttering and self is the method called
voluntary stuttering. It is not, first of all, a
technique designed to eliminate stuttering; it will
not reduce the frequency of stuttering. Quite to
the contrary it should increase frequency, but with
a change in form. It cannot immediately replace
ones old stuttering pattern. It cannot be thought
of as a way to avoid blocks. It is not a quick cure.
Those who have tried it incorrectly will attest to
that.
Having said so many of the negatives we can now
deal with what is positive -- with what it is and
how it can be a tremendous tool for change.
Negative practice was developed by psychologist
Knight Dunlap as a means of eliminating bad
habits, by practicing them consciously. From his
work developed our negative practice -- to
practice stuttering voluntarily to eliminate the bad
habits. A variation has been introduced through
research which found prolongation the most
effective form of voluntary stuttering, now
nicknamed a slide. It is to be used on the first
sound of the first syllable of a word:
mmmmmoney. It is to be said smoothly and
without a break between the prolongation and the
rest of the word. It should be -- must be -- used on
non-feared words, on words which could be said
fluently.
Why should the stutterer stutter when he could be
fluent? Because that is the only time he can freely
practice how to stutter without struggle. When he
fears a word he is already too late to practice and
he is just gambling as usual on whether or not he
will get by. Sometimes he will get away with
doing so, for a time, because the novelty provides
distraction, but that soon wears thin and will no
longer work. Voluntary stuttering will only help
when properly applied first to easy, non-feared,
non-involuntarily stuttered words. Later it will be
a way to stutter on the feared words, but only if
accompanied by the work on easy words as well.

Unul dintre mijloacele cele mai abuzat i de

neneles de a modifica obiceiurile sacadarea i
schimbarea atitudinilor despre balbism i auto este
metoda numita balbaiala voluntar. Aceasta nu
este, n primul rnd, o tehnica conceput pentru a
elimina Stuttering, ea nu va reduce frecvena de
balbism. Dimpotriv acesta ar trebui s creasc
frecvena, dar cu o schimbare n form. Ea nu
poate nlocui imediat un model vechi de balbaiala.
Ea nu poate fi gndit ca o modalitate de a evita
blocuri. Acesta nu este un remediu rapid. Cei care
l-au ncercat n mod incorect vor atesta acest
lucru.
Dup ce a spus atat de multe din cele negative,
putem face acum cu ceea ce este pozitiv - cu ceea
ce este i cum poate fi un instrument extraordinar
pentru schimbare.
Practica negativ a fost dezvoltat de ctre psiholog
Knight Dunlap ca un mijloc de a elimina
obiceiurile proaste, prin practicarea lor constient.
La locul de munc sa dezvoltat practica noastr
negativ - de a exercita o balbaiala n mod voluntar
pentru a elimina obiceiurile rele. O variaie a fost
introdus prin cercetare care a constatat prelungirea
cea mai eficient form de Stuttering voluntare,
poreclit acum "slide". Este pentru a fi utilizate pe
primul sunet din prima silab a unui cuvnt:
mmmmmoney. Este de spus fr probleme i fr
o pauz ntre prelungirea i restul cuvntului. Ar
trebui s fie - trebuie s fie - utilizate pe non-temut
cuvinte, cuvinte pe care ar putea fi spus fluent.
De ce ar trebui s se blbie blbit cnd el ar
putea fi fluent? Pentru c este singura dat cnd el
poate practica n mod liber cum s blbi fr
lupt. Cnd el se teme de un cuvnt el este deja
prea trziu pentru a practica i el este la fel de
jocuri de noroc ca de obicei, dac sau nu va primi
de. Uneori, el va primi departe cu acest lucru,
pentru un timp, pentru c noutatea prevede
distragere a atentiei, dar c n curnd poart
subire i nu va mai funciona. Stuttering voluntar
va ajuta doar atunci cnd n mod corespunztor
aplicat pentru prima dat la cuvintele uor, nontemut, non-involuntar blbit. Mai trziu, aceasta
va fi o modalitate de a nedesluit, pe cuvintele sau temut, dar numai dac sunt nsoite de munca
pe cuvinte de uor ca i.

Dr. Joseph Sheehan provided a list of eight criteria

for good voluntary stuttering:
1. Voluntary stuttering should be done with good
eye contact.
2. Voluntary stuttering should be used on words
that you do not fear.
3. To stutter voluntarily, you prolong the first
sound of the word (not the vowels in the middle).
4. Voluntary stuttering uses a shift or movement,
not a position.
5. Good voluntary stuttering is unhurried.
6. Voluntary stuttering is varied in length from
word to word.
7. When you are using voluntary stuttering in a
situation, do not speak fluently immediately
afterwards.
8. Voluntary stuttering is done with a smooth
release.
With these rules for good voluntary stuttering in
mind the rationale for its use can be understood.
1. It helps the stutterer admit his stuttering openly.
It helps him overcome the urge to hide or avoid it.
2. It provides an easy form of stuttering, without
struggle. It is stuttering with less social stigma
and punishment.
3. It helps the stutterer learn to tolerate bobbles
or glitches like those experienced by normal
speakers.
4. It helps him keep his speech moving forward
even though he is stuttering.
5. It helps him overcome the habitual use of
crutches, silent blocks, etc. Voluntary stuttering
and crutches are incompatible.
6. It helps to overcome the fear of stuttering -- the
fear that the stutterer has that he may never get
the word out.
7. It helps to overcome the hatred of stuttering.
8. It helps to overcome the handicap of stuttering.
9. When it becomes habitual and easy it can be
used with normal inflection, rate and melody.
10. It can be used less and less as the stutterer
overcomes his old habits by weakening them
through disuse and strengthening the new habits.
This in turn leads to the way to simply speak, the
way normal speakers do, without planning each
and every word voluntarily. It thus leads to speech
which can be within the range of normal fluency.

Dr. Joseph Sheehan furnizat o list de opt criterii

pentru stuttering voluntar bun:
1. Stuttering voluntar ar trebui s fie fcut cu un
bun contact vizual.
2. Stuttering voluntar ar trebui s fie utilizate de
cuvinte care nu se tem.
3. Pentru a blbi n mod voluntar, va prelungi
primul sunet al cuvntului (nu vocalele din
mijloc).
4. Stuttering voluntar foloseste o schimbare de
micare sau nu, o poziie.
5. Stuttering bun voluntar este fr grab.
6. Stuttering voluntar este variat, n lungime de la
cuvnt la cuvnt.
7. Atunci cnd sunt utilizai Stuttering voluntar
ntr-o situaie, nu vorbesc fluent imediat dup
aceea.
8. Stuttering voluntar se face cu o versiune buna.
Cu aceste reguli pentru stuttering voluntar bun
n vedere raiunea pentru utilizarea ei poate fi
neleas.
1. El ajut blbit recunosc balbaiala lui deschis.
Ea l ajut s depeasc nevoia de a ascunde sau
de a evita aceasta.
2. Acesta ofer o form uoar de balbism, fr
lupt. Acesta este balbaiala cu stigmatul social i
mai puin pedeapsa.
3. El ajut blbit s nvee s tolereze
"excrescene" sau "pene", cum ar fi cele cu
experien de vorbitori normale.
4. Ea l ajut s in discursul su n micare
nainte, chiar dac el este stuttering.
5. Ea l ajut s depeasc utilizarea obinuit a
carje, blocuri tacute, etc Stuttering de Voluntariat
i crje sunt incompatibile.
6. El ajut la depirea teama de balbaiala - ". A
lua cuvntul", teama c blbit are ca nu poate
7. El ajut la depirea ura de balbism.
8. El ajut la depirea handicapul de balbism.
9. Atunci cnd devine obinuin i de uor poate
fi utilizat cu normale de inflexiune, i rata de
melodie.
10. Acesta poate fi folosit mai puin i mai puin
ca blbit nvinge obiceiurile sale vechi, prin
slbirea ei, prin desuetudine i consolidarea
obiceiuri noi. Aceasta, la rndul su, duce la
modul de a vorbi pur i simplu, CAI normale face,
fr o planificare cuvnt fiecare voluntar. Astfel,
duce la discurs, care poate fi n intervalul de
fluenta normale.

A few other guides should be added:

Voluntary stuttering must not be accompanied by
any habitual head or body movement, which
would be counterproductive. While it is usually
used on the first syllable of words beginning with
the first, it may later on be applied at any point
where stuttering may occur normally. Moreover,
it is generally used on consonant sounds; rarely on
initial vowels and never with prolongation of
vowels in the middle of a word.
While it is easy to prolong most consonants, some
difficulty may be experienced on plosive sounds
(p. b, t, d, k, and g). These can be prolonged with
a loose contact.
It must be remembered that at first voluntary
stuttering will sound awkward and labored; it will
feel strange and wrong. One should practice alone
or with a close associate until able to use it
without difficulty. It is best practiced in reading
aloud after underlining the initial part of nonfeared words. In practice of this kind many words
can be stuttered. But when one starts to put it to
use it should be tried in non-stressful situations
first, with only a word or two per sentence and
maybe even in only one sentence in early trials.
Later it must be used in longer and longer speech
attempts until one can easily stutter to anyone at
any time despite pressure of either time or
authority.
It should not be used prior to working on open
stuttering, on tackling feared situations and
speaking even though one stutters. Stuttering
must be confronted and studied, and an analysis of
the tricks and crutches one uses must precede the
use of voluntary stuttering. (Except with very
young children).
Often, in the beginning, voluntary stuttering
becomes involuntary because of the tremendous
fear and hatred of stuttering, and because
voluntarily produced stuttering is so counter to all
that one had done all his life. Voluntary stuttering
is not faking; it reveals ones secret -- stuttering.
With practice and continued application voluntary
stuttering can soon be learned and will no longer
trigger involuntary stuttering.
One last word of caution: voluntary stuttering is
not a cure-all, a panacea for stuttering. It is only
one way to help and it is not to be used to bring
immediate fluency. The ultimate goal is
overcoming the handicap of stuttering. This can,
in turn, lead to more normal speech as a by-

Un ghiduri i alte cteva ar trebui s fie adugat:

Stuttering voluntar nu trebuie s fie nsoit de
orice cap obinuit sau de miscare a corpului, care
ar fi contraproductiv. n timp ce acesta este
utilizat de obicei pe prima silab din cuvintele care
ncep cu prima, se poate mai trziu s fie aplicate
n orice moment n cazul n care balbism pot
aprea n mod normal. Mai mult dect att, aceasta
este n general folosit pe sunete consonantice,
rareori pe vocale iniiale i nu cu prelungire a
vocalelor, n mijlocul unui cuvnt.
Dei este uor s se prelungeasc mai multe
consoane, unele dificultate poate fi experimentat
pe sunete ocluziv (pag. b, T, D, K, i g). Acestea
pot fi prelungit cu o persoan de contact liber.
Trebuie amintit c, la Stuttering voluntar primul
va suna ciudat i a lucrat, se va simti ciudat i
greit. Unul ar trebui s practice singur sau cu un
asociat apropiat pn la posibilitatea de a folosi
fr dificultate. Acesta este cel mai bine practicat
n citirea cu voce tare, dup subliniind partea
iniial a non-cuvinte de temut. n practic, acest
fel de multe cuvinte pot fi blbit. Dar cnd ncepe
s o pun s-l utilizai ar trebui s fie judecat n
non-stres situaii n primul rnd, cu doar un cuvnt
sau dou pe tez i poate chiar ntr-o singur
propoziie n studiile timpurii. Mai trziu, acesta
trebuie s fie utilizate n ncercri de vorbire mai
lungi i mai mult pn cnd o pot blbi uor
pentru oricine, n orice moment, n ciuda presiunii,
fie de timp sau de autoritate.
Acesta nu ar trebui s fie folosite nainte de a lucra
pe "balbaiala deschise", de combatere a situaiilor
de temut i vorbind chiar dac unul se poticneste.
Stuttering trebuie s se confrunte i a studiat,
precum i o analiz a trucuri i crje se folosete
trebuie s precead utilizarea de Stuttering
voluntare. (Cu excepia copiilor foarte mici).
Adesea, la nceput, Stuttering voluntar devine
involuntar, din cauza fricii imens i ura de
balbism, i pentru c n mod voluntar produs
stuttering este att de contra a tot ce o fcuse toat
viaa. Stuttering voluntar nu se preface, ea
dezvluie secretul cuiva - balbaiala. Cu practica i
Stuttering aplicarea continu voluntar poate fi
nvat n curnd i nu vor mai Stuttering de
declanare involuntar.
Unul ultimul cuvnt de precauie: Stuttering
voluntar nu este un panaceu, un panaceu pentru
stuttering. Acesta este doar o modalitate de a ajuta
i nu este pentru a fi utilizate pentru a aduce
fluenta imediate. Scopul final este depirea

product; but reducing the handicap is of far greater

importance.

handicapul de balbism. Acest lucru poate, la

rndul su, duce la o vorbire mai normal ca un
produs, dar reducerea de handicap este de o
importan mult mai mare.

4 Easy Stuttering
13a. STUTTERING SMOOTHLY AND OPENLY

4 Easy Stuttering
13a. Murmura lin i deschis

Your previous assignments have been directed

toward having you become more familiar with
what you do when you stutter and helping you to
stutter with less avoidance. In doing this, you
have concentrated on maintaining eye contact,
monitoring, eliminating your tricks and crutches,
and stuttering openly instead of giving in to your
fear and backing off from your speech attempts.
Many of you have also already heard about
voluntary stuttering -- sliding and smooth
release or pullout. They are specific ways in
which you can stutter more comfortably and
openly.
This week see if you can get the experience of
stuttering voluntarily and easily, without your old
struggle, fear, and hate.
Sliding is the voluntary prolongation of the initial
sound of the word. Here are several rules for
voluntary stuttering:
a. Used on non-feared words.
b. Used with good eye contact.
c. Done in an unhurried, unforced way.
d. Varied length of prolongation (when sliding).
e. Slide on transitional movement, not just first
sound.
f. Not followed by fluency in the situation in
which used.
1. Practice sliding before a mirror on 50 nonfeared words. Continue until each of the slides
meets the above standards and seems smooth and
comfortable to you.
2. With the first three people you talk to each day,
use at least two easy and open slides, on nonfeared words.
3. Write out in advance 20 sentences that you use
daily in your speech. Underline one or two nonfeared words in each sentence. After you have
practiced saying the sentence and sliding on the
underlined words, use the sentence in a situation,
continuing to stutter voluntarily on the underlined
words.

Misiunile voastre anterioare au fost direcionate

spre avnd vei deveni mult mai familiarizat cu
ceea ce faci atunci cnd se blbie i ajutndu-v
s se blbie, cu mai puin de evitare. n acest
sens, v-ai concentrat pe mentinerea contactului
vizual, de monitorizare, eliminarea trucuri
dumneavoastr i de crje, i balbism deschis n
loc de a da, n ce s se team de sprijin i de off de
la tentative de discursul dumneavoastr. Muli
dintre voi au auzit deja despre "balbaiala
voluntar" - comunicat de alunecare i neted sau
retragerea. Acestea sunt modaliti specifice, n
care putei blbi mai confortabil i deschis.
n aceast sptmn a vedea dac putei obine o
experien de balbism voluntar i uor, fr a lupta
dvs. vechi, frica, i ur.
Alunecare este prelungirea voluntar a sunetului
iniial al cuvntului. Aici sunt mai multe reguli
pentru stuttering de voluntariat:
o. Folosit pe non-cuvinte de temut.
B. Utilizat cu un bun contact vizual.
C. Adoptat ntr-un mod nestingherit, unforced.
D. Lungime variat de prelungire (atunci cnd
alunecare).
e. Alunece pe micarea de tranziie, nu doar primul
sunet.
f. Nu este urmat de fluen n situaia n care a
folosit.
1. Practica "alunecare", nainte de o oglinda pe 50
de non-cuvinte de temut. Continuai pn cnd
fiecare dintre diapozitive ndeplinete standardele
de mai sus i se pare neted i confortabil pentru
tine.
2. Cu primele trei persoane pe care le vorbesc n
fiecare zi, utilizarea a cel puin dou diapozitive i
uor de deschis, non-cuvinte de temut.
3. Scrie n avans de 20 Exemple pe care le
folosesc zilnic n discursul dumneavoastr.
Sublinierea una sau dou non-temut cuvintele din
fiecare propoziie. Dup ce ai practicat spune tez
i de alunecare pe cuvintele subliniate, utilizai
sentina ntr-o situaie, continu s se blbie n
mod voluntar pe cuvintele subliniate.

4. In all other speech situations this week, ask

yourself the two following questions:
a. How openly do you now accept your role as a
stutterer?
Make a check mark on the following scale:
Only my family My friends My associates All
my listeners
knows
know
know
know
Try to be open with your stuttering in situations in
which you have previously tried to hide it during
the week.

4. n toate situaiile de vorbire celelalte n aceast

sptmn, ntrebai-v cele dou urmtoarele
ntrebri:
o. Cum ai deschis acum accepta rolul
dumneavoastr ca un blbit?
Face un semn de selectare pe urmtoarea scal:
Doar familia mea Prietenii mei asociati mele
Toate ascultatorilor mei
stie tiu tiu tiu
ncercai s fie deschis cu balbaiala n situaiile n
care ai ncercat anterior s-l ascund n timpul
sptmnii.

Avoidance-Reduction Therapy 4
STUTTERING SMOOTHLY AND OPENLY
(Contd)

Evitarea-Reducerea Terapie 4
Murmura lin i n mod deschis (Continuare)

b. Degree of Overtness Scale

B. Gradul de Scala Overtness

Hidden block 25% overt 50% overt 75% overt

100% overt

Bloc de ascuns 25% evidente, 50% evidente,

75% deschis 100% deschis

Rate 15 blocks as to how much of the iceberg

shows above the surface. How much of the block
is visible and evident to your listener?
13b. GOOD VOLUNTARY STUTTERING

Rata de 15 blocuri cu privire la ct de mult a

"icebergului" de mai sus arat suprafeei. Ct de
mult din bloc este vizibil i evident pentru
asculttor dvs.?
13b. BUN VOLUNTAR Stuttering

The principle of negative practice stated that you

can eliminate bad habits by practicing them
consciously. Research has shown that the most
effective form of voluntary stuttering is a smooth
syllable prolongation or slide on non-feared
words. You should slide or stutter voluntarily,
principally on non-feared words. Later, you may
also find it useful to slide as an alternative method
of stuttering on feared words. However, initially
you should confine your voluntary stuttering to
non-feared words.
Criteria For Good Voluntary Stuttering
1. Voluntary stuttering should be done with good
eye contact.
2. Voluntary stuttering should be used on words
that you do not fear or that you think you will not
stutter on.
3. To stutter voluntarily, you prolong the first
sound of the word (not the vowels in the middle).
4. Voluntary stuttering uses a shift or movement,
not a position.
5. Good voluntary stuttering is unhurried.
6. Voluntary stuttering is varied in length from
word to word.

Principiul de practica negativ a declarat c putei

elimina obiceiurile proaste prin practicarea lor
constient. Cercetrile au artat c cea mai eficient
form de Stuttering voluntar este o prelungire
buna silab sau de diapozitive pe care nu-temut
cuvinte. Trebuie s alunece sau s se blbie n
mod voluntar, n principal pe non-cuvinte de
temut. Mai trziu, putei gsi, de asemenea, este
util s alunece ca o metod alternativ de balbaiala
pe cuvinte temut. Cu toate acestea, iniial trebuie
s se limiteze Stuttering dvs. de voluntariat pentru
a nu-temut cuvinte.
Criterii pentru stuttering voluntar bun
1. Stuttering voluntar ar trebui s fie fcut cu un
bun contact vizual.
2. Stuttering voluntar ar trebui s fie utilizate de
cuvinte care nu se tem sau care credei c nu se va
aga pe.
3. Pentru a blbi n mod voluntar, va prelungi
primul sunet al cuvntului (nu vocalele din
mijloc).
4. Stuttering voluntar foloseste o schimbare de
micare sau nu, o poziie.

7. Voluntary stuttering is done with a smooth

release.
8. When you are using voluntary stuttering in a
situation, do not speak fluently immediately
afterwards.
Assignment:
1. Underline non-feared words in a newspaper
article and practice stuttering voluntarily out loud
in front of a mirror following the criteria above.
You should do this five minutes each day.
2. Pre-write two sentences each day, underlining
the words in the sentence on which you will
voluntarily stutter; then use these sentences in
practice with some person you can ask to listen to
you.

5. Stuttering bun voluntar este fr grab.

6. Stuttering voluntar este variat, n lungime de la
cuvnt la cuvnt.
7. Stuttering voluntar se face cu o versiune buna.
8. Atunci cnd sunt utilizai Stuttering voluntar
ntr-o situaie, nu vorbesc fluent imediat dup
aceea.
Repartizarea:
1. Subliniat non-cuvinte de temut ntr-un articol de
ziar i practic stuttering voluntar cu voce tare n
faa unei oglinzi pe baza criteriilor de mai sus. Tu
ar trebui s fac acest lucru de cinci minute in
fiecare zi.
2. Pre-a scrie dou propoziii n fiecare zi,
subliniind cuvintele n propoziie pe care va blbi
n mod voluntar; apoi folosii aceste fraze n
practic cu o persoan v poate cere sa te asculte.

13c. HELPFUL HINTS FOR VOLUNTARY

STUTTERING

13c. Sfaturi utile pentru stuttering VOLUNTAR

Voluntary stuttering should be done on the first

sound of a word. We feel that consonant sounds
are the first ones on which to learn to prolong. So
you need to know (or learn?) consonants and
vowels, their role and their differences.
Some general rules hold:
1. In English every word has a vowel in the center.
2. Dont start by prolonging beginning vowels. At
first, just stutter as you must on them for a time.
3. Learn to prolong consonants:
Consonants easily prolonged:
l -- lllllemon
m -- mmmmoney
n -- nnnnno
r -- rrrred
Some consonants are unvoiced like /s/ as in ssssew
(feel the throat area there should be no vibration).
Some consonants are voiced like /z/ as in zzzzo
(feel the vibration at your throat).
wh (=hw) -- whwhwhen, whwhwhat etc.
w -- wwwwwwwwwe, oooooone (wwwon)
f -- ffffffffive
v -- vvvvvvvview
th -- thththththat, ththththey, ththththere
th -- ththththink, ththththumb, ththththank you
s -- ssssssssay, sssssssing, ssssssssee
z -- zzzzzzzzzoo, zzzzzzzipper, zzzzzzero

Stuttering voluntar ar trebui s se fac pe primul

sunet al unui cuvnt. Suntem de prere c sunetele
consonantice sunt primii pe care s nvee s
prelungeasc. Deci, trebuie s tii (sau nva?)
Consoane i vocale, rolul lor i diferenele lor.
Unele reguli generale deine:
1. n limba englez fiecare cuvnt are o vocal n
centru.
2. Nu ncepei prin prelungirea vocale inceput. La
nceput, la fel cum trebuie s v blbi pe ele
pentru un timp.
3. Aflai pentru a prelungi consoane:
Consoane uor de prelungit:
L - lllllemon
m - mmmmoney
N - nnnnno
R - rrrred
Unele consoane sunt surd cum ar fi / e / la fel ca n
ssssew (simt zona gatului nu ar trebui s fie nici o
vibraie).
Unele consoane sunt exprimate ca / z / ca n zzzzo
(simti vibratia la gt).
WH (= hw) - whwhwhen, whwhwhat etc
w - wwwwwwwwwe, oooooone (wwwon)
f - ffffffffive
v - vvvvvvvview
lea - thththththat, ththththey, ththththere
lea - ththththink, ththththumb, v ththththank

sh -- shshshshoe, shshshshop, shshshshure,

shshshshugar
zh -- never first in a word - only found in the
middle of a word as in measure etc.
ch -- (like /tsh/) chchchcheck, chchchchild,
chchchair
j -- (like /dzh/) jjjjudge, jjjjjjury, jjjjjump,
gggggym

HELPFUL HINTS FOR

VOLUNTARYSTUTTERING (Contd)
Six sounds are plosives -- they give problems of
release -- so voluntary stuttering helps an easy
release without a big explosion.
t -- tttttea, ttttalk, ttttwo
d -- dddddo, dddddoor, ddddemand
k -- kkkkkey, kkkkite, cccccomb, ccccccar
g -- (hard g sounds like a gargle) gggggggo,
ggggggame, ggggggive
p -- pppppppoor, pppppay, ppppear, ppppocket
(feel the air escaping)
b -- bbbbbbay, bbbbbig, bbbbean, bbbbetter
Some letters have no sounds of their own:
x = eks or egz as in expert or exist
q = k always followed by w or /kw/ as in quiet,
queen, quest
Two letters are different
h -- (/h/ is only air) - prolong it and the vowel
which follows hhhello, hhhat
y -- as a beginning sound = eeu (you) yes, yellow

S - ssssssssay, sssssssing, ssssssssee

Z - zzzzzzzzzoo, zzzzzzzipper, zzzzzzero
SH - shshshshoe, shshshshop, shshshshure,
shshshshugar
zh - niciodat prima ntr-un cuvnt - numai gsit n
mijlocul unui cuvnt ca n msur, etc
CH - (cum ar fi / TSH /) chchchcheck,
chchchchild, chchchair
j - (cum ar fi / dzh /) jjjjudge, jjjjjjury, jjjjjump,
gggggym

Sfaturi utile PENTRU

VOLUNTARYSTUTTERING (Continuare)
ase sunete sunt "plosives" - dau probleme de
pres - astfel Stuttering voluntar ajut o versiune
uor, fr o explozie mare.
T - tttttea, ttttalk, ttttwo
d - dddddo, dddddoor, ddddemand
K - kkkkkey, kkkkite, cccccomb, ccccccar
g - ("g" sun ca o gargara) gggggggo, ggggggame,
ggggggive
p - pppppppoor, pppppay, ppppear, ppppocket
(simti aerul evadarea)
b - bbbbbbay, bbbbbig, bbbbean, bbbbetter
Unele scrisori nu au sunete ale lor:
x = EKS sau egz ca n expert sau exist
q = K ntotdeauna urmat de "W" sau / kW / ar fi
n linite, regina, cutare
Dou scrisori sunt diferite
h - (/ h / este numai aer) - i-l prelungeasc vocala
care urmeaz hhhello, hhhat
Y - ca un sunet de nceput = EEU (te) da, galben

Vowels are represented by: A E I O U

They provide the vocalization in speech.
Consonants shape their sounds and bite them
off.

Vocalele sunt reprezentate de: A, E O I U

Acestea ofer vocalizare n discursul. Consoanele
modela sunetele lor i "le muca" off.

NOTE: Practice early voluntary stuttering on

consonants. Vowels can be handled later on.

NOT: Stuttering practic voluntar timpurie pe

consoane. Vocale pot fi tratate mai trziu.

13d. PROLONGING INITIAL SOUNDS VOLUNTARY STUTTERING

13d. Prelungesc SUNETE iniiale - sacadarea

VOLUNTAR

One of the ways of stuttering voluntarily is to

prolong the initial sound of a word. Here are
some criteria for doing this well:
1. Prolong initial sounds on words that you do not
fear.
2. Maintain good eye contact while you stutter
openly in this new way.
3. Dont rush. You may have a tendency to shorten
these initial sounds and hurry through to get the
word out. Take your time. Make the prolongation
long enough to be clearly apparent to the listener.
4. Vary the length of the extended initial sound
from word to word.
5. Make a smooth transition from the prolonged
initial sound to the main body of the word.
Release the word smoothly.
6. After you have been stuttering voluntarily in
this way in some situation, dont speak fluently
before leaving. This is like saying, I really dont
have to speak like that, and is contrary to the
purpose of stuttering openly.

Una dintre modalitile de balbism voluntar este

de a prelungi sunetul iniial al unui cuvnt. Iat
cteva criterii pentru a face acest lucru bine:
1. Prelungirea duratei de sunete iniiale de cuvinte
care nu se tem.
2. Meninei un bun contact vizual in timp ce se
blbie n mod deschis, n acest mod nou.
3. Nu te grabi. Putei avea o tendinta de a scurta
aceste sunete iniiale i grbete prin a lua
cuvntul. Nu v grbii. Asigurai-prelungirea
suficient de lung pentru a fi n mod clar aparent de
asculttor.
4. Variaz n funcie de lungimea sunetului iniial
extins de la cuvnt la cuvnt.
5. A face o tranziie lin de la sunetul iniial
prelungit la corpul principal al cuvntului.
Eliberai cuvntul fr probleme.
6. Dup ce au fost stuttering voluntar n acest fel,
n unele situaii, nu vorbesc fluent nainte de a
pleca. Aceasta este ca i cum spune, "Eu chiar nu
am s vorbesc aa," i este contrar scopului de
balbism deschis.

Write down ten sentences and underline the words

on which you will prolong the initial sound. Use
each of these sentences in at least two situations.
Check yourself. How well are you following the
criteria given above?

Scrie zece Exemple i subliniaz cuvintele pe care

le va prelungi sunetul iniial. Utilizarea fiecare din
aceste fraze n cel puin dou situaii.
Verificai-v. Ct de bine te pe baza criteriilor de
mai sus?

13e. MORE VOLUNTARY STUTTERING

13e. MAI MULTE VOLUNTAR Stuttering
For the past several weeks you have all been
working on stuttering forward, eliminating
hesitations, stuttering without tricks, crutches and
avoidances, and making a forward, direct speech
attempt on your feared words. This week we want
to give you an opportunity to continue to stutter
forward, only this time, in a more smooth, less
jerky manner. This is done by prolonging the
initial sound of the word youre going to stutter
on, then making a forward moving, smooth
change to the rest of the word. It would go
something like this:
Suppose the word youre going to stutter on is
Lincoln. You attack the word as before without
hesitation, or use of crutches, and begin stuttering
immediately on it by prolonging the first sound
l. Once youve gotten underway, ride your way
through the fear with this smoother stuttering

Pentru ultimele cteva sptmni voi toi ai fost

de lucru pe stuttering nainte, eliminarea ezitri,
murmura fr trucuri, crje i avoidances, i de a
face o ncercare nainte, vorbirea direct la
cuvintele tale temut. n aceast sptmn am dori
s v dau o oportunitate de a continua s blbi
nainte, doar de data aceasta, ntr-o mult mai buna,
mai putin mod sacadat. Acest lucru se face prin
prelungirea sunetul iniial al cuvntului ai de gnd
s nedesluit, pe, apoi face o micare nainte,
schimbarea buna pentru restul cuvntului. Ar
merge ceva de genul:
S presupunem c cuvntul ai de gnd s
nedesluit, pe te ataca este cuvntul ca i mai
nainte, fr ezitare, sau utilizarea de crje, i s
nceap imediat stuttering pe ea prin prelungirea
primul sunet "L", "Lincoln.". Odat ce ai ajuns n
curs de desfurare, plimbare drum prin frica cu

pattern, moving easily in a forward direction

through the rest of the word.
1. See how may times, this evening in the clinic,
you can demonstrate your new way of handling
your old blocks.
2. Pick five situations, outside the clinic,
collecting at least five new blocks in each.
3. Practice at home before a mirror while
stuttering in this way, and write down what
happens to lips, face, or other areas, and whether
you are forcing or letting the block flow forward
in an easy way.
4. Thought question: What happens to your fear
when you are stuttering in this way?
13f. SATISFYING THE FEAR OF
STUTTERING
One means of satisfying the fear of stuttering is to
stutter voluntarily -- that is, stuttering on nonfeared words in all kinds of situations. Stuttering
voluntarily is an operational way of being open.
This has the effect of helping you reduce the
pressure that you feel when you try to avoid
stuttering, and enabling you to handle your speech
more effectively in a speaking situation.
1. Stutter voluntarily to someone at home 3 times
each day. Write down the words. Choose easy
sounds to begin with, such as r, n, s, l etc.
2. In 3 other situations each day, stutter voluntarily
at least twice. Dont be alarmed if you experience
some fear, tighten up, and begin to stutter in your
old way. This is a common experience when
beginning voluntary stuttering. Just keep on
stuttering voluntarily until you can finish the word
comfortably without jerking.

acest model Stuttering lin, se deplaseaz cu

uurin ntr-o direcie nainte, prin restul de
cuvnt.
1. Vezi cum poate ori, n aceast sear n clinica,
v putei demonstra cale nou de manipulare
blocuri vechi.
2. Alege cinci situaii, n afara clinica, de colectare
de cel puin cinci "noi" blocuri n fiecare.
3. Practica la domiciliu nainte de o oglind n
timp ce murmura, n acest fel, i scrie ceea ce se
ntmpl cu buzele, faa, sau alte zone, i dac sunt
forarea sau nchirierea fluxul de bloc nainte ntrun mod simplu.
4. ntrebare gndit: Ce se ntmpl s se team
atunci cnd se murmura n acest fel?
13F. Satisfacerea FRICA DE stuttering
Un mijloc de a satisface frica de balbaiala este de
a blbi voluntar - care este, murmura pe noncuvinte de temut n toate tipurile de situaii.
Stuttering voluntar este o modalitate de a fi
operaional deschise. Acest lucru are efect de a te
ajuta la reducerea presiunii pe care o simi atunci
cnd ncercai s evitai stuttering, i perminduv s se ocupe de discursul dumneavoastr mai
eficient ntr-o situaie vorbitoare de limba.
1. Blbi voluntar la cineva de la domiciliu de 3
ori n fiecare zi. Scrie cuvintele. Alege Suna
simplu pentru a ncepe cu, cum ar fi "R, N, S, L",
etc
2. 3 n alte situaii n fiecare zi, se blbie n mod
voluntar cel puin dou ori. Nu v alarmai dac
avei unele frica, strnge n sus, i ncepe s se
blbie n mod vechi. Aceasta este o experien
comun atunci cnd ncep Stuttering voluntar.
Doar ine pe stuttering n mod voluntar, pn cnd
putei termina cuvntul confortabil, fr convulsii.

13g. UNDERSTANDING SOUNDS IN THE

AMERICAN LANGUAGE

13G. SUNETE nelegere n limba american

There are approximately 26 sounds in the

American language. Twenty-one are consonants
and five are vowels. Each sound is made by using
either the lips, tongue, or teeth, sometimes a
combination.
The vowel sounds /a,e,i,o,u/ are made with the
voice and the mouth open. Consonant sounds are
made with the mouth closed. Consonant sounds
can be made with the voice on or off. One
way you can tell if the voice is on or off is to
put your hand on your throat and see if you feel
the vibration. Try this: say ah and prolong the

Exist aproximativ 26 de sunete n limba

american. Douzeci i unu sunt consoanele i
vocalele cinci sunt. Fiecare sunet se face fie prin
folosirea buzelor, limbii, sau dini, uneori o
combinaie.
Vocal sun / A, E, I, O, U / sunt realizate cu voce
i gura deschis. Sunete consonantice sunt
realizate cu gura nchis. Sunete consonantice se
poate face cu vocea "pe" sau "off". Un fel, putei
spune dac vocea este "pe" sau "OFF", este de a
pune mna pe gt i a vedea dac v simii
vibraii. ncercai aceasta: spune "ah" i prelungi

sound. You should feel the vibration. Now say

ha ha ha as if you were panting like a dog.
There should be no vibration on the h -- only on
the vowel.

de sunet. Tu ar trebui s simt vibraiile. Acum,

spune "ha ha ha", ca i cum ai fost gfind ca un
cine. Nu ar trebui s fie nici o vibraie pe h - doar
vocala.

Consonant sounds have similar features. A sound

can be made in the same place, but differ in
manner. Lets take the pair of sounds /p/ and /b/.
These sounds are made in the same place, i.e.,
with the two lips coming together, however, one
sound is voiceless /p/ and the other is voiced /b/.
Listed below are pairs of sounds that are made in
the same place but differ from each other as to
whether the voice is on or off. Say each
sound with your hand on your throat. Feel for the
vibration on the voiced sounds and then feel for
the lack of vibration on the voiceless sounds.
Notice how each sound is made (for example with
p/b the two lips come together; t/d the tongue tip is
against the ridge behind the upper teeth; k/g the
back of the tongue is high in the mouth; etc.), and
whether the voice is on or off.

Sunete consonantice au caracteristici similare. Un

sunet pot fi fcute n acelai loc, dar difer n mod.
S ia o pereche de sunete / p / i / b /. Aceste
sunete sunt fcute n acelai loc, de exemplu, cu
cele dou buze vin mpreun, cu toate acestea, un
sunet este fr glas / p / i cellalt este exprimat / b
/. Enumerate mai jos sunt perechi de sunete care
sunt realizate n acelai loc, dar difer de la fiecare
alte dac vocea este "pe" sau "OFF". Spune fiecare
sunet, cu mna pe gt. Simii-v pentru a
vibraiilor pe sunetele a exprimat i apoi simt
pentru lipsa de vibraii pe sunetele mut. Observai
cum fiecare sunet se face (de exemplu, cu P / B
cele dou buze veni mpreun; t / d vrful limbii
este mpotriva creasta in spatele dintilor de sus; k /
g din spate a limbii este mare n gur; etc ), i dac
vocea este "pe" sau "off".

Voiceless
Voiced
p / b pay vs. bay
t / d to vs. do
f / v fine vs. vine
k / g kate vs. gate
s / z sue vs. zoo
sh / zh shoe vs. measure (never initial sound)
ch / j chew vs. Jew
th / th three vs. these or thee
wh / w which vs. witch

Mut i-a exprimat

P / B de remunerare vs golf
T / D pentru a face fa
F / V vs amend de vi de vie
K / g Kate vs poarta
S / Z Sue vs Zoo
sh / zh pantofi vs msur (nu de sunet iniial)
CH / j ros vs evreu
Th / trei-lea Raport acestea sau te
WH / W, care fa de vrjitoare

Another unique feature to consonants is the way in

which they are produced. We know that /p/ and
/b/ are produced with the two lips coming
together. Air is then built up in the mouth, then
released. These two sounds are called plosives.
The /t, d, k, g/ are called stops because the
tongue tip (t/d) or the tongue blade (k/g) stop the
sound. Fricatives /s,z,f,v,th,sh,j/ on the other
hand are sounds that are made by forcing air
through a relatively narrow constriction in the
mouth. For example s/z are made with a narrow
constriction as opposed to sh/zh.
It is important to understand how sounds are
produced as you will be examining your speech.

O alta caracteristica unica a consoane este modul

n care acestea sunt produse. Noi tim c / p / i / b
/ sunt produse cu cele dou buze vin mpreun.
Aerul este apoi construit n gur, apoi eliberat.
Aceste dou sunete sunt numite "plosives". T /, d,
k, g / sunt numite "staii", deoarece vrful limbii (t
/ d) sau lama limbii (k / g) a opri sunetul.
"Fricatives" / s, z, f, v,-lea, sh, j / pe de alt parte,
sunt sunete care sunt fcute prin forarea aerului,
printr-o strngere relativ ngust n gur. De
exemplu, S / Z sunt realizate cu o gtuire ngust,
spre deosebire de sh / ZH.
Este important s se neleag modul n care
sunetele sunt produse ca va fi examinarea
discursul dumneavoastr.

The first steps to acquiring voluntary stuttering or

sliding are most easily achieved using usually
non-feared consonant sounds / n, m, l, s, r, sh, f,
th, w, y/. All of these sounds use a continuous
flow of air or sound. The frequently feared
consonant sounds are not introduced until later
because they are sounds that stop the air
momentarily or require a burst of sound. They
often give the stutterer much more difficulty in the
beginning and should not be used in the first
attempts to change the form of stuttering.
NOTE: There are individual differences about
feared sounds. Even the easy or non-feared
sounds may be feared. Sometimes an
anticipation becomes attached to certain specific
sounds as a result of memorable experiences of
failure in trying to say them. Almost every
stutterer has his or her own private list of difficult
sounds. Do not practice with your own privately
feared sounds. Take the easy ones first.

Primii pai pentru dobndirea voluntar balbism

sau glisante sunt cele mai usor de realizat, folosind
de obicei, "non-temut" sunete consonantice / N,
M, L, s, r, sh, f, Th, W, Y /. Toate aceste sunete
folosesc un flux continuu de aer sau sunet.
Frecvent de "temut" sunete consonante nu sunt
introduse mai trziu, deoarece acestea sunt sunete
care "opri" moment de aer sau de nevoie de o
explozie de sunet. Ele dau de multe ori blbit
dificultate mult mai mult la nceput i nu ar trebui
s fie utilizat n primele ncercri de a schimba
forma de balbism.
NOT: Exist diferene individuale cu privire la
sunete de temut. Chiar i sunetele "uor" sau "nontemut" poate fi "temut". Uneori, o anticipare
devine ataat la anumite sunete specifice, ca
urmare a experiente memorabile de eec n
ncercarea de a le spune. Aproape fiecare blbit
i are lista proprie de sunete dificile. Nu practic
cu propriile dvs. particular "temut" sunete. Ia cele
uoare primul.

13h. EXERCISES FOR VOLUNTARY

STUTTERING SPECIFIC TO NON-FEARED
SOUNDS

13H. Exercitii pentru Stuttering VOLUNTAR

SPECIFICE PENTRU NON-temut SUNETE

/ n, m, l, s, r, sh, f, th, w, y /
FFFFFFrozen ffffffood Do yyyyyyyou know
her
Shshshshrimp is a shshshshell fish Unnnnnique
to New York
A fffffffoggy frosty Friday SSSSlide on the first
sound
LLLLLLLight the candle ThThThree in a row
Spring has sssssprung FFFFFair fat and fifty
Robin rrrrredbreast Ready wwwwhen you are
Elllllllllllastic is strong and stretchy Fly the
ffffffflag of freedom
Ninety-nine nnnnnnames Mince mmmmeat on
Monday
ShShShShow me again Foreign fields of
FFFFrance
You have just completed a warm up using the
following rules:
1. Sliding on the first sound (consonant) of the
word.
2. Sliding on the first sound (consonant) of the
word regardless whether it was followed by a
consonant or a vowel.
3. Sliding on the first sound of a non-feared word
in the sentence.

/ N, M, L, S, R, SH, f, a, w, y /
Ffffffood FFFFFFrozen Nu yyyyyyyou ei tiu
Shshshshrimp este un pete Unnnnnique
shshshshell la New York
Un fffffffoggy geroas SSSSlide vineri primul
sunet
LLLLLLLight ThThThree lumnare ntr-un rnd
Primvara a sssssprung FFFFFair grsime i
cincizeci
Robin rrrrredbreast wwwwhen Ready suntei
Elllllllllllastic este puternic i elastic low ffffffflag
de libertate
Nouzeci i nou de nnnnnnames Tocati
mmmmeat luni
ShShShShow-mi din nou domeniile de externe ai
FFFFrance
Ai terminat doar o incalzire folosind urmtoarele
reguli:
1. Alunecare pe primul sunet (consoana) a
cuvntului.
2. Alunecare pe primul sunet (consoana) al
cuvntului, indiferent dac a fost urmat de o
consoana sau o vocala.
3. Alunecare pe primul sunet al unui cuvnt care
nu-temut n propoziie.

4. After sliding on the first sound, the word and

the rest of the sentence is finished at a normal rate
(released easily and smoothly).
Now, in the following sentences you will be the
creative one and decide which word and sound
you will slide on. Try to say each sentence two
different times, and slide on two different words.
Remember the above rules.

4. Dup alunecare pe primul sunet, cuvntul i

restul pedepsei este terminat, la o rat normal
(eliberat cu uurin i fr probleme).
Acum, n urmtoarele teze va fi un creativ i s
decid care cuvntul i sunetul va aluneca pe.
ncercai s spun fiecare propozitie de dou ori
diferite, i diapozitive pe dou cuvinte diferite.
Amintii-v regulile de mai sus.

Sit on a seat Any noise annoys an oyster

How many names did you count? Three Scottish
thistles
Stop and stare Alaska is a cold state
Five ships sail Thursday We called for
reservations
Sing something simple A Shetland shawl
Sand sea and sun Never a dull moment
Alabama here I come Alice in Wonderland

Stai pe un scaun de orice zgomot supr o stridie

Ct de multe nume ai conta? Trei ciulini Scottish
Oprii-v i privii Alaska este un stat rece
Cinci nave navigheaz joi Am sunat pentru
rezervri
Cnt ceva simplu Un al Shetland
Mare, nisip i soare Niciodata un moment de
plictiseal
Alabama aici vin Alice in Tara Minunilor

14. EXERCISING CHOICE

14. EXERCITAREA ALEGEREA

Remember, you are going to stutter. You have a

reservoir of fear which at this time can only be
dissipated by stuttering. Right now you have a
choice about how you stutter. You may stutter
more, but do it more easily by stuttering on words
voluntarily when you ordinarily could say them
fluently. This is one way to begin to change your
way of responding to fear and eventually it will
help you to lose your fear of stuttering.
This is one way to be more open in and about your
stuttering. It will help you to go ahead without
trying to avoid stuttering -- for it is not a crutch,
but a new and easier way to stutter.
1. With the first person that you talk to every
morning, stutter voluntarily on the first non-feared
words that you say.
2. In five other speaking situations each day,
stutter voluntarily on at least 10 non-feared words.
3. At least once each day in a school or work
situation, stutter voluntarily to someone you know
well.
4. Since youre going to stutter anyway, see if you
can respond to the signal of fear by stuttering
easily. Keep trying this until you can do it
successfully at least twice this week.

Amintii-v, avei de gnd s se blbie. Avei un

rezervor de fric, care n acest moment poate fi
disipat de balbism. Chiar acum ai posibilitatea de
a alege cu privire la modul n care se blbie.
Putei blbi mai mult, dar o fac mult mai uor de
balbism de cuvinte n mod voluntar atunci cnd
mod normal le-ar putea spune fluent. Aceasta este
o modalitate de a ncepe s i schimbi modul de a
rspunde la fric i n cele din urm v va ajuta si piard frica de balbaiala.
Aceasta este o cale de a fi mai deschis n i despre
balbaiala ta. Aceasta v va ajuta s mergi nainte,
fr a ncerca s evite stuttering - pentru c nu este
o crj, ci un mod nou i mai uor de blbi.
1. Cu prima persoan care va vorbi in fiecare
dimineata, se blbie n mod voluntar pe primul
non-temut cuvintele pe care le spun.
2. n cinci alte situaii de limb n fiecare zi, blbi
voluntar la cel puin 10 de temut non-cuvinte.
3. Cel puin o dat n fiecare zi ntr-o coal sau o
situaie de munc, se blbie n mod voluntar la
cineva tii bine.
4. Din moment ce ai de gnd s se blbie oricum,
a se vedea dac poate rspunde la semnalul de
teama de balbism uor. Continu s ncerci acest
lucru pn cnd se poate face cu succes cel puin
dou ori n aceast sptmn.

15. SAFETY MARGIN AND TOLERANCE FOR

DISFLUENCY

15. Marja de siguranta si toleranta pentru

DISFLUENCY

Can you afford to let your speech sound a little

worse than you really have to? How many times
have you let fear build up and not done anything
about it? How many times has this kept you from
working on your speech? Have you said to
yourself, I dont want to work on it right now, Ill
only flub it up. Or Gosh, my speech was O.K.
last week; why cant I handle this situation that
way today? The answers to these questions are
very important to you as they are tied to your
ability to maintain a comfortable margin of
safety.
Why is it important to sound a little worse than
you have to? Many times the stutterer will ride
along on the crest of his success without working
and then suddenly find out that there isnt
anything between him and stuttering except empty
space. With a safety margin you can keep the
distance you fall at a minimum, or eliminate it
altogether. The more fear you can satisfy ahead of
time the less chance fear has of building up and
catching up with you. Stuttering a little more than
you have to, making your blocks a little bit longer
or more difficult, prolonging your slides, all serve
to maintain a safety margin which allows you to
continue working on your blocks effectively. To
help you keep from straining for perfect speech,
you can make use of the safety margin. If you
use it properly, you can gain much security about
hanging on to the successes that you have
achieved.
1. Write down five situations in which you make
your stuttering sound worse than you would have
to. Do it by sliding on non-feared words. Write
down the situation and the number of slides you
used.
2. In what kind of situation would it be important
for you to maintain a margin of safety?
Describe how you would maintain your safety
margin in that situation.
3. How can you develop safety margin before an
important interview, or conference, or discussion
with a superior at work, or a talk with your childs
teacher, etc. Why is this necessary and helpful?

V putei permite s lsai discursul de sunet un

pic mai ru dect ntr-adevr trebuie s? De cte
ori ai lsa frica construi i nu au fcut nimic
despre ea? Cum de multe ori acest lucru a fost
pstrat de la lucru pe discursul dvs.? V-ai spus s
v, "Eu nu doresc s lucreze pe el chiar acum, voi
flub doar n sus." Sau "Doamne, discursul meu a
fost OK saptamana trecuta, de ce nu pot rezolva
aceast situaie n acest fel astzi "Rspunsurile la
aceste ntrebri sunt foarte importante pentru tine,
ca acestea sunt legate de capacitatea dvs. de a
menine un hotel confortabil" marj de siguran
"?.
De ce este important s sune un pic mai ru dect
ce trebuie s? De multe ori, blbit va merge de-a
lungul pe creasta de succesul su, fr de lucru i
apoi afla brusc c nu exist nimic ntre el i
murmura, cu excepia spaiului gol. Cu o "marj
de siguran", putei s v pstrai distana pe care
se ncadreaz la un nivel minim, sau de a elimina
cu totul. Frica mai mult v putei satisface nainte
de timp, frica are mai putine sanse de a construi i
prinderea cu tine. Murmura un pic mai mult dect
trebuie, face blocuri de un pic mai mult sau mai
dificil, prelungirea diapozitive, toate servesc
pentru a menine o "marj de siguran", care v
permite s continue s lucreze pe blocuri n mod
eficient. Pentru a v ajuta s pstrai de la
incordare pentru discursul perfect, putei face uz
de Dac l folosii n mod corespunztor "marja de
siguranta.", Putei obine de securitate de mult
despre agat pe succesele pe care le-am obinut.
1. Notai cinci situaii n care v face sunetul
Stuttering mai rau decat va trebui s. F-o prin
alunecare pe non-cuvinte de temut. Notai situaia
i numrul de diapozitive-ai folosit.
2. n ce fel de situaie ar fi important pentru tine de
a menine o descrie modul n care ar menine dvs.
de "marja de siguranta", n aceast situaie "marja
de siguran?".
3. Cum se poate dezvolta "marj de siguran",
nainte de un interviu de important, sau o
conferin, sau discuie cu un superior de la locul
de munc, sau o convorbire cu profesorul
copilului, etc De ce este necesar acest lucru i de
ajutor?

15a. SAFETY MARGIN AND VOLUNTARY

STUTTERING
Most of you have spent a good deal of your
speaking life trying to put your best foot forward,
trying to speak better than you really can. You
have spent years straining to talk as fluently as
possible. As a result, you feel more tension,
anxiety, and pressure. The result is more
stuttering and less fluency. This is just another
kind of vicious circle.
The basic idea of safety margin is to show the
other person at all times more stuttering and less
perfect speech than you really can deliver. Instead
of straining to be perfect in your speech, or
covering up any bad features, dont let your
listener hear how good your speech can be. In
doing this, you will over-satisfy the fear and
build for fluency later on. While stuttering openly,
you will have the security that comes from
knowing you can speak better at any time. This is
your margin of safety.
Stuttering voluntarily is one way of building a
margin of safety. You build a margin of safety by
stuttering more than you have to. Over-satisfy the
fear or do a little more stuttering, voluntarily or
otherwise, than you would have to do in each
situation. Then you do not have to strain to be as
fluent as possible. Over-satisfying your fear and
developing an acceptance of your natural
disfluencies and bobbles will help you develop
your safety margin. As a healthy by-product of
safety margin, youll become much more fluent.
A. Keep in two columns situations in which you
have over-satisfied or under-satisfied the fear.
This is called + margin or a - margin.
List the situations; for example, Phone call to Bill
Thursday PM.
+ margin
- margin
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.

15a. Marj de siguran, blbitul VOLUNTAR

Cele mai multe dintre voi au petrecut o afacere
bun din viaa ta vorbitoare de ncercarea de a
pune piciorul cel mai bun nainte, ncercnd s
vorbesc mai bine dect v putei cu adevrat. Ai
petrecut ani strecurat pentru a vorbi fluent ct
posibil. Ca rezultat, te simti mai multa tensiune,
anxietate, i de presiune. Rezultatul este mai mult
i mai puin Stuttering fluenta. Acesta este doar un
alt fel de cerc vicios.
Ideea de baz de marj de siguran este de a arta
o alt persoan, n orice moment discurs mai mult
Stuttering i mai puin perfecte dect ntr-adevr
poate livra. n loc de strecurat pentru a fi perfect
n discursul dumneavoastr, sau a oricror
caracteristici proaste, nu lasa ascultatorul sa auda
cat de bun discursul poate fi. n acest sens, va
"supra-satisface" frica i de a construi pentru
fluen mai trziu. n timp ce murmura deschis, va
avea de securitate care vine de la tiind c v
putei vorbi mai bine la orice moment. Acest lucru
este de "marja de siguran".
Stuttering voluntar este o modalitate de a construi
o marj de siguran. Vei construi o marj de
siguran de ctre stuttering mai mult dect
trebuie. Peste-satisface frica sau de a face un pic
mai mult Stuttering, voluntar sau altfel, dect ar
trebui s fac n fiecare situaie. Apoi, nu trebuie
s se strduiesc s fie ct mai fluent posibil. Pestesatisface teama i n curs de dezvoltare o acceptare
a disfluencies tale naturale i excrescene va ajuta
sa va dezvoltati dvs. Ca un sntos de-a produs o
marj de siguran, vei deveni mult mai fluent
"marja de siguranta.".
A. Pstrai n dou situaii, coloane, n care au
supra-sau sub-mulumit multumit frica. Aceasta se
numeste marja de + sau un - marj.
Lista situaii, de exemplu, "telefon de la Bill Joi
PM."
Marja de + - marja de
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

B. In 10 situations each day voluntarily stutter at

least 3 times to over-satisfy the fear. Keep a
counter with you and count the number of times
you voluntarily stutter while in the situation. Note
whether you feel more at ease in the situation.

n 10 situaii n fiecare zi voluntar blbi de cel

puin 3 ori la peste-satisface frica. Pstrai un
contor cu tine i conta numrul de ori ai voluntar
blbi n timp ce n situaia. Not dac v simii
mai n largul ei n situaia.

16. DIRECT NATURAL SPEECH ATTEMPTS

16. DIRECTE INCERCARI naturale ale vorbirii

Early in therapy we discouraged direct attempts at

fluency and helped you learn to scoff at false
fluency. When you have become more open and
have dropped your crutches you may be ready for
a next important step: direct attempts on feared
words. Theres nothing wrong with consciously
directed fluency provided no tricks are being used.
At this point you can also begin to work on better
phrase emphasis and inflection, more effective use
of silences and pauses and other features of
effective speaking.

Precoce n cursul tratamentului am descurajat

directe la fluenta si te-a ajutat s nvee s i bat
joc de "fluenta false". Cnd au devenit mult mai
deschis i au sczut crje dumneavoastr v poate
fi gata pentru un pas important: ncercri directe
de cuvinte de temut. Nu e nimic n neregul cu
fluen contient ndreptat cu condiia s nu trucuri
sunt folosite. n acest moment putei ncepe, de
asemenea, pentru a lucra la teza accentul mai bun
i de inflexiune, utilizarea mai eficient a tceri i
pauze i alte caracteristici ale vorbitoare de
eficiente.

17. ADJUSTING TO FLUENCY

17. Adaptarea la Fluena
You may be astonished that fluency is anything to
which you would have to adjust. Yes, it is a
central problem in the consolidation of
improvement. Just as in the early phases of
therapy you had to accept your role as a stutterer,
so in the later phases, you have to accept your role
as a more normal speaker. The second adjustment
is sometimes bigger than the first one. You have
to overcome the feeling that all fluency is false
and undeserved. You may even need to accept the
responsibility and disappointment that results
when you learn that your conquest of stuttering
does not magically solve every other problem in
life.
18. NONREINFORCEMENT AND
CANCELLATION
You will find that there is a motor or instrumental
side to your stuttering, as well as the emotional or
attitude side. So far we have concentrated on
attitude and openness, because that is of first
importance. However, for eventually smoother
speech, you must begin to do something about the
vicious circle of self-reinforcement of your tricks.
Whenever you use a trick to get the word out, you
are strengthening your habit of using that crutch,
and you will be more likely to use it next time. B.

Ai putea fi uimit ca fluenta este ceva la care ar

trebui s se adapteze. Da, este o problem central
n consolidarea de mbuntire. La fel ca n
primele faze ale terapiei ai avut de a accepta rolul
dumneavoastr ca un blbit, astfel nct n fazele
ulterioare, va trebui s accepte rolul
dumneavoastr ca un vorbitor mai normal. De
ajustare a doua este uneori mai mare dect prima.
Trebuie s depeasc sentimentul c toate fluenta
este fals i nemeritat. Ai putea avea nevoie chiar
de a accepta responsabilitatea i dezamgirea pe
care rezult atunci cnd afla c cucerirea dvs. de
balbism nu rezolva magic orice alte probleme in
viata.
18. NONREINFORCEMENT I ANULAREA
Vei gsi c exist un motor sau pe o parte
esenial a Stuttering dvs., precum i partea
emoional sau atitudine. Pn acum ne-am
concentrat pe atitudinea i deschiderea, pentru c
este de prim importan. Cu toate acestea, n cele
din urm de vorbire lin, trebuie s nceap s fac
ceva despre cercul vicios al auto-armare de
trucuri. Ori de cte ori se utilizeaz un truc pentru
a lua cuvntul, v consolidarea obiceiul de a folosi
acest carja, si va fi mult mai probabil s-l utilizai
data viitoare. Monitorizarea suficient de bine la

Monitor well enough to sense what is the moment

of release, the point at which the fear seems to
have subsided sufficiently so you feel you can say
the word. This is your main point of
reinforcement. Here are three examples of ways
to weaken the reinforcement of your stuttering
pattern.
1. See whether you can stutter smoothly and
openly beyond release. By making your block
longer you can make it easier.
2. If you find you have used a jerky release
anyway, or have used a trick, say the word a
second time stuttering more smoothly and openly.
3. Say the word over and over again until you
have said it at least once fluently. Be public about
it. You thereby bring about reinforcement of a
newer and smoother style of stuttering -- and
eventually of speech.

ceea ce sens este momentul de eliberare, punctul

de la care frica pare s fi diminuat suficient astfel
incat sa simti ca se poate spune cuvntul. Acesta
este punctul principal de armare. Iat trei exemple
de moduri de a slbi consolidarea de modelul dvs.
de balbaiala.
1. A se vedea dac putei blbi uor i n mod
deschis dincolo de eliberare. Prin a face dvs. de
"bloc", mai putei face mai uor.
2. Dac gsii ai folosit un comunicat sacadat
oricum, sau au folosit un truc, spun cuvntul
pentru a doua oar stuttering mai uor i n mod
deschis.
3. Spune cuvntul de peste si peste din nou, pn
cnd ai spus-o cel puin o dat fluent. Fii
publicului despre el. Putei aduce, astfel,
consolidarea unui stil mai nou i mai lin de
balbism - i n cele din urm de discurs.

18a. CANCELLATIONS AND PULLOUTS

18a. Anulri i PULLOUTS

During the course of the semester it has been our

aim to help you give up avoidances and to become
more accepting in your attitude toward your
stuttering; we have tried to show you ways to
stutter more openly and to give up struggle
reactions in the face of fear. By now you should
have made progress in learning to stutter more
easily and in learning more adequate responses to
fear.
Here are two different ways to change your
stuttering into an easier, more comfortable style.
One of these is known as a PULLOUT and the
other is a CANCELLATION.
1. The pullout is an active attempt, when you
are struggling with a word to change into a more
comfortable, easy, tension-free way of stuttering.
This may seem difficult at first. You will find it
hard to catch yourself in the middle of an
uncomfortable speech attempt and try to change it.
Many of you will continue to rush forward trying
to get out the word as quickly as you can. See if
you can resist doing this. Tolerate as much of the
block as you can in an effort to do something
about it. If you are able to do this, you will begin
to experience a lessening of your fear and tension
in your attempts to speak. More important, you
will begin to feel that for the first time you have
some control over your stuttering, rather than your
stuttering having control over you.

Pe parcursul semestrului a fost scopul nostru de a

v ajuta s renune la avoidances i pentru a
deveni mai accepta n atitudinea ta fa de
balbaiala ta, am ncercat s v arate moduri de a
blbi mai deschis i s renune la lupt n reaciile
fa de frica. Pn acum ar trebui s fi fcut
progrese n a nva s se blbie mult mai uor i
n procesul de nvare mai multe rspunsuri
adecvate la frica.
Aici sunt dou moduri diferite de a schimba
Stuttering dvs. ntr-un stil mai uor, mult mai
confortabil. Una dintre acestea este cunoscut ca un
"retragerea" i cealalt este o "anulare".
1. "Retragerea" este o ncercare de activ, atunci
cnd se lupt cu un cuvnt pentru a schimba ntr-o
mai confortabil, uor, tensiune, fr cale de
balbism. Acest lucru poate parea dificil la prima
vedere. V va fi greu sa te prinda in mijlocul unei
tentative de discurs incomod i s ncerce s-l
schimbe. Multi dintre voi vor continua s se
grbeasc cu nerbdare ncercnd s ias cuvntul
ct de repede se poate. A se vedea dac pot rezista
face acest lucru. Tolera ca mai mult a blocului ca
tine poate ntr-un efort de a face ceva despre el.
Dac suntei n msur s fac acest lucru, veti
incepe sa va experimenta o reducere de teama si
tensiune n ncercarea de a vorbi. Mai important,
vei ncepe s simt c pentru prima dat cnd ai
un anumit control asupra Stuttering dvs., mai
degrab dect Stuttering dumneavoastr avnd
controlul asupra ta.

One of the ways you can modify your blocks so

they are less tense is to pullout of them with an
easy, relaxed prolongation of the sound.
Remember, what you do at the moment of
stuttering is all-important in achieving the above
aims. Every time that you fail to use one of these
methods on a stuttering block you are losing an
opportunity to do something about your stuttering.
2. If you find that you are unsuccessful in your
attempt to pullout of a stuttering block, and it
will be difficult for you to do this in the beginning,
an effective way to handle the situation is to make
use of the idea of cancellation. Cancellation
simply means to cancel a failure of stuttering in
your old way. Then you can cancel by pausing to
analyze what you did and stuttering on the word
again using one of the new ways of stuttering like
a slide or a pullout. Be sure to finish the word the
first time before you go back to cancel.
Cancellation can be used in many other ways as
well. It can, for example, be used more generally
to repeat whole situations in which you avoided or
felt inadequate. Go back into such a situation and
stutter openly, or slide voluntarily on certain
words or on a set number of words. This process
may be used to overcome fear of particular people
or situations as well as individual, habitually
mishandled words.

Una dintre modaliti n care putei modifica

blocuri de dvs., astfel nct acestea sunt mai putin
tensionate este de a "retragere" a ei, cu o
prelungire uor, relaxat a sunetului. Amintii-v,
ceea ce face la momentul de Stuttering este foarte
important n atingerea obiectivelor de mai sus. De
fiecare dat cnd nu reuesc s utilizai una dintre
aceste metode de pe un bloc de balbaiala ce se
pierde o oportunitate de a face ceva despre
balbaiala ta.
2. Dac gsii c suntei n pretenii, n ncercarea
de a "retragerea" de balbaiala "bloc", i va fi
dificil pentru tine de a face acest lucru la nceput,
un mod eficient de a gestiona situaia este de a
face uz de ideea de "anulare". de anulare nseamn
pur i simplu pentru a anula un eec de balbism in
drumul tau vechi. Apoi, putei anula prin
ntreruperea pentru a analiza ceea ce ai fcut i
stuttering pe cuvntul din nou, folosind una dintre
modalitile noi de balbaiala ca un diapozitiv sau o
retragere. Asigurai-v c pentru a termina
cuvntul prima dat nainte de a merge napoi
pentru a anula.
Anularea poate fi folosit n multe alte feluri,
precum i. Se poate, de exemplu, s fie utilizate
mai mult, n general, pentru a repeta situaii ntregi
n care ai simit evitate sau inadecvate. Du-te
napoi n o astfel de situaie i stutter deschis, sau
"slide" voluntar pe anumite cuvinte sau pe un
anumit numr de cuvinte. Acest proces poate fi
utilizat pentru a depi teama de anumite persoane
sau situaii, precum i ca individ, de obicei
administrat gresit cuvintele.

18b. CANCELLING YOUR FAILURES

18b. ANULAREA eecuri

After you have failed to do something you should

do, then cancel this failure by trying it a second
time. Examples:
1. After a block in which you have a preformation
(be sure to finish the word -- do not stop in the
middle of a block) cancel by saying the word
again, bringing in the sound.
2. After losing eye contact during a stutter (block),
cancel by saying the word again using good eye
contact. Try it in the same conversation if
possible. Otherwise seek out a chance in another
similar situation.
3. Cancel the use of a starter by repeating the word
without using the starter.
4. After catching yourself substituting, say the
sentence over, using the right word before

Dup ce au reuit s fac ceva ce ar trebui s fac,

apoi anula acest eec prin ncercarea de a doua
oar. Exemple:
1. Dup un bloc n care avei o preformarii
(asigurai-v c pentru a termina cuvntul - nu se
opresc n mijlocul unui bloc) se anuleaz prin a
spune cuvntul din nou, aducnd n sunet.
2. Dupa ce a pierdut contactul cu ochii n timpul
unei stutter (bloc), anula prin a spune cuvntul din
nou, folosind un bun contact vizual. ncercai-l n
aceeai conversaie, dac este posibil. n caz
contrar, cauta o ans ntr-o alt situaie similar.
3. Anula utilizarea unui starter prin repetarea
cuvntul fr utilizarea starterului.
4. Dup ce te prinde nlocuirea, spune tez de
peste, folosind dreptul de cuvnt nainte de a

allowing yourself to continue the conversation. Or

admit your failure to your listener as you repeat
the sentence with the feared words. Be sure to
stutter on the feared word.
5. Cancel a jerky release by saying the word again
and letting it out smoothly.

permindu-v s continue conversaia. Sau s

admit eecul de la asculttor ca s repetai tez cu
cuvintele de temut. Asigurai-v c nedesluit, pe
cuvnt de temut.
5. Anula un comunicat sacadat prin a spune din
nou cuvntul i anunndu-l fr probleme.

PENALTIES
Sometimes it helps to make you aware of how
often you use starters or avoidance tricks if you
call them to your attention and penalize their use
as follows:
1. Pull your left ear after using well or uh or
some other starter. Do not explain why you are
doing this.
2. Confess a substitution to your listener by saying
something like this: I used a stutterers trick and
substituted there. I meant to say
______________.
3. To put a penalty on bad eye contact during a
block, after such a failure force yourself to keep
your eyes closed while you say the whole next
sentence.

SANCIUNI
Uneori v ajut s v fac contieni de ct de des
folosii trucuri de evitare a nceput sau dac le
suna n atenia dumneavoastr i s sancioneze
utilizarea lor, dup cum urmeaz:
1. Tragei urechea stng dup utilizarea "de bine"
sau "uh" sau un alt starter. Nu explica de ce se face
acest lucru.
2. Mrturisete-o substituire a ascultator
dumneavoastr prin a spune ceva de genul: "am
folosit trucul un blbit i nlocuit acolo. Am vrut
sa spun ______________. "
3. Pentru a pune o pedeaps pe contactul vizual
ru n timpul unui bloc, dup un astfel de esec te
obliga s in ochii nchii n timp ce ai spus tot
urmtoarea tez.

APPENDIX
SHEEHAN POINT OF VIEW ON THERAPY

ANEXA
PUNCTUL DE VEDERE AL Sheehan pe terapie

It is very difficult to explain all about the Sheehan

Therapy in a few sentences -- it usually involves
hours of training, observation, and practice. But
perhaps just outlining the basic ideas and goals
will give you a way to approach your problem and
to make some positive changes.
1) First, one must realize there is no cure for
stuttering -- but a great deal of help and a chance
to overcome the fears and bad habits which hold
the stutterer prisoner.
2) You must learn to accept your stuttering -- you
cant stop it. The harder you try, the worse it gets.
Try to accept the fact that you will stutter and
learn to cope with it -- realize it is not just
something that happens to you, it is something that
you do. This gives you power and allows you to
change it.
3) Stop trying to hide it from others and especially
from yourself. Be willing to talk about it. Get
over the shame and embarrassment you feel, and
the stuttering will lessen. Accept some stuttering
-- everyone does some. Nobody is perfect. Your
urge to be perfect must be conquered -- it only
makes you worse.

Este foarte greu de explicat totul despre Terapie

Sheehan n cteva propoziii - implic, de obicei,
de ore de formare, de observare, i practic. Dar
poate descrie doar ideile de baz i a obiectivelor
va oferi o modalitate de a aborda problema i de a
face unele schimbri pozitive.
1) n primul rnd, trebuie s realizeze nu exista
nici un leac pentru stuttering - dar o mare parte din
ajutor i o ans pentru a depi temerile i de
obiceiurile rele care dein prizonierul blbit.
2) Trebuie s nvee s accepte Stuttering
dumneavoastr - nu se poate opri. Mai greu
ncercai, mai ru devine. ncercai s accepte
faptul c se va blbi i s nvee s fac fa cu ea
- dau seama c nu este doar ceva ce se ntmpl cu
tine, este ceva ce faci. Acest lucru i va da putere
i v permite s-l modificai.
3) Nu mai ncerca s-l ascund de la alii i mai
ales de la tine. Fii dispus s vorbeasc despre
aceasta. Ia peste rusinea si jena sa te simti, si
balbaiala se va diminua. Accept unele Stuttering toata lumea face ceva. Nimeni nu este perfect.
Nevoia ta de a fi perfect trebuie s fie cucerit - ci
doar te face mai rau.

4) Dont try to be fluent -- that is a false role for

you -- accept your role as a stutterer and be a good
one -- stuttering forward, smoothly, saying what
you want to say, not changing words or starting
over and over.
5) See if you can enter situations you have
avoided in the past. Avoidance is your worst
enemy -- do you avoid certain words, people,
situations, etc.? Take them on, one at a time.
6) Fluency is not a success -- meeting a challenge
is. Saying a badly stuttered word is a success.
Not giving up is important. Facing your problem
is the only way to reach success as a speaker.
7) Keep good eye contact with your listener even
when, and especially when you stutter -- another
success along your road to recovery.
8) Observe other people as they talk -- even
normal speakers bobble, hesitate, and stutter
-- give yourself an assignment to count the
stutters of a normal speaker at home or on TV.
Youll be surprised how imperfect the speech can
be -- and is never noticed!
9) Instead of avoiding stuttering, try to stutter
voluntarily. This is not something to do early in
therapy and it can become a trick to sound better -and anything you do just to sound better at a
given moment is probably not a good solution.
Aim to improve your whole approach -- feel proud
of yourself when you talk and do not retreat even
though you stutter. Overcome your shame about
stuttering and overcome your need for fluency.
These ideas sound simple, but are far from it. We
work intensively with stutterers -- to explain,
demonstrate, practice, accumulate successes, and
reduce failures. It means lots of talking.

4) Nu incerca sa fie fluent - c este un rol fals

pentru tine - accepta rolul dumneavoastr ca un
blbit i s fie unul bun - stuttering nainte, fr
probleme, spune ceea ce vrei s spui, nu schimb
cuvinte sau de pornire peste si peste.
5) A se vedea dac putei introduce situaii cu care
te-au evitat n trecut. Evitarea este cel mai rau
dusman - nu putei evita anumite cuvinte, oameni,
situatii, etc? Luai-le, unul la un moment dat.
6) Fluena nu este un succes - satisfacerea este o
provocare. Spune un blbit prost cuvnt este un
succes. Nu renunta este important. Confrunt cu
problema ta este singura modalitate de a atinge
succesul ca un difuzor.
7) Pstrai un bun contact vizual cu interlocutorul
dumneavoastr chiar i atunci cnd, i mai ales
atunci cnd se blbie - un alt succes de-a lungul
drum de la recuperare.
8) Observati ca alte persoane care vorbesc - chiar
"normale", difuzoare Bobble, ezitati, i "stutter" da-te o misiune pentru a numra "balbaiala" de un
vorbitor normal la domiciliu sau la TV. Vei fi
surprins ct de imperfect discurs poate fi - i nu
este niciodat observat!
9) n loc de a evita Stuttering, ncercai s se
blbie n mod voluntar. Acest lucru nu este ceva
de fcut la nceputul tratamentului i poate deveni
un truc pentru a suna mai bine - i tot ce nu doar
pentru a "suna mai bine", la un moment dat,
probabil, nu este o soluie bun. Scopul de a
mbunti abordarea ntreg - simti mandru de tine
atunci cand vorbesti si nu se retrage, chiar daca
blbi. Depi ruinea despre balbism i de a
depi nevoia de fluenta.
Aceste idei sunet simplu, dar sunt departe de ea.
Noi lucram intens cu stutterers - pentru a explica,
a demonstra, de a practica, acumuleaza succesele,
eecurile i reduce. Aceasta nseamn o mulime
de a vorbi.

THERAPY IDEAS

TERAPIE IDEI
1. "PAUZA DE CAFEA"

1. COFFEE BREAK
1. Talk to three people during the coffee break.
a. Keep good eye contact.
b. Note the crutches you allow yourself to use.
c. The main crutch you discovered is
_____________.
2. Do this: Stutter in five situations without
allowing yourself to use your major crutch. What
do you observe? What did you do differently?
3. Listen to other stutterers, to yourself, and to the
clinic staff while you and they talk about
stuttering. Get some examples of the following:
a. Speaking as though stuttering were happening
to the stutterer. For instance, my eyes close; my
jaw gets stuck; it wont come out.
b. Speaking as though the stutterer was accepting
the responsibility for his stuttering. For instance, I
closed my eyes when I stuttered on
__________________. I closed my jaws tightly
when _____________________. I said the word
___________; as I tried to say the word
__________ I clamped shut.

1. Vorbeste cu trei persoane n timpul pauzei de

cafea.
o. Pstrai un bun contact vizual.
B. Not de crje v permit s v foloseasc.
C. Carja principal ai descoperit este
_____________.
2. Face acest lucru: blbi n cinci situaii, fr a
v permite s utilizai carja dvs. majore. Ce nu ai
observat? Ce ai face diferit?
3. Ascultai stutterers alte, pentru tine, i cu
personalul clinicii n timp ce vorbesc i despre
balbism. Ia cteva exemple de urmtoarele:
o. Vorbind ca i cum s-ar ntmpla la Stuttering
blbit. De exemplu, ochii mei apropiai; falca
mea devine blocat, nu va iei.
B. Vorbind ca i cum a fost blbit accepta
responsabilitatea pentru balbaiala lui. De exemplu,
am nchis ochii atunci cnd am blbit la
__________________. Am nchis bine atunci cnd
flcile mele _____________________. I-am spus
cuvntul ___________, dup cum am ncercat s
spun cuvntul __________-am prins nchis.
2. "Noapte n ora"

2. NIGHT ON THE TOWN

Tonight you will have the opportunity to
demonstrate in speaking situations outside the
clinic the open, comfortable kind of stuttering that
you have been working toward developing. These
assignments may not be easy for you, but see if
you can experience some success with your
stuttering; that is, stutter openly and comfortably,
without avoidance and shame, and go forward in
spite of any fear you may feel.
1. Stop five or more strangers on the street and
stutter voluntarily (using both bouncing and
sliding) while asking simple directions or
informational questions. Stutter forward through
any blocks that you have. Your task is to go into
the situation without postponing, avoiding, or
covering up, and to make a strong, direct speech
attempt. (Ideas for questions: directions to a bus
stop, stores, streets, the university, medical center,
a good place to eat, poll-type questions, etc.)
2. Bystander assignment: Ask a question or carry
on a brief conversation with someone so that your
stuttering is overheard by other people. Show that
you can stutter voluntarily and openly, without
embarrassment.

In aceasta seara va avea ocazia de a demonstra n

situaii de vorbire n afara clinica tipul deschis,
confortabil de balbism care le-au fost de lucru spre
dezvoltare. Aceste sarcini nu pot fi uor pentru
tine, dar vezi daca poti experimenta un oarecare
succes cu balbaiala ta, care este, blbi deschis i
confortabil, fr evitarea i ruine, i mergi
nainte, n ciuda a orice frica pe care o poate simti.
1. Opri de cinci sau mai multe straini de pe strad
i se blbie n mod voluntar (utiliznd att rigid
i alunecare), solicitnd totodat direciile simple
sau ntrebri informaionale. Blbi transmite prin
orice blocuri pe care le au. Sarcina ta este de a
merge n situaia n care nu amnarea, evitnd, sau
acoperirea, i s fac o ncercare de puternic,
vorbirea direct. (Idei pentru ntrebri: de ghidare
la o staie de autobuz, magazine, strazi,
universitate, centru medical, un loc bun pentru a
mnca, sondaj de tip ntrebri, etc)
2. Atribuirea spectator: Pune o intrebare sau de a
purta o scurt conversaie cu cineva, astfel nct
Stuttering dvs. este auzit de alte persoane. Arat c
putei blbi n mod voluntar i n mod deschis,
fr jen.

3. The use of silence: At the beginning or during

the course of a conversation, stop before saying
the next word (a count of seven), long enough to
create a dead silence, and then finish what you
are going to say. In doing this assignment, make
use of the silence that you create to observe the
reaction of others and to become aware of your
own feelings and actions during the silences.
Consider it a success if you can remain calm and
unemotional during the period of silence,
maintaining good eye contact.
4. Engage at least one person in a conversation
about stuttering. Gather some reactions from them
about your bouncing and sliding. Thank them for
helping you with your assignment.
5. Trophy: See if you can enter one situation that
is especially challenging for you. Choose
something that you would not do if you werent
working on your speech and that is difficult
because of the fear you have about doing it.
Suggestions:
a) Ask for yourself aloud in a gathering of
strangers.
b) Ask for something ridiculous in a store,
explaining in detail what it is and why you want it.
c) Are you the stutterer I met the other night
assignment?
d) Keep others waiting in line for a bus or at a
theater while you ask a question, a second
question, etc.
See how much you can continue Night On The
Town activities during the week.

3. Utilizarea de tcere: La nceputul sau n timpul

unei conversaii, oprii nainte de a spune
urmtorul cuvnt (un numr de apte), suficient de
lung pentru a crea un "Dead Silence", iar apoi
termina ceea ce avei de gnd s spun. n acest
sens misiune, face uz de tcere pe care o creai
pentru a observa reacia altora i s devin
contieni de propriile sentimente i aciuni n
timpul tceri. Consider c este un succes dac
poate rmne calm si fara emotii pe parcursul
perioadei de tcere, a menine un bun contact
vizual.
4. Angajeze cel puin o persoan ntr-o conversaie
despre balbism. Adun unele reacii de la ei despre
care cade si alunecare. Multumeste-le pentru a v
ajuta cu atribuirea dumneavoastr.
5. Trofeul: a se vedea dac avei posibilitatea s
introducei o situaie care este mai ales o
provocare pentru tine. Alege ceva ce nu ar face
dac nu ai fost de lucru pe discursul dvs. i c este
dificil, din cauza fricii care le-ai face despre el.
Sugestii:
a) Cere-te cu voce tare ntr-o adunare de strini.
b) Cere pentru ceva ridicol ntr-un magazin, care
explic n detaliu ceea ce este i ce dorii.
c) Eti blbit m-am ntlnit asignare noaptea
trecut?
d) Pstrai altele care ateapt la rnd pentru un
autobuz sau la un teatru n timp ce pune o
ntrebare, oa doua ntrebare, etc
Vezi ct de mult v putei continua "noapte n
ora" activiti n timpul sptmnii.

3. CAMPUS NIGHT

3. "CAMPUS NIGHT"

Tonight, you are going to have the opportunity to

practice some of the ideas presented to you at the
clinic. Maintaining eye contact, observation of
your listener, stuttering open1y, and monitoring
should be part of each speaking situation you
enter.
Pick a member of the group to be your partner. He
will observe you; you, in turn, will observe him
carry out his assignment. In this way, you can
give and get feedback.
It is very important that you plan ahead exactly
what you are going to do before entering each
speaking situation. You are successful if you
follow through with your plan. Do not change
your plan at the last moment in order to avoid
difficulty.

In seara asta, avei de gnd s aib posibilitatea de

a practica unele dintre ideile prezentate de tine la
clinica. Mentinerea contactului vizual, de
observare a asculttorului dvs., open1y stuttering,
i monitorizarea ar trebui s fie parte a fiecrei
situaii vorbitoare de limba introducei.
Alegei un membru al grupului de a fi partenerul
dumneavoastra. El va observa, voi, la rndul su,
va respecta-l efectua misiunea sa. n acest fel, v
pot da i primi feedback.
Este foarte important s planifice exact ceea ce
avei de gnd s faci nainte de a intra n fiecare
situaie vorbitoare de limba. Suntei de succes
dac urmai prin intermediul cu planul
dumneavoastr. Nu modificai planul
dumneavoastr la ultimul moment, n scopul de a
evita dificulti.

We suggest that you enter the following speaking

situations:
1) Enter five situations in which you maintain eye
contact and stutter openly. Let your listener see
that you stutter.
2) Bystander assignment -- to show that you can
stutter openly when someone other than your
listener overhears you. Ask a question or carry on
a brief conversation with someone so that other
people (or person) can hear you stutter.
3) Two situations in which you delay, at least to
the count of 10, starting to talk.
When you return to the clinic, we will all meet to
discuss your experiences.

V sugerm s introducei urmtoarele situaii

vorbitoare de limba:
1) Introducei cinci situaii n care mentin
contactul cu ochii i blbi deschis. S v
asculttor vedea c ai blbi.
2) cesiunea spectator - pentru a arta c poi blbi
deschis atunci cnd o alt persoan dect
asculttor v aude. Pune o intrebare sau de a purta
o scurt conversaie cu cineva, astfel nct alte
persoane (sau persoan), se poate auzi blbi.
3) dou situaii n care se ntrzie, cel puin la
numrul de 10, ncepe s vorbeasc.
Cnd v ntoarcei la clinic, ne vom ntlni pentru
a discuta despre toate experienele tale.

IDEAS ABOUT HELPING THE YOUNG

STUTTERER

IDEI DESPRE AJUTOR blbit TINERII

Parents always want to know what they can do.

The following ideas will suggest attitudes and
activities which can change the environment for a
child, and in doing so will help to lessen the need
for stuttering and provide good support for any
therapy which may also be undertaken. It may
even eliminate the need for formal therapy; but
please understand that the stuttering has been
developing slowly and will retreat slowly. Try to
help by applying the following suggestions.
1. Listen to what your child says -- not to how he
says it. Show a sincere interest in his thoughts.
Let him know how important he is to you.
2. Let him speak for himself. Dont say words for
him; dont interrupt -- let him finish. Keep others
in the family from talking for him.
3. Look at him, especially when he is struggling to
talk to you. Encourage him to look at you too.
4. Dont praise for being fluent. It is better to say
how glad you are that he told you something, or
that he didnt give up when it was hard for him.
Keep him wanting to talk.
5. Insist on turn taking with other children; but
dont demand answers: just encourage
participation in family talking and sharing.
6. Beware of time pressure. It becomes
internalized and the child begins to put it on
himself, feeling that he must hurry if he wants to
say something.
7. Beware of perfectionism -- yours, as well as the
childs.
8. Dont give advice about talking. Dont suggest
he slow down, take a breath, think about what he
has to say, pause before beginning, etc. All these

Prinii ntotdeauna vrea s tie ce pot face.

Urmtoarele idei vor sugera atitudini i activiti
care pot schimba mediu pentru un copil, i n acest
lucru va ajuta pentru a reduce nevoia de Stuttering
i s ofere sprijin bun pentru orice tratament care
ar putea fi, de asemenea, ntreprinse. Se poate
chiar elimina nevoia de terapie oficial, dar v rog
s nelegei c balbaiala a fost n curs de
dezvoltare lent i se va retrage lent. ncercai s
ajute prin aplicarea urmtoarelor sugestii.
1. Ascultai ce spune copilul tau - nu cum se
spune. Manifest un interes sincer n gndurile
sale. Las-l s tie ct de important este pentru
tine.
2. Lasa-l sa vorbeasca pentru el. Nu spune cuvinte
pentru el, s nu ntrerup - s-l termine. Pstrai
alii n familie s vorbeasc pentru el.
3. Uit-te la el, mai ales atunci cnd el se lupt s
vorbesc cu tine. Incurajeaza-l sa se uite la tine.
4. Nu laud pentru a fi fluent. Este mai bine s
spun cat de bucuros sunteti ca el ti-a spus ceva,
sau c el nu a renunat cnd a fost greu pentru el.
ine-l doresc s vorbeasc.
5. Insistati pe turn ia cu ali copii, dar nu cere
rspunsuri: s ncurajeze participarea doar n
familie vorbim i partajarea.
6. Ferii-v de presiunea timpului. Ea devine
internalizate i copilul ncepe s-l pun pe el
nsui, sentimentul c trebuie s se grbeasc dac
vrea s spun ceva.
7. Ferii-v de perfecionism - ta, precum i a
copilului.
8. Nu da sfaturi despre vorbesc. Nu sugereaz c a
ncetini, ia o gura, cred despre ceea ce el are de
spus, pauz nainte de a ncepe, etc Toate aceste

well meaning suggestions lead to more crutches

and avoidance.
9. Model easy speech -- unhurried. Dont answer
questions quickly. This does not mean abnormally
slow speech -- maybe just speaking shorter
phrases without time pressure appearing to urge
you on.
10. Stuttering is really a simple repetition or
prolongation of the first part of a word -- without
struggle or forcing. It can be more like the normal
disfluencies of normal speakers. To get your
child to stutter easily without fighting it, without
shame, without guilt, is the aim of good therapy.
11. The behaviors called stuttering you see are
learned as the child tries to stop stuttering. They
are tricks or crutches grasped in a desperate
attempt to not show any stuttering. They are
distractions for him and he becomes addicted to
them even though they do not help.
They are the things which are ridiculed and
laughed at. They are unnecessary, but can become
bad habits which are difficult to overcome. We
cannot expect the child to stop using them rapidly
or easily. Seek the help of a therapist for any
direct work on habits and follow guidance. Just
relieving pressures as suggested in other items on
this list will automatically lessen the need for the
child to struggle and use tricks.
12. Fluency will be a by-product of easy stuttering
and the reduction of fear.
13. With a very young child, dont label his speech
as stuttering; but probably a seven year old will
already be aware of the word. In either case, dont
be afraid to talk with your child about how he
feels about talking. He should know that you
understand. He should not be made to feel you are
uncomfortable or ashamed -- or he will try hard
not to let you hear him stutter.
14. Encourage activities he likes and social
activities outside school, but dont push. Ask
yourself if all the different appointments for extracurricular lessons are truly necessary. His circuits
may be overloaded.
15. Dont tell your child he will outgrow his
stuttering. Most may, but only if they continue to
talk without giving up or using avoidances. Have
him realize how he and you can help him
overcome his handicap if he learns to
communicate even though he stutters.

sugestii i semnificaia duce la mai multe crje i

evitare.
9. Model de discurs simplu - fr grab. Nu
rspunde la ntrebri repede. Acest lucru nu
nseamn vorbire anormal de lent - poate vorbi
doar fraze mai scurte, fr presiunea timpului care
apare pentru a v ndemn pe.
10. Stuttering este de fapt o simpla repetare sau
prelungirea prima parte a unui cuvnt - fr lupt
sau fora. Acesta poate fi mai mult ca disfluencies
normale de "normale" difuzoare. Pentru a lua
copilul dumneavoastr s se blbie cu uurin,
fr o lupt, fr ruine, fr vin, este scopul
terapiei bun.
11. Comportamentele numit stuttering ce vezi sunt
nvate ca copilul ncearc s opreasc stuttering.
Acestea sunt trucuri sau crje prins ntr-o ncercare
disperat de a nu arta nici o balbaiala. Acestea
sunt distrageri pentru el i el devine dependent de
ele, chiar dac acestea nu ajuta.
Acestea sunt lucruri care sunt ridiculizate i de rs
la. Ele sunt inutile, dar pot deveni obiceiuri
proaste, care sunt greu de depit. Nu ne putem
atepta copilul pentru a opri utilizarea lor rapid sau
uor. Cutai ajutorul unui terapeut pentru orice
lucrare direct asupra obiceiurilor i urmai de
orientare. Presiunile la fel cum a sugerat
ameliorarea n celelalte puncte de pe aceast list
se va diminua n mod automat necesitatea pentru
copil de a lupta i de a folosi trucuri.
12. Fluena va fi un produs de-a Stuttering uor i
de reducere a fricii.
13. Cu un copil foarte tanar, nu eticheteaz
discursul su de balbism, dar, probabil, de un an
apte ani va fi deja contient de cuvnt. n orice
caz, nu v fie team s vorbesc cu copilul
dumneavoastr despre cum se simte despre
vorbesc. El ar trebui s tie c ai neles. El nu ar
trebui s fie fcut s se simt inconfortabil sau
sunteti ruine - sau el va ncerca din rsputeri s
nu v permite s-l auzi blbi.
14. ncurajai activitile pe care le place i
activiti sociale n afara colii, dar nu mpinge.
ntrebai-v dac toate numirile diferite pentru
extra-curriculare lecii sunt cu adevrat necesare.
Circuitele sale pot fi suprancrcat.
15. Nu-i spune copilul dumneavoastr i va
depi balbaiala lui. Cel mai poate, dar numai n
cazul n care continu s vorbeasc, fr a renuna
sau de a folosi avoidances. L-au seama cum el si
te poate ajuta-l depeasc handicapul su, dac el
nva s comunice, chiar dac el se poticneste.

16. Never punish stuttering or reward fluency. No

comments about how fluent he is with someone
else or how much trouble he has with another
person. Let him tell you, and you listen.
17. Just having the child practice fluent speech in
song, poetry, reading, or in memorized selections
will not spread fluency. Participation in such
activities may just be fun and a relief; but they
dont cure.
18. Stuttering is not just an attention-getting
device -- but stuttering should not become an
excuse for getting out of doing something. Figure
out a lesser load as far as talking is concerned.
19. Dont urge the child to control his speech. He
cant, and will only resort to crutches to try to
please you. This is implied pressure.
20. Build confidence in the child, not confidence
he wont stutter, but confidence he can
communicate even though he stutters.
21. The following are frequent implied parental
urgings which are put on children, whether they
stutter or not (and all of us as parents are guilty).
Just recognize these behaviors and do your best.
a. Be perfect. (You did it wrong and you should
do it right).
b. Be strong. (Dont yield to emotion - dont cry feelings are a sign of weakness.)
c. Hurry up. (You are taking my time - I cant
wait for you).
d. Try harder. (What if the child is already trying
his best? He will be frustrated, have a deep sense
of failure and suffer a loss of self worth; and he
may stop trying at all).
e. Please me. (Do it for me tends to translate
into Do it if you want me to love you. The
opposite, How could you have done this to me?
has the same effect.)
22. Dont make the childs speech a performance.
Dont say, Tell grandma what you said.

16. Nu pedepsi sau recompensa stuttering fluenta.

Nici un comentariu despre cum fluent el este cu
altcineva sau de cat de multe necazuri are cu o alt
persoan. Las-l s v spun, i asculta.
17. Avnd doar discursul practica copilul fluent n
cntec, poezie, lectur, sau n selecii memorate nu
se va rspndi fluenta. Participarea la astfel de
activiti pot fi doar distractiv i o uurare, dar nu
vindeca.
18. Balbism nu este doar un dispozitiv de atentie
obtinerea - balbaiala, dar nu ar trebui s devin o
scuz pentru a iei de a face ceva. Figura o sarcin
mai mic, n msura n care este vorba n cauz.
19. Nu ndemn copilului de a controla discursul
su. El nu poate, i va recurge doar la carje pentru
a ncerca s v rog. Acest lucru este implicit de
presiune.
20. Construi ncredere n copilul nu, ncrederea c
nu va blbi, dar de ncredere poate comunica
chiar dac el se poticneste.
21. Urmtoarele sunt frecvente ndemnurile
implicite parentale care sunt puse pe copii,
indiferent dac acestea se blbie sau nu (i toate
de noi ca prini sunt vinovai). Recunosc doar
aceste comportamente i de a face cel mai bun.
o. Fi perfect. (Ai fcut-o greit i trebuie s o faci
dreapta).
B. Fii puternic. (Nu ceda la emoie - nu plnge sentimentele sunt un semn de slbiciune.)
C. Grbete-te. (V luai timpul meu - eu nu pot
atepta pentru tine).
D. ncercai mai greu. (? Ce se ntmpl dac
copilul este deja cel mai bine incearca sa El va fi
frustrat, au un profund sentiment de eec i sufer
o pierdere de valoare de sine, i el poate opri
ncearc deloc).
e. Va rog sa ma. ("F-o pentru mine" tinde s se
traduc n opus "F-o, dac vrei s te iubesc.",
"Cum ai putut face acest lucru pentru mine?" Are
acelai efect.)
22. Nu face discursul copilului o performan. Nu
spune, "Spune-bunica ceea ce ai spus."

AVOIDANCE-REDUCTION THERAPY:A
RESPONSE-SUPPRESSION HYPOTHESIS

EVITAREA-REDUCEREA TERAPIE: o ipotez

de raspuns reprimarea

METHOD OF JOSEPH G. SHEEHAN AND

VIVIAN M. SHEEHAN

METODA DE Joseph G. Sheehan i Vivian

Sheehan M.

We have come to believe that stuttering is

perpetuated by successful avoidance (Sheehan.
1983), by the successful suppression of outward
stuttering behavior and the substitution of false
fluency, or by inner patterns of stuttering.
With some individual variability, stutterers appear
to have the capacity to suppress the outward
appearance of their stuttering, producing an
apparent reduction in frequency. We assume that
response suppression is a central continuing cause
in maintaining stuttering behavior. This
suppression of outward stuttering behavior may
temporarily make the stutterer seem better;
actually, it moves into a retreat position that makes
ultimate recovery enormously more difficult.
The suppression of stuttering behavior has given
rise in current literature to curves showing how
much the stutterer has improved, or how much
fluency has been established. But at the end of
this process, the stutterer is farther from a true
recovery, not closer.
Though space does not permit us to develop it
here, we hypothesize that stuttering becomes fixed
or established in childhood when the stutterer
learns successful suppression techniques. It is not
so much frustration -- though that is a contributing
factor -- or the successful use of tricks or crutches,
though that is enormously important. Rather, the
basic step is the learning of a suppressive
mechanism.
This formulation is quite different from previous
theories to the effect that stuttering results from
the unsuccessful attempt to avoid expected
stuttering, and it is different from the anticipatory
struggle hypothesis of Bloodstein. It is not the
struggle, but the successful avoidance of struggle
that perpetuates stuttering. How is this possible?
Through successful learning of a suppressive
mechanism.
The suppressive hypothesis is consonant with and
is a new part of the double approach-avoidance
conflict theory of stuttering. Avoidance reduction
is even more basic as a vehicle of therapy,
improvements and recovery.

Am ajuns s cred c Stuttering este perpetuat prin

evitarea cu succes (Sheehan. 1983), prin
suprimarea cu succes a comportamentului
Stuttering exterior i substituirea de fluen false,
sau prin modele interne de balbism.
Cu unele variabilitatea individual, stutterers par
s aib capacitatea de a suprima aspectul exterior
al Stuttering lor, produce o reducere aparent a
frecvenei. Noi presupunem c suprimarea raspuns
este o cauza central continu n meninerea
comportamentului balbaiala. Acest comportament
de suprimarea Stuttering pasiv poate temporar
"face blbit par mai bine", de fapt, se mut ntr-o
poziie de retragere, care face recuperare final
enorm de mult mai dificil.
Suprimarea de comportament stuttering a dat
natere, n literatura de specialitate actual n
curbe arat ct de mult blbit i-a mbuntit,
sau cat de mult fluenta a fost, dar "stabilite". La
sfritul acestui proces, blbit este mai departe de
o recuperare de adevrat, nu mai .
Dei spaiul nu ne permite de a dezvolta aici,
putem emite ipoteza c Stuttering devine fixat sau
stabilit n copilrie atunci cnd blbit invata
tehnici de suprimare de succes. Nu este frustrare
att de mult - dei este un factor care contribuie sau folosirea cu succes de trucuri sau de crje, cu
toate c este extrem de important. Mai degrab,
este pasul de baz de nvare a unui mecanism de
supresie.
Aceast formulare este destul de diferit de
teoriile anterioare care s ateste c stuttering
rezultatele de la ncercarea nereuit de a evita
asteptat stuttering, i acesta este diferit de la
ipoteza lupta anticipativ a Bloodstein. Nu este
lupta, ci evitarea cu succes a luptei care
perpetueaza stuttering. Cum este posibil acest
lucru? Prin nvarea cu succes a unui mecanism
de supresie.
Ipoteza de supresie este n consonan cu i este o
nou parte a teoriei dublu abordarea conflictului
de evitare a stuttering. Reducere de evitare este
chiar mai mult de baz, ca un vehicul de terapie,
mbuntiri i de recuperare.

Openness is a key to success, and suppression is a

toboggan ride to failure.
We have seen enough relapses of the therapies of
Schwartz and of Webster, although we do not
mean to lump these in together, to be fairly sure
that when response suppression is the basic
vehicle of therapy, then relapse is inevitable. The
consequences are that the stutterer is even more
distant from a final solution to his problem.
Therapy also depends on the person, and we
recognize this in ours. It depends on his
motivation, personality, capacity for change, and
the role that stuttering plays in his life. In our
therapy the program is not the dominant feature
but the person is. We do, of course, have a core of
clinical methods, of clinical assignments, of roletaking activities. The therapy has always been an
early form of behavior modification therapy. It is
a social-psychological therapy and fits in well
with traditional psychotherapy, and any therapy in
which there is a focus on understanding the person
and an interest in his motivations and goals and
ultimate successes.
All therapies are subject to arrangements: The
frequency of meeting, age, family involvement in
therapy, motivation, neurotic resistance, the giantin-chains complex, which often lead to relapse
even in the best of therapies. However, we feel
that our relapses are closer to coming out of it
again; that our people do not fall all the way down
to ground zero; and that even with relapse there is
still residual improvement. Moreover, there is a
very clear directionality in the therapy. Get rid of
avoidance, whatever the source. Stop pretending.
Stop covering up from your listener, and stop
trying to fool yourself and others that there is no
problem. If you can really get a stutterer to do
this, it has enormous potential for change. So we
would argue that some of the suppressive therapies
are not only temporary in effect and futile, but
actually really harmful, in the sense that they
encourage false hope in a technique that cannot
help but fail. And that they move the stutterer
away from eventual recovery by increasing his
suppressive skills. He needs to decrease them and
to be open. The techniques and steps in the
avoidance-reduction, action-taking therapy that we
have devised have some overlap with those of Van
Riper, but it is really very different from Van Riper
therapy.

Deschiderea este o cheie a succesului, i

suprimarea este o plimbare tobogan de eec.
Am vzut destule recidive ale terapii de Schwartz
i de Webster, dei nu ne referim la forfetare
acestea mpreun, pentru a fi destul de sigur c,
atunci cnd suprimarea rspuns este vehiculul de
baz de tratament, apoi recidiva este inevitabil.
Consecinele sunt c blbit este chiar mai departe
de o soluie definitiv la problema sa.
Terapia, de asemenea, depinde de persoana, iar noi
recunoatem acest lucru n a noastr. Aceasta
depinde de motivatia lui, personalitatea,
capacitatea de schimbare, i rolul pe care murmura
joac n viaa lui. n terapia noastr programul nu
este caracteristica dominant, dar persoana este.
Noi, desigur, au un miez de metode clinice, de
sarcini clinice, de-a lua rolul de activiti. Terapia
a fost ntotdeauna o form timpurie de terapie de
modificare a comportamentului. Este o terapie
social, psihologic i se potrivete bine cu
psihoterapie tradiionale, precum i orice terapie,
n care exist un accent pe intelegerea persoan i
un interes n motivaiile i scopurile sale i succese
finale.
Toate terapiile sunt supuse unui regim: frecvena
de ntlnire, implicarea familiei de vrst, n
terapie, motivare, rezistenta nevrotic, complexul
gigant-in-lanturi, ceea ce duce adesea la recidiva,
chiar n cele mai bune de terapii. Cu toate acestea,
simim c recidive noastre sunt mai aproape de a
veni din nou, c poporul nostru nu se ncadreaz
tot drumul pn la zero, i c, chiar i cu recidiva
exist n continuare mbuntiri rezidual. Mai
mult dect att, exist o directionalitatea foarte
clar n terapie. Scapa de evitare, indiferent de
sursa. Nu ne mai prefacem. Opri care acoper
pn la asculttor dvs., i nu mai ncearc s te
pcleti i alii c nu exist nici o problem. Dac
putei obine ntr-adevr o blbit pentru a face
acest lucru, ea are un potenial enorm pentru
schimbare. Deci, ne-ar argumenta c unele dintre
terapiile de supresie nu sunt doar temporare n
vigoare i inutil, dar, de fapt chiar duntoare, n
sensul c ncurajeaz speran fals ntr-o tehnica
care nu poate ajuta, dar nu reuesc. i c se misca
blbit departe de recuperare eventual, prin
creterea competenelor sale represive. El trebuie
s le scad i s fie deschis. Tehnicile i etape n
evitarea-reducere, de aciune, lund n terapie care
le-am conceput au unele se suprapun cu cele de
Van coapt, dar este de fapt foarte diferit de la Van
coapt terapie.

For one thing, we do not use the control concept,

and we try to set up Avoidance-Reduction as the
main and almost the sole vehicle of therapy. We
do teach stutterers how to stutter. And we point
out the uselessness of the tricks they are using.
And we point out the phonetic irrelevance of
stuttering behavior.
We have sometimes tried to group our therapy into
stages and it appears to work for some groups and
for some stutterers. These stages are in general:
First, Self-Acceptance Phase; second, Monitoring
and Exploring; third, Initiative Phase; fourth,
Modification of Pattern Phase; and fifth, Safety
Margin Phase.
The Self-Acceptance Phase also begins with eye
contact so it is not purely a cognitive activity. We
especially emphasize silent eye contact before
speaking. Contact, incidentally, isnt necessary; it
is sufficient that the stutterer look at his listener.
He needs to feel free to discuss his stuttering and
the therapy, to conduct a Gallop poll. He needs
to explore his own feelings of shame and guilt in
group discussion following assignments in
meeting people on the outside. He needs to learn
capsules of information on stuttering. Even
intellectual processes in the case of stuttering may
facilitate motivation and assist in therapy. The
stutterer needs to understand that he is going to be
changed, however, by action, by role-taking, and
not by thinking bright thoughts in an armchair.
Monitoring, the second phase, is, for us, purely a
sensory phase. It does not imply control and it
does not imply suppression of stuttering
frequency. It is a matter of becoming aware of
what you are doing at the time you are doing it. It
is a term that we used early and borrowed from the
space program.
The third phase, Initiative, actually continues all
the way through, as do all of these phases. It is a
matter of, Dont wait for fear to descend upon
you; go out into situations and seek out fears and
seek out difficulties. If you should stutter in the
process, it will not be a tragedy, because stuttering
is not a failure, fear is not a failure, and by
initiative you can give yourself more moments of
stuttering with which to analyze and with which to
modify. Fourth, the Modification of Pattern
Phase is always in the direction of openness. This
is an opening-up type of therapy.

Pentru un singur lucru, nu vom folosi conceptul de

control, i vom ncerca s nfiineze EvitareaReducerea ca principal i aproape vehicul unic de
terapie. Noi facem stutterers nva cum s se
blbie. i am subliniat inutilitatea de trucuri pe
care le folosesc. i am subliniat lipsa de relevan
fonetic a stuttering comportament.
Am ncercat, uneori, la terapie de grup noastre n
etape i se pare s lucreze pentru unele grupuri i
pentru unele stutterers. Aceste etape sunt n
general: n primul rnd, de auto-acceptare faza n
al doilea rnd, de monitorizare i de a explora, a
treia faz, de iniiativ; al patrulea rnd,
modificarea de faza de model, si a cincea, de
siguran Marja de faza.
Faza de auto-acceptare, de asemenea, ncepe cu
contactul cu ochii, astfel c nu este doar o
activitate cognitiv. Noi subliniem n special n
contact cu ochii tcut nainte de a vorbi.
Contactati, de altfel, nu este necesar, este suficient
ca aspectul blbit la asculttor lui. El are nevoie
s se simt liber pentru a discuta despre balbaiala
lui i terapie, de a desfura o El trebuie s
exploreze sentimentele de ruine i vinovie n
discuii de grup n urma misiuni n ndeplinirea de
oameni pe afar ", sondaj galop.". El are nevoie s
nvee capsule de informaii privind stuttering.
Chiar si procesele intelectuale, n cazul de balbism
poate facilita motivarea i asisten n terapie.
Blbit trebuie s neleag c el se va fi schimbat,
cu toate acestea, prin aciune, prin luarea de rol, i
nu prin ganduri luminoase ntr-un fotoliu.
Monitorizarea, faza a doua, este, pentru noi, pur si
simplu o faz senzorial. Aceasta nu implic un
control i nu implic suprimarea de balbism de
frecven. Este o chestiune de a deveni contieni
de ceea ce faci in momentul in care o fac. Este un
termen pe care am folosit devreme i a mprumutat
de la programul spaial.
A treia faz, Iniiativa, de fapt, continu tot drumul
prin, la fel ca toate aceste faze. Este o chestiune
de, "Nu ateptai, de teama de a cobor peste voi;
iei n situaii i caute temerile i caute dificulti.
Dac ar trebui s se blbie n proces, nu va fi o
tragedie, pentru c balbism nu este un eec, frica
nu este un eec, i prin iniiativa i poi da mai
multe momente de balbaiala cu care s analizeze i
cu care s modifice. " n al patrulea rnd,
modificarea de faza model este ntotdeauna n
direcia de deschidere. Acesta este un tip de
deschidere-up de tratament.

It is never in the direction of trying to sound better

as far as the listener is concerned. Often we
encourage the stutterer to sound worse to the
listener as in the Safety Margin, the last phase of
therapy. While we use voluntary stuttering, we do
not use the duplication of the true stuttering
pattern, nor the bounce, but we use a smooth
pattern which we call the slide. We encourage
the stutterer to try to stutter more easily, using the
slide, not to suppress stuttering but to be more
open in the style of doing it.
The last phase, the Safety Margin, is an effort to
keep a margin between the pressures for fluency
which are inherent in any situation in which the
stutterer has to speak and his capacity to deliver
that fluency honestly. He is to use a slide on nonfeared words easily and effortlessly and not let his
listener know how fluent he really can be. It is
actually concealing some of the fluency instead of
concealing some of the stuttering.
The results are tremendously different because the
stutterer, who is already stuttering more openly
and easily than his fear calls for, will be very
secure in speaking. Eventually he gets a total
freedom from blocking and a total freedom from
fear. This is the product of the renunciation of the
successful suppression of stuttering and the
ultimate result of therapy when it is carried out
conscientiously, thoroughly and to its logical end.
The data that are produced by many of the
behavioral suppressors are not recovery figures;
they are suppression figures. The indecent
scramble for ever and ever higher percentages,
like 90 or 89 or 93 becomes totally meaningless.
We suggest that the figures published on the
establishment of fluency are mostly behavioral
suppression figures and not ultimate recovery
figures, and that the more successful the
suppression, the less the chance of eventual
recovery.

Acesta nu este niciodat n direcia de a ncerca s

sune mai bine ca ceea ce este asculttor n cauz.
Deseori incurajam blbit s sune mai rau ca
asculttor n marja de siguran, ultima faza a
tratamentului. n timp ce vom folosi Stuttering
voluntar, noi nu folosim duplicarea modelului
Stuttering adevrat, nici saritura, dar am folosit un
model de buna pe care o numim incurajam blbit
pentru a ncerca s se blbie mult mai uor ",
diapozitiv.", Utiliznd diapozitivul , nu pentru a
suprima balbism, dar s fie mai deschis n stilul
de a face aceasta.
Ultima faza, marja de siguran, este un efort de a
pstra o marj ntre presiunile de fluen care sunt
inerente n orice situaie n care blbit trebuie s
vorbeasc i de capacitatea sa de a furniza acest
fluenta sincer. El este de a folosi un cadru nontemut cuvinte uor i fr efort, i nu s ascultator
sa stiu cum sa vorbesc fluent ntr-adevr poate fi.
Acesta este, de fapt ascunde o parte din fluenta in
loc de a ascunde o parte din balbaiala.
Rezultatele sunt extrem de diferite, deoarece
blbit, care este deja stuttering mai deschis i mai
uor dect frica, solicit, va fi foarte sigur de a
vorbi. n cele din urm el devine o libertate total
de la blocarea i o libertate total de fric. Acesta
este produs de renunarea la suprimarea de succes
a murmura i rezultatul final al tratamentului
atunci cnd se efectueaz contiincios, bine i
pn la sfritul su logic.
Datele care sunt produse de ctre muli dintre
Suprimarea de comportament nu sunt cifrele de
recuperare, ei sunt figuri de suprimare. Goana
indecent de tot i de procente tot mai mari, cum ar
fi 90 sau 89 sau 93 devine total lipsit de sens. Am
sugereaz c cifrele publicate pe "stabilirea de
fluen" sunt cea mai mare parte cifrele de
comportament de suprimare i cifrele nu ultime de
recuperare, i c mai mult succes suprimarea, mai
puin ansa de recuperare final.

EXCERPTS FROM THE WRITINGS

OFJOSEPH G. SHEEHAN

Extrase din OFJOSEPH SCRIERILOR G.

Sheehan

Memorial Service, November 26, 1983

Memorialul de servicii, 26 noiembrie 1983

Human problems are largely communication

problems. We grope for words to express our
meanings and are never entirely satisfied with the
result. Imperfect though they are, we can at least
convert our word choices into speech. In that last
sense, speaking is an easy process, and many are
glib with nothing to say. But for the child or adult
who has developed the problem called stuttering,
the production of a spoken word can be fraught
with dread and difficulty. The experience of
stuttering is like a slice of life -- a mixture of
comedy and tragedy.

Problemele umane sunt n mare parte probleme de

comunicare. Am bjbi de cuvinte pentru a
exprima sensuri noastre i nu sunt niciodat pe
deplin satisfcut de rezultat. Imperfect, dei
acestea sunt, cel puin putem transforma alegerile
noastre de cuvnt n vorbire. n acest sens ultima,
vorbind este un proces uor, i muli sunt glib cu
nimic de spus. Dar pentru copil sau adult, care a
dezvoltat problema numit stuttering, producia a
unui cuvnt rostit poate fi plin de groaz i de
dificultate. Experiena de balbism este ca o felie
de via - un amestec de comedie i tragedie.

* * * * *

*****

Stuttering is a disorder of the social presentation

of the self. Basically, stuttering is not a speech
disorder but a conflict revolving around self and
role, an identity problem. The stutterer typically
has no difficulty when alone -- a striking and
significant feature of the disorder. He can speak
freely then, for communication with other human
beings is not demanded. Even when with others,
he is a stutterer only when he talks -- an ancient
joke that really tells us something important. For
stuttering is role-specific behavior. It is specific to
the speaker role and to the listener relationship.
Just as it takes two to tango, it takes two to stutter.
A listener, as well as a speaker, is required.

Stuttering este o tulburare de prezentare sociale de

sine. Practic, balbism nu este o tulburare de
vorbire, dar un conflict se invarte in jurul sine si
rol, o problem de identitate. Blbit are de obicei
nici o dificultate atunci cnd singur - o
caracteristica izbitoare i semnificativ a tulburare.
El poate vorbi liber, apoi, pentru comunicarea cu
alte fiine umane nu este cerut. Chiar i atunci
cnd cu alii, el este un blbit numai atunci cnd
vorbete - o glum veche, care ntr-adevr ne
spune ceva important. Pentru stuttering este rolul
specific de comportament. Este specific pentru
rolul de vorbitor i asculttor la relaia. Aa cum
este nevoie de doi pentru tango, este nevoie de doi
pentru a blbi. Un asculttor, precum i un
vorbitor, este necesar.

* * * * *
Compared to the extreme meagerness of Freuds
references to stuttering, there is a fairly abundant
proliferation of formulations on stuttering from
followers of Freud. The disciples have not
hesitated to rush in where the master seemed
reluctant to tread. Nor have they always agreed.
Coriat has argued that the stutterer is primarily
oral, while Fenichel argued that he is primarily
anal, a discrepancy suggesting that these two may
have been trying to peer into their subject from
opposite ends.

*****
Comparativ cu meagerness extrem de referine lui
Freud de a murmura, exist o proliferare destul de
abundent de formule pe stuttering din urmai ai lui
Freud. Ucenicii nu au ezitat s se grbeasc n
cazul n care comandantul prea reticente n a
benzii de rulare. Nici nu au fost ntotdeauna de
acord. Coriat a susinut c blbit este n primul
rnd pe cale oral, n timp ce Fenichel a susinut
c el este n primul rnd anal, o discrepan
sugereaz c acestea dou ar fi fost ncercarea de
la egal la egal n obiectul lor de la capete opuse.

Lest the majestic authority of Freud be invoked

too readily to bolster what may actually be a
current analytic view, it might be well to recall
Freuds own apt disclaimer: As for me, I am not
a Freudian.

Ca nu cumva autoritatea maiestuos de Freud fi

invocate prea uor pentru a susine ceea ce ar
putea fi de fapt o vedere curent analitic, ar fi bine
s se aminteasc lui Freud denegri de
responsabilitate proprie apt: "n ceea ce pentru
mine, eu nu sunt un freudian."

* * * * *
*****
Stuttering is not a unitary disorder but a cluster of
disorders of varying degrees of complexity and
relatedness. Stuttering is a bog one can enter from
many different pathways, and from which one
may find a variety of exits. Many roads lead to
Rome and to and from stuttering.

Balbism nu este o tulburare unitar, ci un grup de

tulburari de diferite grade de complexitate i de
nrudire. Stuttering este o mlatin se poate intra
de la mai multe cai diferite, i din care se poate
gsi o varietate de ieiri. Multe drumuri duc la
Roma i de la i de la balbaiala.

* * * * *
*****
The handicap of stuttering is traditionally defined
in terms of the blockings, repetitions, mouth
posturings, and grimaces that the stutterer goes
through in trying to utter a word, but it is much
more than that.
A stutterer is one who does not know where his
next word is coming from. Moreover, he does not
know when the next situation will arise in which
he will need that word. Even his fluency may give
him little more than a feeling of thin ice. The tobe-or-not-to-be, to-speak-or-not-to-speak is always
with the stutterer, and from this gnawing,
pervasive uncertainty springs the major portion of
his handicap.

Handicap de balbism este n mod tradiional

definit n termeni de blocaje, repetiii, posturings
gura, i grimase care trece prin blbit n
ncercarea de a rosti un cuvnt, dar este mult mai
mult dect att.
Un blbit este unul care nu tie unde cuvntul su
vine de la urmatoarea. Mai mult dect att, el nu
tie cnd va aprea urmtoarea situaie n care va
avea nevoie de acest cuvnt. Chiar i fluen pot
sa-i dea puin mai mult dect un sentiment de
ghea subire. A-fi-sau-nu-a-fi, pentru a-vorbisau-nu-a-vorbi este ntotdeauna cu blbit, i din
acest roadere, incertitudine omniprezent izvorte
cea mai mare parte a handicapului su.

* * * * *
*****
Stuttering may be likened to an iceberg, with the
major portion below the surface. What people see
and hear is the smaller portion; far greater, and
more dangerous and destructive, is that which lies
below the surface, experienced as fear, guilt, and
anticipation of shame. For an adult or an
adolescent mature enough to tolerate it, public
presentation of the self as a stutterer has major
therapeutic effects. The portion of the iceberg
exposed to the sunlight of public view melts away
more quickly.

Balbism poate fi asemnat cu un iceberg, cu cea

mai mare parte de mai jos suprafata. Ceea ce
oamenii vor vedea i auzi este partea mai mic,
mult mai mare, i mult mai periculos si distructiv,
este ceea ce se afla sub suprafata, experimentat ca
frica, vinovia, i anticiparea de ruine. Pentru un
adult sau un adolescent suficient de matur pentru
a se tolera, prezentarea public de sine ca un
blbit are efecte terapeutice majore. Parte a
aisbergului expuse la lumina soarelui de vedere al
publicului se topete mult mai repede.

When the stutterer attempts to deny his stuttering

behavior and to represent himself as a fluent
speaker (which he is part of the time), he then
creates tensions relating to fear of failure of the
role expectation. But by experiencing his
stuttering, a stutterer can get over his shame. By
getting more of the stuttering behavior above the
surface, the total amount of fear and handicap may
be reduced.

Cnd blbit ncearc s nege comportamentul su

Stuttering i s se reprezinte pe sine ca un vorbitor
fluent (care este parte a timpului), apoi el creeaz
tensiuni legate de teama de eec de ateptare rol.
Dar, prin experimentarea balbaiala lui, un blbit
poate trece peste ruinea lui. Prin obtinerea de mai
mult de comportament stuttering deasupra
suprafeei, suma total de team i de handicap pot
fi reduse.

* * * * *

*****

In terms of its simplest aspects, what we have to

account for in stuttering is a momentary blocking.
Almost mysteriously the stutterer is stuck on a
word, and then, for reasons just as baffling, he is
able to continue. An explanation of stuttering
must account for these twin features of the
stutterers behavior.
Most theories of stuttering have focused on the
hesitancy, on what produces the blocking. But
from the standpoint of systematic theory as well as
therapy, it is just as important to explain
termination of the block as the block itself. Two
questions then become essential in the explanation
of the stutterers behavior: (1) What makes him
stop? (2) What enables him to continue? In
response to these twin questions, two central
hypotheses may be stated:
1. The conflict hypothesis. The stutterer stops
whenever conflicting approach and avoidance
tendencies reach an equilibrium.
2. The fear-reduction hypothesis. The occurrence
of stuttering reduces the fear that elicited it, so that
during the block there is sufficient reduction in
fear-motivated avoidance to resolve the conflict,
permitting the release of the blocked word.

n ceea ce privete aspectele sale simple, ceea ce

avem n contul de balbism este o blocare de
moment. Aproape misterios blbit este blocat pe
un cuvnt, i apoi, din motive la fel de
surprinzatoare, el este capabil s continue. O
explicaie a stuttering trebuie s reprezinte pentru
aceste caracteristici gemene ale comportamentului
lui blbit.
Cele mai multe teorii ale stuttering s-au concentrat
pe ezitare, pe ceea ce produce blocarea. Dar, din
punctul de vedere al teoriei sistematice, precum i
ca terapie, aceasta este la fel de important pentru a
explica ncetarea de bloc ca blocul n sine. Dou
ntrebri deveni esenial n explicarea
comportamentului blbit de: (1) Ceea ce face l
opresc? (2) Ceea ce i permite s continue? Ca
rspuns la aceste ntrebri gemeni, doua ipoteze
centrale poate fi declarat:
1. Conflictul ipoteza. Blbit se oprete ori de cte
ori abordare conflictual i tendine de evitare a
ajunge la un echilibru.
2. Ipoteza frica de reducere. Apariia Stuttering
reduce teama c aceasta a provocat, aa c n
timpul blocul nu este suficient reducerea cu fricamotivata de evitare a rezolva conflictul, permite
eliberarea de cuvnt blocat.

* * * * *
*****
The conflict in stuttering is not simply between
speaking versus inhibiting expected stuttering. In
the double approach-avoidance conflict situation,
there is both a conflict between speaking and not
speaking and between being silent or not being
silent. The avoidance does not come primarily
from the fear of stuttering as such but from the
competition between the alternative possibilities
of speech and silence, with the stuttering a
resultant of this conflict.

Conflictul din balbism nu este pur i simplu ntre

vorbind fa de Stuttering inhibarea de ateptat. n
situaia n dublu conflictul abordare-evitare, exist
att un conflict ntre a vorbi i a nu vorbi i ntre a
fi tcut sau a nu fi tcut. Evitarea nu provin n
principal din teama de a stuttering ca atare, ci de la
concurena dintre posibilitile alternative de
exprimare i de tcere, cu balbism o rezultant a
acestui conflict.

Speaking holds the promise of communication but

the threat of stuttering; silence eliminates
temporarily the threat involved in speaking, but at
a cost of abandonment of communication and
consequent frustration. Many stutterers show a
fear of silence, and filibuster furiously in their
speech to keep any pause from becoming
dangerously long. Since most stuttering occurs
initially, silence plus initiation of speech becomes
a conditioned cue for the painful experiences of
anxiety and stuttering.

Vorbind detine promisiunea de comunicare, dar

ameninarea de balbaiala; tcere elimina temporar
ameninarea implicate n vorbire, dar la un cost de
abandon de comunicare i de frustrare n
consecin. Stutterers Multe arat o fric de tcere,
i corsar furios, n discursul lor de a pstra orice
pauza de la a deveni periculos de mult timp.
Deoarece cele mai multe Stuttering apare iniial,
tcerea plus iniierea de exprimare devine un
element condiionat pentru experienele dureroase
de anxietate i de balbaiala.

* * * * *

*****

The listener, as well as the stutterer, is caught in a

conflict. What should he do when the stutterer is
struggling? Should he watch the debacle or avert
his gaze? Should he help the stutterer with a
painfully obvious word or let him flounder?
Should he give some friendly recognition to the
difficulty, or help the stutterer pretend it isnt
there? Knowing little about the disorder, he gets
his cue from the stutterer himself. Through the
interplay of perceptions, the listener concludes
that stuttering must be something shameful and
joins the stutterer in pretending that nothing is out
of the ordinary. By engaging in a false role, the
stutterer draws his listener into an equally false
role. In the manifest experience of his conflict
between going ahead and holding back, the
stutterer inadvertently places the listener in a
conflict as well.

Asculttor, precum i blbit, este prins ntr-un

conflict. Ce ar trebui s fac atunci cnd se lupt
blbit? n cazul n care el a viziona sau a preveni
dezastrul privirea lui? n cazul n care el a ajuta
blbit, cu un cuvnt dureros de evident sau s-l
cambul? El ar trebui s dea o oarecare
recunoatere prietenos dificultate, sau ajuta la
blbit pretinde c nu este acolo? Cunoaterea
puin despre tulburare, el devine de la tac sa
blbit el nsui. Prin interaciunea a percepiilor,
asculttor concluzioneaz c Stuttering trebuie s
fie ceva ruinos i se altur blbit n pretinde c
nimic nu este ieit din comun. Prin angajarea ntrun rol fals, blbit atrage ascultatorul sa ntr-un rol
la fel de fals. n experiena vdit de conflictul
ntre a merge nainte i napoi de depozit, blbit
plaseaz neatenie asculttor ntr-un conflict, de
asemenea.

* * * * *

*****

Two assertions frequent in the literature are that

stuttering is attention-getting behavior (especially
as it first appears in childhood), and that stuttering
is perpetuated by the sympathy it arouses.
Interestingly, neither assertion appears
prominently in the writings of those who have
gone through the experience of stuttering. Those
who stutter report clinically that overprotection is
the hardest to bear of all audience reactions, that it
is experienced by them as a rejection, and that
other forms of rejection are at least as frequent as
sympathy. As for the thesis that stuttering is a
negative bid for attention, why then doesnt the
stutterer display his symptoms more freely and
easily? Avoidance is characteristic of even the
young child stutterer who develops the slightest
awareness.

Dou afirmaii frecvente n literatura de

specialitate sunt ca Stuttering este ateniaobtinerea comportament (mai ales ca acesta apare
pentru prima dat n copilrie), i c Stuttering
este perpetuat de simpatie se trezete. Interesant,
nici afirmaia apare vizibil n scrierile celor care
au trecut prin experiena de balbism. Cei. Care
raportul stutter clinic c Protecie termic este cel
mai greu s suporte toate reaciile de audien,
care este experimentat de ctre ei ca o respingere,
i c alte forme de respingere sunt cel puin la fel
de frecvente ca simpatie n ceea ce privete teza c
este o ofert Stuttering negativ pentru atenie,
atunci de ce nu se afieaz blbit simptomele sale
mult mai liber i mai uor? Evitarea este
caracteristic chiar i blbit copil care se dezvolta
cel mai mic de contientizare.

Stuttering involves a primary loss -- a defeat of the

ability to communicate. Whatever gains accrue
to this loss are secondary indeed. With the onset
of the problem called stuttering, the primary loss
far outweighs anything that may later be
rationalized as a secondary gain. An amputee
veteran may experience some sympathy (most of
it unwelcome) along with a multitude of
frustrating social reactions. But does the gain
exceed the loss? Would he trade back, given the
opportunity? These are the questions that must be
asked of the stutterer. Consider how eagerly the
stutterer has grasped for every straw of distraction
that yielded quick fluency and the temporary
illusion of cure. In considering whether secondary
gain is a reinforcer for stuttering, we must not
overlook the primary loss.
* * * * *

Stuttering implic o pierdere primar - o nfrngere

de capacitatea de a comunica. Oricare ar fi
"ctiguri", revin la aceast pierdere sunt
secundare ntr-adevr. Odat cu debutul numita
problem stuttering, pierderea primar depete cu
mult ceva care poate fi ulterior rationalizata ca un
ctig secundar. Un veteran amputat poate avea
oarecare simpatie (cea mai mare parte nedorit),
mpreun cu o multitudine de reacii frustrante
sociale. Dar nu depete ctigul pierderea? Vrei
sa comerului napoi, avnd n vedere
posibilitatea? Acestea sunt ntrebrile la care
trebuie s fie puse de blbit. Luai n considerare
modul nerbdare blbit a profitat de fiecare paie
de distragere a ateniei, care a cedat rapid fluenta
si iluzia temporar de vindecare. n considerare
dac ctig secundar este un "stimulant" pentru
stuttering, noi nu trebuie s trecem cu vederea
pierderea primar.
*****

Efforts to prevent a consequence can sometimes

bring it about. We have used the plank-walking
analogy. Anyone can easily walk across a 2-by-4inch plank placed across the floor. But if it were
placed between two tall buildings, or across a
chasm, one would be in danger of falling off from
the very effort engaged in trying to prevent it. For
a stutterer, increased efforts to keep from falling
off the fluency plank only increase avoidance
behavior, associated conflict, and resultant
stuttering.

Eforturile de a preveni o consecinta poate aduce,

uneori, vorba. Am folosit analogia placa-de mers
pe jos. Oricine poate ajunge cu uurin ntr-o
scndur 2-de-4-inch plasat pe podea. Dar, n
cazul n care au fost plasate ntre dou cldiri
nalte, sau peste o prpastie, unul va fi n pericol
de a cdea de la efort foarte angajat n ncercarea
de a preveni aceasta. Pentru un blbit, a crescut
eforturile pentru a mentine de la a cdea de pe
scndur fluenta crete doar un comportament de
evitare, conflictul asociat, i Stuttering rezultanta.

* * * * *

*****

Every stutterer becomes in time a walking

museum, or perhaps a talking museum, of
those crutches, devices or mannerisms he has
employed to conceal his stuttering. The history of
the stuttering pattern of any one individual is
clustered in what he does each time he stutters. In
the adult, unraveling the tangle of false behaviors
is a major goal of therapy.

Fiecare blbit devine n timp un "muzeu de mers

pe jos", sau poate un "muzeu vorbind," a acestor
crje, dispozitive sau manierisme le-a angajat s-i
ascund balbaiala lui. Istoria modelului stuttering
de orice individ este grupate n ceea ce face de
fiecare data cand se poticneste. La adult,
unraveling amestec de comportamente false este
un obiectiv major al terapiei.

* * * * *

*****

Stuttering is a complex problem whose nature

forever tempts people to offer simplistic cures.
Even intelligent people who should know better
are taken in, or ensnare themselves in the
unreasonable belief that a complex problem must
have a quick and easy solution. But too much is
known of the complexities of the disorder -- and
for that matter, of human nature -- to entertain that
hope intelligently. Self-presentation via speech is
always going to be difficult for some, depending
upon how they feel toward themselves and toward
significant others. That kind of problem will and
can never be solved by a simplistic gimmick -or even a complex gimmick.
The problem of stuttering cannot be adequately
defined in terms of disfluency counts or speech
interruptions. Stuttering is always the problem of
a person. Unless we understand the person, we
will not understand the problem. In many cases
the frequency of stuttering is a trivial fact with
reference to the totality of problems the person
has. To understand the person, the stuttering
behavior is not the only behavior in which we
should be interested.
* * * * *

Stuttering este o problem complex a crei natur

ispitete pe oameni pentru totdeauna de a oferi
cure simpliste. Chiar si oameni inteligenti, care ar
trebui s cunosc mai bine sunt luate n, sau se
prinde in capcana, n credina c nerezonabil o
problem complex, trebuie s aib o soluie
rapid i uoar. Dar, prea mult este cunoscut de
complexitatea de tulburare - i pentru care
conteaz, de natura uman - s nutreasc aceast
speran inteligent. De auto-prezentare prin
vorbire este ntotdeauna o s fie dificil pentru unii,
n funcie de cum se simt fa de ei nii i fa de
alii semnificative. Acest tip de problem va fi i
nu poate fi "rezolvat" de un pusti simplist - sau
chiar un complex de pusti.
Problema de balbaiala nu poate fi definite n mod
corespunztor n ceea ce privete numrului de
disfluency sau ntreruperi de vorbire. Stuttering
este ntotdeauna problema a unei persoane. Dac
nu ne nelegem persoana, nu vom nelege
problema. n multe cazuri, frecvena de balbism
este un fapt banal, cu referire la totalitatea
problemelor persoana are. Pentru a nelege
persoana, comportamentul balbism nu este un
comportament numai n care noi ar trebui s fie
interesat.
*****

By far one of the most important statements we

can make about the disorder is that the majority of
stutterers are able to speak most of their words
fluently. Fluency is a fair-weather friend that
deserts the stutterer when he needs it most: to say
some thing important to some one important. His
speech is the tire that appears to be flat on only
one side, but the condition means that he cant
count on getting there.

De departe una dintre situaiile cele mai

importante putem face despre tulburare este faptul
c majoritatea stutterers sunt n msur s vorbesc
cel mai de cuvintele lor fluent. Fluena este un
prieten de fair-meteorologice, care dezerteaz
blbit atunci cnd are nevoie cel mai mult: de a
spune ceva important pentru cineva important.
Discursul su este anvelopa care pare s fie plat pe
o singur parte, ns condiia nseamn c el nu
poate conta pe obtinerea acolo.

* * * * *
*****

All of us resist change, and the stutterer in therapy

is no exception. Most stutterers have learned to be
wary of efforts to help them, for so many useless
suggestions are freely offered by anyone.
Although such initial resistance is virtually a part
of the presenting problem, the really substantial
resistance is likely to come following a certain
amount of progress. The stutterer who moves
easily at one stage in therapy becomes
unaccountably bogged down at another.
Apparently, improvement and recovery in
themselves involve role changes calling for
difficult adjustments. The stutterer may become
disappointed in the results of his new partial
fluency, due to the loss of protective functions and
secondary gains. He finds that he is not a giant in
chains but an ordinary mortal who has many
other limitations which had been obscured by his
stuttering along with some of his capabilities. He
discovers that there are two ways to be
disappointed in life. One way is not to get what
you wish for. The other way is to get it.

Toate dintre noi rezista schimbrii, i blbit n

terapia nu este o excepie. Cele mai multe
stutterers au nvat s se abtine de la eforturile
pentru a le ajuta, pentru sugestii att de multe
inutile sunt oferite n mod liber de oricine. Dei
astfel de rezistenta iniial este de fapt o parte a
problemei prezentarea, ntr-adevr substanial
rezistena este probabil s vin dup o anumit
sum de progres. Blbit care se misca usor de la
o etap n terapia devine inexplicabil mpotmolit
la altul. Aparent, mbuntirea i recuperare, n
sine, implic schimbrile de rol de asteptare pentru
ajustari dificile. Blbit poate deveni dezamgit de
rezultatele pariale ale noului su fluenta, ca
urmare a pierderii funciilor de protecie i
ctigurile secundare. El consider c nu este "un
gigant n lanuri", ci un muritor obinuit care are
multe alte limitri care au fost ocultate de
balbaiala lui, mpreun cu o parte din capacitile
sale. El descoper c exist dou moduri de a fi
dezamagiti in viata. O modalitate nu este de a
obtine ceea ce doriti pentru. Alt mod este s-l.

* * * * *

*****

What a therapist offers a stutterer is much like the

teaching a parent offers a child -- part of it will be
lost, and part may have great impact, but you
cannot foresee which part will be which.

Ce un terapeut ofera un blbit este mult ca un

printe de predare ofer un copil - o parte din ea se
va pierde, iar o parte ar putea avea un impact
mare, dar nu poate prevedea care vor fi parte care.

* * * * *

*****

One school of clinicians asks the stutterer to

accept for purposes of therapy the role of stutterer
long enough to study, recognize, monitor, modify,
and eventually eliminate the false-role behaviors
that comprise the vast bulk of the stutterers
handicap.
The other school, and a much older one, is the
avoidance-cultivation, or distraction, method. It
aims to prevent stuttering through active
interventions to induce immediate fluency, to
establish or nurture fluency in a sheltered
laboratory environment, then to transfer the
programmed fluency and to maintain it.

O coal de medici solicit blbit de a accepta n

scopul de terapie rolul a blbit suficient timp
pentru a studia, recunoate, de a monitoriza,
modifica, i n cele din urm a elimina
comportamentele fals-rol, care cuprind cea mai
mare parte mare de handicap a lui blbit.
Alt coal, i una mult mai veche, este evitareacultivarea, sau de distragere a atentiei, metoda.
Acesta are ca scop de a preveni balbism prin
intervenii active pentru a induce fluenta imediat,
pentru a "stabili" sau hrni fluenta protejat ntr-un
"laborator" de mediu, apoi s transfere fluenta
programat i s l menin.

With therapies that aim at the prevention of

moments of stuttering, and the stretching of
fluency through the cultivation of avoidance of
difficult situations, there is never an assurance of a
method for meeting future fear and failure. By
their very nature, such therapies increase the
penalty on stuttering, the avoidance component,
and the conflict. That they work for a while at all
is probably due to the novel-stimulus effect, or
distraction principle. This means that their half-life
is far less than the stutterers full life.
The cultivation of fluency and suppression of
stuttering behavior appeals to the worst in the
stutterer: his tendency to deny the problem, to
cover up, to conceal. And unless the cover-up is
complete -- in itself a fantastic and unlikely
achievement -- the stutterer will be worse off. His
avoidance tendencies will have been strengthened.
The therapist needs to be on the side of the id, to
accept the fears and failings of the client, not just
to demand more perfection in performance. The
stutterer has already had plenty of that. If it
worked, he would not be there for therapy.
Aiming for perfect fluency and encouraging denial
of the stutterer role is merely a way of ensuring
that the behaviors will continue.

Cu terapii care vizeaz prevenirea de momente de

balbism, i se ntinde de fluen, prin cultivarea de
evitare a situaiilor dificile, nu exist niciodat o
asigurare de o metod pentru a ndeplini teama
viitor i eec. Prin nsi natura lor, astfel de
terapii spori pedeapsa pe bjbite, componenta de
evitare, i conflictul. C lucreaz pentru un timp,
la toate este, probabil, ca urmare a efectului
roman-stimul, sau principiul distragere. Acest
lucru nseamn c lor de jumatate de viata este
mult mai puin dect viaa plin de blbit.
Cultivarea de suprimare fluen i de balbism atac
de comportament la cel mai ru n blbit: tendina
sa de a nega problema, pentru a acoperi, s-i
ascund. i cu excepia cazului n capacul-up este
complet - n sine, o realizare fantastic i este
puin probabil - blbit va fi mai rau. Tendinele
sale de evitare a vor fi consolidate.
Terapeutul trebuie s fie pe partea de identitate, de
a accepta temerile si caderile de client, nu doar s
cear mai mult perfeciune n performan. Blbit
a avut deja o multime de care. n cazul n care a
lucrat, el nu ar fi acolo pentru tratament. Urmarind
pentru refuz perfecta fluenta i ncurajatoare a
rolului blbit este doar o modalitate de a se
asigura c comportamentele vor continua.

* * * * *

*****

Competition in the marketplace of ideas and

research findings is decidedly healthy; different
ways of looking at the problem may be explored,
and alternate hypotheses checked out. When we
enter the matter of a competition on cure claims,
or reported fluency established percentages,
however, it is quite another matter. The crassness
of the marketplace then enters in. Since
commercial fame and publicity is heaped on those
who report a new cure or an astoundingly high
success percentage, a reinforcing state of affairs is
thereby set up for success claims. The higher the
better, the more sensational and attention-seeking.
Although it is the victims of stuttering who are
most frequently charged with attention-seeking, it
is the experimentalists reporting spectacular
results who are most often guilty of it.

Concurena n piaa de idei i rezultate de

cercetare este hotrt sntos, diferite moduri de a
privi problema poate fi explorat, i ipotezele
alternative verificat. Cnd intrm n materie de
concuren cu privire la cererile de vindecare, sau
a raportat fluenta "stabilit" procente, cu toate
acestea, este destul de o alt problem. Crassness
de pia, apoi intr inch Deoarece faima
comerciale i de publicitate este cu vrf pe cei care
raporteaz un tratament nou sau un procent
incredibil de mare succes, o stare de consolidarea
afacerilor este, prin urmare, stabilit pentru cererile
de succes. Mai mare cu atat mai bine, mai
senzaional i atenie-seeking. Dei este victimele
de balbism care sunt cel mai frecvent pltesc cu
atenie-seeking, acesta este experimentalitii de
raportare rezultate spectaculoase, care sunt cele
mai multe ori vinovai de ea.

* * * * *
*****

We have come to believe that stuttering is

perpetuated by successful avoidance, by the
successful suppression of outward stuttering
behavior and the substitution of false fluency, or
by inner patterns of stuttering.
With some individual variability, stutterers appear
to have the capacity to suppress the outward
appearance of their stuttering, producing an
apparent reduction in frequency. We assume that
response suppression is a central continuing cause
in maintaining stuttering behavior. This
suppression of outward stuttering behavior may
temporarily make the stutterer seem better;
actually, it moves into a retreat position that makes
ultimate recovery enormously more difficult.
The suppression of stuttering behavior has given
rise in current literature to curves showing how
much the stutterer has improved, or how much
fluency has been established. But at the end of
this process, the stutterer is farther from a true
recovery, not closer.
Though space does not permit us to develop it
here, we hypothesize that stuttering becomes fixed
or established in childhood when the stutterer
learns successful suppression techniques. It is not
so much frustration -- though that is a contributing
factor -- or the successful use of tricks or crutches,
though that is enormously important. Rather, the
basic step is the learning of a suppressive
mechanism.
This formulation is quite different from previous
theories to the effect that stuttering results from
the unsuccessful attempt to avoid expected
stuttering, and it is different from the anticipatory
struggle hypothesis of Bloodstein. It is not the
struggle, but the successful avoidance of struggle
that perpetuates stuttering. How is this possible?
Through successful learning of a suppressive
mechanism.
The suppressive hypothesis is consonant with and
is a new part of the double approach-avoidance
conflict theory of stuttering. Avoidance reduction
is even more basic as a vehicle of therapy,
improvement, and recovery. Openness is a key to
success; suppression is a toboggan ride to failure.
We have seen enough relapses of the suppressive
therapies to be fairly sure that when response
suppression is the basic vehicle of therapy, then
relapse is inevitable. The consequences are that
the stutterer is even more distant from a final
solution to his problem.

Am ajuns s cred c Stuttering este perpetuat prin

evitarea cu succes, prin suprimarea cu succes a
comportamentului Stuttering exterior i
substituirea de fluen false, sau prin modele
interne de balbism.
Cu unele variabilitatea individual, stutterers par
s aib capacitatea de a suprima aspectul exterior
al Stuttering lor, produce o reducere aparent a
frecvenei. Noi presupunem c suprimarea raspuns
este o cauza central continu n meninerea
comportamentului balbaiala. Acest comportament
de suprimarea Stuttering pasiv poate temporar
"face blbit par mai bine," de fapt, se mut ntr-o
poziie de retragere, care face recuperare final
enorm de mult mai dificil.
Suprimarea de comportament stuttering a dat
natere, n literatura de specialitate actual n
curbe arat ct de mult blbit i-a mbuntit,
sau cat de mult fluenta a fost, dar "stabilite". La
sfritul acestui proces, blbit este mai departe de
o recuperare de adevrat, nu mai .
Dei spaiul nu ne permite de a dezvolta aici,
putem emite ipoteza c Stuttering devine fixat sau
stabilit n copilrie atunci cnd blbit invata
tehnici de suprimare de succes. Nu este frustrare
att de mult - dei este un factor care contribuie sau folosirea cu succes de trucuri sau de crje, cu
toate c este extrem de important. Mai degrab,
este pasul de baz de nvare a unui mecanism de
supresie.
Aceast formulare este destul de diferit de
teoriile anterioare care s ateste c stuttering
rezultatele de la ncercarea nereuit de a evita
asteptat stuttering, i acesta este diferit de la
ipoteza lupta anticipativ a Bloodstein. Nu este
lupta, ci evitarea cu succes a luptei care
perpetueaza stuttering. Cum este posibil acest
lucru? Prin nvarea cu succes a unui mecanism
de supresie.
Ipoteza de supresie este n consonan cu i este o
nou parte a teoriei dublu abordarea conflictului
de evitare a stuttering. Reducere de evitare este
chiar mai mult de baz, ca un vehicul de
tratament, ameliorare, i de recuperare.
Deschiderea este o cheie a succesului, suprimarea
este o plimbare tobogan de eec.
Am vzut recidive suficiente terapii de suprimare
a fi destul de sigur c, atunci cnd suprimarea
rspuns este vehiculul de baz de tratament, apoi
recidiva este inevitabil. Consecinele sunt c
blbit este chiar mai departe de o soluie
definitiv la problema sa.

SHORT COURSE IN DIAGNOSIS AND

TREATMENT OF STUTTERING: CONFLICT
THEORY AND AVOIDANCE-REDUCTION
THERAPY.

Curs scurt de diagnostic i tratament DE

Stuttering: TEORIE I EVITAREA
CONFLICTELOR-REDUCEREA TERAPIE.
REZUMAT

SUMMARY
1. Stuttering is viewed as a double approachavoidance conflict, having its origins in the role
uncertainties of the child.
2. As a role conflict and an approach-avoidance
conflict, stuttering behavior is a result of opposed
urges to speak and to hold back from speaking.
3. In the double conflict, there are competing
tendencies for approach and avoidance toward
speaking, as well as approach and avoidance
toward silence. The stutterer fears silence, as well
as speech.
4. Principal hypotheses concerning stuttering
behavior spring from two fundamental questions:
(a) What produces blocking? (b) What determines
release?
5. The conflict hypothesis: The stutterer blocks
or stops whenever conflicting approach and
avoidance tendencies reach an equilibrium.
6. The fear-reduction hypothesis: The occurrence
of stuttering reduces the feat that elicits it
sufficiently to permit release of the blocked word,
resolving the conflict momentarily and, enabling
the stutterer to continue.
7. The fixations and oscillations found in
organisms cast in approach-avoidance conflict
situations are strikingly similar to repetition and
prolongation, often called the primary symptoms
of fluttering.
8. Secondary stuttering behaviors appear chiefly
to be instrumental response clusters adopted in a
compensatory effort to go forward in the face of
avoidance tendency or to reach the goal by a
roundabout route. The stuttering pattern is
reinforced as serial behavior, moves forward in the
response sequence, and becomes overlearned, like
a skilled act.
9. In this manner, stuttering behaviors are
periodically reinforced, and anxiety is bound
within them. Stuttering is perpetuated by
instrumental escape and avoidance behaviors, but
tends to disappear when approach behaviors are
strengthened.

1. Stuttering este privit ca o dubl abordare de

evitare a conflictului, cu originile sale n
incertitudinile rolul de copil.
2. Ca un conflict rol i un conflict abordareevitare, balbism comportament este un rezultat al
opus ndeamn s vorbeasc i s dein napoi de
la a vorbi.
3. n conflictul dublu, exist tendine concurente
de abordare i a evaziunii fa de vorbire, precum
i de abordare i de evitare spre tcere. Blbit
temerile tcere, precum i de vorbire.
4. Principalele ipoteze privind comportamentul de
primvar de la Stuttering dou ntrebri
fundamentale: (a) Ce produce blocarea? (B) Ce
determin eliberarea?
5. Ipoteza conflict: Blocurile blbit sau se
oprete ori de cte ori abordare conflictual i
tendine de evitare a ajunge la un echilibru.
6. Ipoteza frica de reducere: apariia Stuttering
reduce feat c provoac suficient pentru a permite
eliberarea de cuvnt blocat, rezolvarea conflictului
i momentan, care s permit blbit pentru a
continua.
7. Cele fixri i oscilaii gsite n organismele
exprimate n situaii de conflict abordare-evitare
sunt izbitor de asemntoare cu repetiie i de
prelungire, numit de multe ori simptomele primare
de vibraii.
8. Comportamente secundare sacadarea par s fie
n primul rnd grupuri instrumentale de rspuns
adoptate ntr-un efort de compensare pentru a
merge nainte n faa tendina de evitare sau pentru
a ajunge la obiectivul de un traseu sens giratoriu.
Modelul stuttering este consolidat ca un
comportament de serie, se deplaseaz nainte n
secvena de rspuns, i devine overlearned, ca un
act de calificare.
9. n acest fel, comportamentele sacadarea
periodic sunt consolidate, i de anxietate este
"legat" n cadrul acestora. Stuttering este
perpetuat de evacuare instrumental i
comportamente de evitare, dar tinde s dispar
atunci cnd comportamente de apropiere sunt
consolidate.

10. In 80 percent of the cases in which it begins,

stuttering is not perpetuated, but disappears
without treatment by the time the person reaches
college, provided he has faced the problem.
11. Principal ingredients in the psychology of
stuttering include the following: Self-esteem
threat, excessive role demand, intellectualachievement pressure, shame, guilt, anxiety about
oneself, fear of failure in speaking, self-imposed
time pressure, authority threat, compulsion to
continue speaking once started, use of fluent
asides and other false-role behaviors, maintaining
flimsy pretense with the listener that nothing is out
of the ordinary, frustration over primary loss of
ability to communicate, occasional use of
stuttering behavior as a power operation against
the listener, and the ego-defensive function of the
handicap in keeping the possessor out of
demanding role expectations.
12. Stuttering is not a unitary disorder, but a rolespecific behavior that can be carried by
individuals with widely differing personality
dynamics. Possible subtypes of stutterers may be
obscured by the group comparisons necessitated
by statistical control.
13. Although no specific factor has ever been
reliably isolated, the possibility remains of a
physiological or genetic predisposing factor that
vanishes or ceases before adulthood in 80 percent
of the cases. Though scientifically unsatisfactory,
this conclusion is made inevitable by certain
persistent census-type facts: (a) universality of
occurrence, (b) universal age of onset across
cultures, (c) significant tendency toward
spontaneous recovery or remission at puberty, (d)
25 percent familial incidence, and (e)
overwhelming predominance of maleness (four- or
five-to-one).
14. Despite possible predisposing factors, nearly
all of what is visibly and audibly observed as
stuttering behavior is learned both by emotional
(classical) conditioning and by instrumental, or
motoric, conditioning. Just as speech is
principally a learned skill, so is stuttering.
15. Stuttering may be considered as an example of
homeostasis reversal, of antihomeostatic (positive)
feedback.

10. n 80 la sut din cazurile n care aceasta

ncepe, balbaiala nu se perpetueaz, dar dispare
fara tratament de timp n care persoana ajunge la
colegiu, cu condiia ca el sa confruntat cu
problema.
11. Ingrediente principale n psihologia de
balbism sunt urmtoarele: Stima de sine
amenintare, cererea rolul excesiv, intelectualrealizarea de presiune, ruine, vinovie, anxietate
cu privire la sine, frica de eec n vorbire, autoimpus sub presiunea timpului, autoritatea de
ameninare, constrngere la continue s vorbeasc
odat nceput, utilizarea de pus de fluent i de alte
comportamente de fals-rol, meninerea pretenie
papirus cu ascultatorul care nimic nu este n afara
de frustrare obinuit, peste pierderea principal de
capacitatea de a comunica, utilizarea ocazional a
comportamentului murmura ca o operaiune de
putere mpotriva asculttor, i funcia de egodefensiv a handicapului n pstrarea posesorul
afara de a cere ateptrilor de rol.
12. Balbism nu este o tulburare unitar, ci un
comportament de rol specific, care pot fi efectuate
de ctre persoane fizice, cu foarte diferite de
personalitate dinamica. Subtipuri posibile de
stutterers pot fi ascunse de comparaii de grup
impuse de controlul statistic.
13. Dei nu factor specific nu a fost vreodat
fiabil izolat, posibilitatea de a rmne un factor
fiziologice sau genetice care predispun care
dispare sau nceteaz nainte de maturitate, n 80
la sut din cazuri. Dei tiinific nesatisfctor,
aceast concluzie se face inevitabil de anumite
persistente recensmnt de tip fapte: (a)
universalitate de apariie, (b) vrsta universal de
debut n culturi, (c), tendin semnificativ spre
recuperare spontan sau remiterea de la pubertate,
(d) 25 la sut incidena familial, i (e)
preponderena copleitoare a masculinitii (patru
sau cinci-la-unu).
14. n ciuda factori predispozanti posibile,
aproape tot ceea ce este vizibil i audibil observat
ca stuttering comportament este nvat att de
emoional (clasic), condiionat i de instrumental,
sau motorii, condiionat. Aa cum vorbirea este n
principal o abilitate nvat, aa este stuttering.
15. Balbism poate fi considerat ca un exemplu
de inversare homeostaziei, a antihomeostatic
(pozitiv), feedback-ul.

16. Therapies may be divided into two classes: (a)

distraction, or avoidance-cultivation, and (b)
avoidance-reduction. The first was rejected, for
distraction therapies have the adverse effect of
increasing the avoidance tendency responsible for
the stutterers conflict, while offering him no
means of coping with future apprehension and
relapse.
17. Stuttering makes its first appearance in
childhood, at a time when the child is speaking
upward to adult authority, upward on the status
dimension. A status-gap hypothesis specifies that
stuttering varies with the twin factors of speaker
self-esteem or status compared to listener
authority or status.
18. With young children, members of the family
are members of the problem and must be worked
with to alter the demand-support ratio in the
direction of reduced demands and increased
support.
19. With adolescents, it is often necessary to
combine the family therapy used children with an
adaptation of adult avoidance-reduction therapy.
20. With adults, the basic goal of therapy is the
total reduction of avoidance, including all
tendencies to hide, conceal, use tricks or crutches,
or deny the stutterer role. Paradoxically, role
acceptance as a stutterer eliminates much of the
false-role behavior that comprises stuttering, and
leads toward more normal speech.
21. When stuttering is viewed as an approachavoidance conflict, total avoidance-reduction is
the basic and essential goal. Avoidance-reduction
therapy for stuttering involves a role-taking
therapy, a psychotherapy through action. Since
psychotherapy and avoidance- reduction therapy
both seek to reduce holding-back behavior, they
are compatible, both in theory and in operation.

16. Terapii pot fi mprite n dou clase: (a) de

distragere a ateniei, sau evitarea-cultivarea, i (b)
evitarea-reducere. Primul a fost respins, pentru
terapii de distragere a ateniei avea efect negativ
de cretere a tendinei de evitare responsabil
pentru conflictul blbit, n timp ce oferindu-i nici
un mijloc de a face cu team n viitor i recidiva.
17. Stuttering face prima sa aparitie in copilarie,
la un moment cnd copilul se vorbete n sus
pentru a autoritii de adult, n sus pe dimensiunea
de stare. O ipoteza status-precizeaz c diferena
de balbism variaz n funcie de factorii de
gemene ale vorbitorului de sine sau fa de statutul
de autoritate sau de statutul de ascultator.
18. Cu copii mici, membri ai familiei sunt
membri ai probleme i trebuie s fie lucrat cu a
modifica raportul cerere-suport, n direcia de
cereri reduse si cu suportul crescut.
19. Cu adolesceni, este adesea necesar s se
combine copii de terapie de familie folosite cu o
adaptare de evitare adult de reducere a
tratamentului.
20. Cu adulii, scopul de baz al terapiei este
reducerea total de evitare, inclusiv toate
tendinele de a ascunde, ascunde, folosii trucuri
sau crje, sau nega rolul blbit. n mod
paradoxal, rolul de acceptare ca un blbit elimina
o mare parte din comportamentul fals-rol, care
cuprinde stuttering, i conduce spre discurs
obinuit mai mult.
21. Cnd stuttering este privit ca un conflict de
abordare-evitare, evitarea total de reducere este
obiectivul de baz i eseniale. Evitarea de
reducere a tratamentului pentru stuttering implica
o terapie rol-luarea, o psihoterapie prin aciune.
Deoarece tratamentul cu psihoterapie i evitareaatt de reducere a ncerca s reduc "exploataieback", comportament, ele sunt compatibile, att n
teorie i n funciune.

8 Easy Stuttering
RELAPSE AND RECOVERY FROM
STUTTERING

8 Easy Stuttering
Recidivei i de recuperare de la stuttering
Ciclic VARIAIA

CYCLIC VARIATION
To grow up as a stutterer means, among other
things, to experience intervals of relative fluency
filled with hope, followed, by episodes of
blocking filled with despair. We ride the roller
coaster of cyclic variation with eternal optimism.
In that sense, relapse from fluency is something
we have known all our lives. Surely we must have
learned something about what makes these
intervals seem to come and go, as though we were
children of an inexorable fate.

Pentru a crete ca un blbit nseamn, printre

altele, de a experimenta intervale de fluenta relativ
plin de speran, urmat, de episoade de blocare
umplut cu disperare. Mergem roller coaster de
variaie ciclic, cu optimism venic. n acest sens,
recidiva de fluen este ceva ne-am cunoscut toate
vieile noastre. Cu siguran trebuie s fi nvat
ceva despre ceea ce face ca aceste intervale par s
vin i se duc, ca i cum am fost copii de o soarta
inexorabil.
LEGALITATE

LAWFULNESS
Lets understand that stuttering behavior is lawful
behavior. To the layman, what the stutterer does
looks like random or disorganized behavior -- a
hodge-podge. But what the stutterer does is
highly patterned, depending to some extent upon
the sound characteristics of the word. Stuttering
behavior does follow general laws of behavior,
even though that fact may not be readily apparent
when we are confronted with the sheer irrelevance
of the stuttering pattern to the speaking of the
word.
Although stutterers exhibit great diversity and are
far from being a homogeneous group, most of
what we see and observe as stuttering behavior has
been learned. The person wasnt born with it. It
has a reinforcement history. It didnt just happen.
The stuttering pattern itself is the product of long
years of shaping, of the irregular reinforcement of
some tricks or grimaces or responses at the
expense of others. Learning and conditioning
principles underlie both the development of the
stuttering pattern, and its perpetuation. The
average stutterer is caught in a self-reinforcement
pattern, or vicious circle, in which the laws work
against him, or against her. Can we learn to
identify sources and causes of relapse and to make
those laws work for the stutterer, rather than
against the stutterer? We believe we can.

S neleag c comportamentul Stuttering este un

comportament legal. Pentru laic, ceea ce blbit
nu arata ca un comportament dezorganizat sau
aleatoriu - un talme-balme. Dar ce blbit nu
este extrem de model, n funcie de o anumit
msur la caracteristicile de sunet ale cuvntului.
Stuttering comportament nu respecte legile
generale ale comportamentului, chiar dac acest
fapt nu poate fi uor de evident atunci cnd ne
confruntm cu lipsa de relevan absolut a
modelului Stuttering la vorbitor al cuvntului.
Dei stutterers prezint o mare diversitate i sunt
departe de a fi un grup omogen, de cele mai multe
ceea ce vedem i s observe cum stuttering
comportament a fost invatat. Persoana nu a fost
nascut cu ea. Ea are o istorie de armare. Aceasta
nu sa ntmplat doar.
Modelul Stuttering n sine este produsul de ani
lungi de modelare, de consolidarea neregulate a
unor trucuri sau grimase sau rspunsurilor la
detrimentul altora. De nvare i principii stau la
baza condiionat att dezvoltarea modelului
Stuttering, i perpetuarea ei. Blbit medie, este
prins ntr-un model de auto-armare, sau un cerc
vicios, n care legile lucra mpotriva lui, sau
mpotriva ei. Putem nva s identifice surse i
cauze de recidiva i s fac aceste legi lucreaz
pentru blbit, mai degrab dect mpotriva
blbit? Noi credem c putem.

ASPECTS OF RELAPSE

ASPECTE ALE Relapse

First, we need to consider some dimensions of the

problem of stuttering, as experienced by
individuals who have that problem. Second, we
need to consider varieties and sources of relapse.
Third, we need to consider some more or less
immediate ways out of relapse. Fourth, we will
deal with the pervasive and often unrecognized
problem of adjusting to improvement or recovery,
of accommodating to the unaccustomed role of
mostly normal speaker. Frequently that
accommodation is more difficult than the
adjustment involved in making progress initially.

n primul rnd, trebuie s ia n considerare unele

dimensiuni ale problemei de balbism, astfel cum a
experimentat de ctre persoanele fizice care au
aceast problem. n al doilea rnd, trebuie s ia n
considerare soiuri i surse de recidiva. n al treilea
rnd, avem nevoie s ia n considerare unele mai
mult sau mai puin modaliti imediate din
recidiva. n al patrulea rnd, ne vom ocupa de
problema omniprezent i de multe ori
nerecunoscute de adaptare la mbuntirea sau de
recuperare, de a se acomoda la rolul obisnuit de
boxe cea mai mare parte normal. Frecvent de
cazare, care este mult mai dificil dect ajustarea
implicat n realizarea de progrese iniial.

BEHAVIOR ABOVE, FEELINGS BELOW

COMPORTAMENTUL DE MAI SUS, JOS

FEELINGS

The handicap of stuttering is fairly divisible into

twin aspects of feelings, on one hand, and
behavior, on the other. Much of the behavior is
visible above the surface and is directly
observable to the listener. This is the above-thesurface portion of the iceberg of stuttering--at
least, a major part of it.
The feeling portion of the handicap is less
accessible to the listener, and consists of heavy
loads of fear, guilt, dejection, and the like. Such
feelings do have their behavioral representations,
more so in some stutterers than in others.

Handicap de balbism este destul de divizibil n

aspecte gemene de sentimente, pe de o parte, i de
comportament, pe de alt parte. O mare parte din
comportament este vizibil de la suprafa i este
direct observabil la asculttor. Aceasta este partea
mai sus, suprafaa a aisbergului de balbaiala - cel
puin, o mare parte din ea.
Partea sentimentul de handicap este mai puin
accesibil pentru asculttor, i const n a sarcinilor
grele de frica, vinovatia, dejecie, i altele
asemenea. Astfel de sentimente nu au
reprezentanele lor de comportament, cu att mai
mult n unele stutterers dect n altele.

PUBLIC AND PRIVATE STUTTERING

PUBLIC I PRIVAT Stuttering

Stuttering is a problem in which efforts at

concealment and avoidance become conspicuous
features of the problem itself. Defensive
maneuvers tend to be the most revealing features
in any personality; most of us are not wellequipped to conceal our central facets.
Nonetheless, a few stutterers achieve a fine
expertise in poker face, poker voice, and poker
body language. Such successful denials of the
stutterer role become locked into the persons life
style, and furnish nutrients for a lush undergrowth
of falsity.

Stuttering este o problem n care eforturile de

ascundere i de evitare a deveni caracteristici
evidente ale problemei n sine. Manevre defensive
tind s fie cele mai revelatoare n orice
personalitate, cele mai multe dintre noi nu sunt
bine echipate pentru a ascunde fatete noastre
centrale.
Cu toate acestea, un stutterers cteva realiza o
expertiz amend n Poker Face, voce de poker, i
limbajul corpului de poker. Aceste refuzuri de
succes ale rolului blbit deveni blocat n stilul de
via al persoanei, i furnizeaz substane nutritive
pentru o subarboret luxuriant de falsitate.

Thus stuttering has a public aspect and a private

aspect. When we speak of handicap, we must take
into account both aspects. Ditto for therapeutic
improvement. Ditto for relapse from that
improvement. It is astonishing that these two
aspects have been so confusingly intermingled in
the vast existing literature.

Astfel, balbaiala are un aspect public i un aspect

privat. Cnd vorbim de handicap, trebuie s lum
n considerare ambele aspecte. Idem pentru
mbuntirea terapeutic. Idem pentru recidiva din
aceast mbuntire. Este uimitor faptul c aceste
dou aspecte au fost att de confuz amestecate n
literatura de specialitate existente vasta.

CLASSICAL VS. INSTRUMENTAL

CONDITIONING

CLASICA VS. INSTRUMENTAL

CONDIIONAT

The public and private aspects of stuttering,

roughly divisible into behavior and feelings, seem
to have been acquired on the basis of two different
kinds of learning: classical conditioning and
instrumental conditioning. Operant conditioning
is a term sometimes used for the instrumental
type.
The classical or Pavlovian kind of conditioning
covers fear or anxiety, guilt and shame, and
physiologically involves the sympathetic nervous
system with its smooth muscles and gut or viscera.
Attitudes and feelings are mostly acquired through
this kind of conditioning, and most of that portion
of the iceberg under the surface is covered.
Instrumental conditioning covers the motoric or
skill side of stuttering, the more or less overt
behavior the listener sees. Timing movements,
uhs, facial grimaces, overly wide mouth
openings, head movements, or forcing or general
muscle tension relate more to the instrumental
type. But you cant understand stuttering by just
looking at those two types of conditioning.
For one thing, the instrumental behaviors are
always more available and more easily countable.
The feelings of the stutterer are much harder to
assess. So in a great many therapy programs, only
the outward stuff counts. But we suggest that its
the stutterer who counts, and whats going on
inside him that counts even more. Thats true for
anybody, with or without a handicap: what goes
on inside is centrally important.

Aspectele publice i private de balbism,

aproximativ divizibil n comportament i
sentimente, par s fi fost dobndite pe baza a dou
tipuri diferite de nvare: condiionarea clasic i
condiionarea instrumental. Condiionat operant
este un termen folosit uneori pentru tipul de
instrumental.
Tip clasic sau pavlovian de condiionare a fricii
sau acoper, anxietate vinovie i ruine, i
implic fiziologic sistemul nervos simpatic, cu
muschii netezi i intestinale sau viscere. Atitudini
i sentimentele sunt n mare parte achiziionate
prin acest tip de condiionare, i de cele mai multe
de acea parte a aisbergului n suprafa este
acoperit.
Condiionat instrumental acoper partea motorii
sau de calificare de balbaiala, un comportament
mai mult sau mai puin evidente asculttor vede.
Micri de sincronizare, "UHS," grimase faciale,
deschideri foarte largi ale gurii, micri ale
capului, sau impunerea sau tensiune muscular
general, se refer mai mult la tipul de
instrumental. Dar nu pot nelege de balbism sa ne
uitam la cele dou tipuri de condiionare.
Pentru un singur lucru, comportamente
instrumentale sunt ntotdeauna mult mai
disponibile i mai uor de numrabile.
Sentimentele de blbit sunt mult mai greu de
evaluat. Deci, ntr-un mare numr de programe de
terapie, numai conteaz exterioare chestii. Dar ne
sugereaz c este blbit care conteaz, i ce se
ntmpl n interiorul lui, care conteaz chiar mai
mult. Asta e valabil pentru oricine, cu sau fr un
handicap: ce se ntmpl n interiorul central este
important.

SUPPRESSIVE CONTROL

Supresie CONTROL

Therapies that aim merely at suppressing the

outward occurrence of stuttering tend to do things
to the inner occurrence of stuttering. Even in the
absence of suppressive therapies, we find implicit
stutterers or inner stutterers, who have learned
suppressive skills extremely well. They dont
sound too bad, but they go through agonies of
anticipation of what might happen. Response
suppression has a cost, and the internal cues that
mediate stuttering behavior do not automatically
vanish because a few moments of stuttering are
suppressed.
The kind of person who has the stuttering may be
more important than the amount of stuttering the
person has. And for a great many people,
stuttering is not their worst problem. Too often,
clinicians are trained to think of a person who
stutters in terms of the frequency of the stuttering
behavior. The result is that the person and his or
her individuality tends to get lost in the shuffle. In
this illusion the clinician is aided and abetted by
the stutterer, who frequently suffers from the same
misconception.

Terapii care au ca scop doar la suprimarea apariia

exterioar a Stuttering au tendina de a face lucruri
la apariia interior de balbism. Chiar i n lipsa de
terapii de supresie, vom gsi stutterers implicite
sau stutterers interioare, care au nvat abiliti
reprimati, extrem de bine. Ei nu suna prea rau, dar
acestea trec prin agonia anticipare a ceea ce s-ar
putea ntmpla. Suprimarea rspuns are un cost,
iar indicii interne care mediaz comportamentul
Stuttering nu dispar n mod automat, deoarece
cteva momente de balbaiala sunt suprimate.
Tipul de persoan care are balbaiala poate fi mai
important dect valoarea de balbism persoana
are. Iar pentru multe persoane, balbism nu este
problema cel mai ru lor. Prea de multe ori,
medicii sunt instruii s se gndeasc la o persoan
care se poticnete n ceea ce privete frecvena de
comportament balbaiala. Rezultatul este c
persoana i personalitatea lui sau a ei tinde s se
pierde n shuffle. n aceast iluzie medicul este
ajutat i instigat de blbit, care sufer frecvent de
la aceeai concepie greit.
Atribuire

ATTRIBUTION
Because stuttering has a sometimes high, if
intermittent social visibility, all problems tend to
be attributed to it. As part of this attributional set,
the feeling aspect of stuttering easily gets ignored,
especially in the operant literature. The operant
people say, were going to be very scientific and
just stick to observables, which is all right to a
point. But its like saying, Were only going to
search for gold where its convenient for us to
search. The inner experiences and feelings of a
stutterer are far less accessible to observation,
especially in terms of the assessment of results. A
notable exception to this dismal trend is Gregorys
carefully designed assessment of the results of
stuttering therapy [Gregory, 1972].
In a broad sense, there is always a
psychotherapeutic aspect of therapy for any
stutterer, because the person and not just his
designated problem should always be the central
focus of therapy.

Deoarece are o balbaiala., Uneori de mare, n

cazul n care vizibilitatea social intermitent, toate
problemele tind s fie atribuit Ca parte a acestui
set atribuional, aspectul senzaie de balbism uor
de ignorat, mai ales n literatura de specialitate
operante. Oamenii spun operant, vom fi foarte
tiinific i doar rmnem la observabile, care este
tot dreptul la un punct. Dar e ca si cum spuneam,
experienele i sentimentele interioare ale unui
blbit sunt mult mai puin accesibile pentru
observaie, n special n termeni de evaluare a
rezultatelor "Vom merge doar pentru a cuta aur,
n cazul n care este convenabil pentru noi pentru a
cuta.". O excepie notabil la acest trend este
sumbru evaluare atent proiectat lui Grigorie a
rezultatelor de balbism terapie [Grigorie, 1972].
ntr-un sens larg, exist ntotdeauna un aspect de
tratament psihoterapeutic pentru orice blbit, ca
persoan i nu doar problema lui desemnat ar
trebui s fie ntotdeauna punctul central al
tratamentului.

The speech-language clinician may still be a

therapist of choice in many cases, provided that he
or she is willing to understand the person.
Knowledge of the problem of stuttering is vital as
well. That implies interest in more than the blockcount.

Medicul de vorbire-limbaj poate fi nc un

terapeut de alegere, n multe cazuri, cu condiia ca
el sau ea este dispus s neleag persoana.
Cunoatere a problemei de balbism este vital, de
asemenea. Aceasta implic, n interes mai mult
dect numrul de bloc.

AVOIDANCE

EVITAREA

Stuttering is perpetuated largely by successful

avoidance. To be sure, not all evasion that is
attempted is successful. We fail even at being
cowardly. The situation descends upon us, and
somehow we flounder through it. Reality forces
us to face the task of speaking, even when were
doing it miserably. As a stutterer, you can retreat
from speaking and you can forgive yourself for
your weakness and cowardice. But the behavioral
laws governing stuttering will not be equally
forgiving. Its like the unforgiving sea. Make a
mistake, and the consequences are relentless.
Continue to make them -- continue avoiding
words and situations -- and you have the problem
forever. You may let yourself off the hook for the
moment, but you build yourself a much bigger
problem later on.
You find any stutterer who is still stuttering
severely, or who has relapsed, and youll find that
he cheated on the principle of avoidancereduction. In response to fear or anticipation he
weakened, and yielded to the temptation to
pretend that the problem didnt exist, we are
always telling our stutterers groups, In a real
sense, you continue to stutter because you give up
when the going gets tough.

Stuttering este perpetuat n mare msur de

evitare succes. Pentru a fi sigur c nu, tot
evaziune, care se ncearc este de succes. Noi nu
chiar de la a fi la. Situaia coboar peste noi, i
noi cumva cambul prin ea. Realitatea ne oblig s
se confrunte cu sarcina de a vorbi, chiar i atunci
cnd facem asta mizerabil. Ca un blbit, v putei
retrage de la a vorbi i te poi ierta pentru
slbiciunea ta i de laitate. Dar legile care
reglementeaz Stuttering de comportament nu va
fi la fel de iertator. Este ca marea neierttor. Face o
greeal, iar consecinele sunt necrutoare.
Continuai s le fac - s continue evitarea cuvinte
i situaii - i avei problema pentru totdeauna.
Putei s v lsai de pe crlig pentru moment, dar
v construi o problema mult mai mare mai tarziu.
Putei gsi orice blbit, care este nc stuttering
sever, sau care a recidivat, i vei gsi c el a
inselat-o pe principiul de evitare de reducere. Ca
rspuns la frica sau anticipare a slbit, i a cedat
tentaiei de a pretinde c problema nu exista, ne
spune mereu sunt grupuri de blbit nostru, "ntrun sens real, vei continua s se blbie, deoarece
va da atunci cnd lucrurile se greu. "

ADAPTIVE AVOIDANCE

ADAPTIVE EVITAREA

Of course, there is an adaptive function to

avoidance. We avoid common dangers and it helps
us survive. The social situation avoidances of a
stutterer can keep him from making a bad
impression on his boss, or being turned down for a
date, or from having to deal with the telephone,
etc. But avoidance of feared social situations is
quite different from avoidance of common
dangers, and has different effects. Avoidance of
speaking situations tends to increase the fear of the
situations avoided, and others like them, when we
shrink from the things we fear, we cannot test the
reality of what would happen if we gave ourselves
a chance to succeed -- or to fail. Even when we
experience momentary difficulty in tackling fears,
there is a meeting of current reality, and an
opportunity to profit from that meeting.

Desigur, exist o funcie de adaptare la evitarea.

Am evita pericolele comune i ne ajut s
supravieuiasc. Cele avoidances sociale situaia
unui blbit l poate ine de la a face o impresie
proasta la seful lui, sau de a fi transformat n jos
pentru o dat, sau de a avea de a face cu telefon,
etc Dar, evitarea de situaii s-au temut sociale este
destul de diferit de evitare a pericolele comune, i
are efecte diferite. Evitarea unor situaii vorbesc
tinde s creasc teama de situaiile evitate, i alii
ca ei, atunci cnd am micsora din lucrurile pe care
ne temem, nu putem testa realitatea a ceea ce s-ar
ntmpla dac ne-am dat o ans de reuit - sau s
nu . Chiar i atunci cnd vom avea dificulti de
moment n combaterea temeri, exist o reuniune
de realitatea actual, i o oportunitate de a profita
de aceast reuniune.

SHORT STEPS AND LONG GOALS

Scurt i obiective pe termen

Its probably all right for a speaker to avoid a

speaking situation, provided hes not a stutterer. If
hes a stutterer, then he ought to tackle it, if
possible. Of course there are limits to human
endurance and courage, and one can carry this
Spartan regimen only so far. Neither Rome nor
Avoidance-Reduction Therapy was built in a day.
A severe stutterer cannot be expected to head
squarely into every challenge that comes along, at
least not in the beginning. There is a difference
between the ultimate goal, and the smaller steps
that lead to it. Challenge/Support ratios and
Success/Failure ratios must always be maintained
on the side of predominant success. Avoidances
usually need to be reduced gradually, and fluency
will spread gradually in response. For both the
stutterer and the clinician, often it is not courage
that is lacking, but patience.

Este, probabil, tot potrivit pentru un difuzor pentru

a evita o situaie de limb, cu condiia ca acesta nu
este un blbit. Dac el este un blbit, atunci el ar
trebui s-l abordeze, dac este posibil. Desigur,
exist limite la rezistenta uman i curaj, i se
poate efectua acest regim spartan numai n
msura. Nici Roma nu Evitarea-Reducerea Terapie
a fost construit ntr-o zi. Un blbit sever nu
poate fi de ateptat s conduc perfect n fiecare
provocare care vine de-a lungul, cel puin nu la
nceput. Exist o diferen ntre obiectivul final, i
pai mai mici care duc la ea. Challenge / Suport
raporturi i de succes / eec raporturile trebuie
ntotdeauna s fie meninut pe partea de succes
predominante. Avoidances, de obicei, trebuie s fie
reduse treptat, si fluenta se va rspndi treptat n
rspuns. Pentru ambele blbit i medic, de multe
ori nu este lipsit de curaj, care este, dar rbdare.

SOURCES OF RELAPSE

SURSE DE Relapse
1. False Fluency.
This form of fluent experience is so common to
stutterers that very few of them ever have to have
the term defined. Stutterers themselves tend to be
excited only momentarily by episodes or intervals
of false fluency, for they know that nothing
fundamental has happened. We would define as
false, any fluency that results from the successful
use of avoidance devices, such as an assumed
foreign accent, or clowning behavior. Listeners
and sometimes stutterers themselves occasionally
delude themselves that such false roles constitute
improvement. Relapse in such cases in so certain
that the term is hardly applicable. When there has
been no real improvement, based on some basic
alteration of the stuttering or speaking pattern, or
of the cues eliciting these patterns, return to
previous state is automatic. We mention this
source for the sake of completeness, to portray an
illusion probably more common in listeners than
in stutterers.
2. Suppressively Based Fluency.
Although overlapping with the False Fluency
category to some extent, some different processes
may be involved. Some stutterers may be observed
to exhibit an ability to suppress the outward
occurrence of blocking for at least brief periods of
time. Since it is not always obvious that
distractions are being used, this perhaps deserves
separate mention. But response suppression can
carry the stutterer only so far. When the level of
stimulus complexity builds up beyond threshold,
the stutterer experiences The Return of the
Repressed. A reversion to baseline frequency is
so inevitable that relapse must be viewed as an
integral part of the process.
3. Return of Older Attitudes and Habits [Josts
Law].
The basic statement of Josts Law is that when two
habits are of approximately equal strength, but are
unequal in age, at any given time in the future the
older will be stronger, provided that neither is
practiced in the meantime. The newer attitudes
and learned behaviors acquired during any kind of
therapy tend to be much younger than the
handicapping learned behaviors that they have at
the moment eclipsed.

1. Fals fluenta.
Aceast form de experien fluent este att de
comun stutterers c foarte puini dintre ei mai
trebuie s aib termenul de definit. Stutterers nii
au tendina de a fi ncntat doar momentan de
episoade sau de intervale de fluenta fals, pentru c
ei tiu c nimic fundamental sa ntmplat. Ne-ar
defini ca fiind false, orice fluenta care rezult din
utilizarea cu succes a dispozitivelor de evitare,
cum ar fi un accent strin asumat, sau
comportament Clowning. Asculttorii i, uneori,
stutterers nii, ocazional, se nal c astfel de
roluri false constituie mbuntirea. Recidiva, n
astfel de cazuri, n att de sigur c termenul este
greu aplicabil. Atunci cnd nu a existat nici o
mbuntire real, pe baza unor modificarea de
baz a modelului de balbism sau vorbind, sau a
indiciilor evidenierea acestor modele, a reveni la
starea anterioar este automat. Mentionam aceast
surs pentru motive de exhaustivitate, de a
portretiza o iluzie, probabil, mai frecvente la
asculttori dect n stutterers.
2. Suppressively Bazat fluenta.
Dei se suprapun cu categoria Fluena false ntr-o
anumit msur, unele procese diferite pot fi
implicate. Unele stutterers pot fi respectate pentru
a expune capacitatea de a suprima apariia exterior
de blocare pentru cel puin perioade scurte de
timp. Deoarece nu este ntotdeauna evident c
distragerea ateniei sunt folosite, aceasta poate
merit meniune separat. Dar suprimarea rspuns
poate duce blbit numai n msura. Atunci cnd
nivelul de complexitate stimul se acumuleaz
dincolo de prag, blbit experimenteaza
"ntoarcerea reprimat." O revenire la frecvena de
baz este att de inevitabil ca recidiva trebuie s
fie privit ca o parte integrant a procesului.
3. napoi n vrst de Atitudini si obiceiuri [Legea
lui Jost].
Declaraia de baz al legii Jost este c atunci cnd
obiceiurile dou sunt de putere aproximativ egal,
dar sunt inegale n vrst, la un moment dat n
viitor, mai n vrst va fi mai puternic, cu
condiia ca nici nu este practicat n timp. Cele mai
noi atitudini i comportamente nvate dobndite
n timpul orice fel de terapie tind s fie mult mai
mic dect dezavantajarea comportamente nvate,
care au la momentul eclipsat.

All the stutterer has to do to relapse is to rest on

his oars. The fact that the newer habit is dropping
at a much faster rate will ensure that he will have a
relapse. That is why some overlearning is
typically necessary with any kind of speech
therapy, or any kind of psychotherapy as well.
Usually, a period of return to the therapy setting
for renewal and support is required, for the
strengthening of newer and more fragile patterns.
The process is similar to what Van Riper calls
stabilization (Van Riper, 1982).
4. The Strangeness of New Fluency.
New roles typically require some adjustment,
before they replace previously existing patterns of
action. As in the case of those with voice
problems, new patterns of speaking are not
accepted automatically or with ease. First comes a
feeling of strangeness and alienation. That which
is familiar will feel right even though it is
objectively wrong, whereas the unfamiliar will
feel wrong even though it is objectively correct.
Such a period of familiarization invites relapse for
some time after the acquisition of any new
response pattern. We take awhile to get used to
ourselves, especially to the sound of improved
speaking. In this situation, relapse may
masquerade as a return to naturalness.
5. Role Change and Adjustment to Improvement.
Even after assimilation of the new sound into the
self-concept, there are further adjustments to
improvement. Improvement in speaking brings
about a new set of expectations. A correction has
to be made for the overattribution of all problems
to the stuttering handicap. Recovery of fluency
may bring about reactions of disappointment.
Other problems must be faced, perhaps for the
first time. The assumption that stutterers will
easily grasp and hold fluency if it is given to them
often turns out to be incredibly naive. Yet that
assumption, unrecognized, pervades most of the
maintenance and outcome claims in current
literature. Thats why the claims dont hold up,
when subjected to independent examination or
follow-up. The naivety stems from viewing
stuttering as a problem in behavioral frequency,
rather than as primarily the problem of a person.

Toate blbit trebuie s fac pentru a recidiva este

s se odihneasc pe vsle sale. Faptul c noi
obiceiul este in scadere, la un ritm mult mai rapid
se va asigura c va avea o recidiva. Acesta este
motivul pentru care unele overlearning este de
obicei necesar, cu orice fel de terapie de vorbire,
sau orice fel de psihoterapie, de asemenea. De
obicei, o perioad de revenire la setarea terapie de
rennoire i de sprijin este necesar, pentru
consolidarea de modele mai noi si mai fragil.
Procesul este similar cu ceea ce Van coapt
numete "stabilizare" (Van coapt, 1982).
4. Ciudenia de fluen nou.
Noile roluri necesit de obicei, unele ajustri,
nainte de a se nlocui modelele existente anterior
de aciune. Ca i n cazul celor cu probleme de
voce, noi modele de vorbire nu sunt acceptate n
mod automat sau cu usurinta. n primul rnd vine
un sentiment de stranietate i alienare. Ceea ce
este familiar se va simti "dreapta", chiar dac este
obiectiv greit, ntruct nefamiliar se va simi
"greit", chiar dac este obiectiv corect. O astfel
de perioad de familiarizare invit recidiva pentru
ceva timp dup achiziionarea oricrui model nou
rspuns. Ne ia ceva timp s se obinuiasc cu noi
nine, mai ales la sunetul de limb mbuntite.
n aceast situaie, recidiva poate s treac drept o
ntoarcere la naturalee.
5. Schimba rolul i de ajustare a mbuntirea.
Chiar i dup asimilarea a sunetului nou n
conceptul de sine, exist ajustri suplimentare de
mbuntire. mbuntirea vorbind aduce un nou
set de ateptri. O corecie trebuie s fie fcut
pentru overattribution a tuturor problemelor de
handicapul balbaiala. Recuperarea de fluen poate
aduce cu privire la reaciile de dezamgire. Alte
probleme cu care se confrunt trebuie s fie,
probabil pentru prima dat. Presupunerea c
stutterers va nelege cu uurin i inei fluen n
cazul n care le este dat de multe ori se dovedete
a fi incredibil de naiv. Cu toate acestea, ca ipoteza,
nerecunoscut, ptrunde n cele mai multe dintre
cererile de ntreinere i de rezultatul din literatura
actuala. Acesta este motivul pentru care cererile nu
dein n sus, atunci cnd sunt supuse unei
examinri independente sau de follow-up.
Naivitatea provine de la vizualizarea murmura ca
o problem n frecven de comportament, mai
degrab dect ca n primul rnd problema a unei
persoane.

Moreover, stuttering is the problem of a person

trying to communicate with other persons.
If he has always viewed himself as a giant in
chains, he may not readily accept the realization
that he is after all an ordinary mortal with ordinary
weaknesses. In psychodynamic terms, this would
be described as the loss of the secondary gain
component of the stuttering handicap. Despite the
heavy primary loss of the ability to communicate,
stuttering can be sufficiently woven into the life
style of the stutterer that change brings new
problems.
6. Return to Successful Avoidance.
The reinforcement situation is such that the
stutterer is immediately rewarded for doing the
wrong thing, namely pretending or avoidance,
while he is immediately punished or nonreinforced
for doing the right thing, namely speaking up and
taking part in life. The sheer success of avoidance
maneuvers probably is the central perpetuating
factor in the problem, and overwhelmingly
accounts for the commonness of relapse in the
treatment of the disorder.
7. Tragedy, Illness, and Life Stress Events.
Possibly as a reminder that life is a constantly
changing stream of events, we must note that
recovery is never a permanent condition. Human
beings can always change, and the world around
them can change, and the assumption of constancy
never holds.
The medical model term of cure implied a
permanent respite from a particular illness, often
with an immunity against future infections, as with
chicken pox or German measles. No such
conditions attach to the future of any speaker who
has ever been a stutterer. In fact, even normal
speakers may break down under extreme stress
conditions such as military combat or catastrophic
bereavement.
For improving or recovering stutterers, a certain
amount of morale seems required to maintain
forward motion, to serve as a countering force to
the avoidance tendencies that have been bred into
a lifetime of stuttering behavior. When physical
illness, the loss of a loved one, or a major
disappointment strikes, it would be improbable
that some regression in morale and speaking
behavior would not occur.

Mai mult dect att, balbaiala este problema de o

persoana care incearca sa comunice cu alte
persoane. Dac el a fost ntotdeauna privit ca o sa
"gigant n lanuri", el nu poate accepta cu uurin
n realizarea c el este, dup toate un muritor
obinuit cu slbiciunile obinuite. n termeni
psihodinamice, acest lucru ar putea fi descris ca
pierderea a componentei ctig secundar de
handicap balbaiala. n ciuda pierderii primar greu
de capacitatea de a comunica, de balbism poate fi
suficient esute n stilul de via al blbit c
schimbarea aduce noi probleme.
6. napoi la Evitarea cu succes.
Situaia de armare este de aa natur c blbit
este recompensat imediat pentru a face ceva greit,
i anume evitarea sau pretinznd c, n timp ce el
este imediat pedepsit sau nonreinforced pentru a
face un lucru bun, i anume punct de vedere i
lund parte la viata. Succesul mare de manevre de
evitare, probabil, este factor central n perpetuarea
problemei, i reprezint o majoritate covritoare
pentru commonness de recidiv n tratamentul de
tulburare.
7. Tragedie, n caz de boal, i de criz Life.
Posibil ca un memento c viaa este un curent n
continu schimbare de evenimente, trebuie s
reinei c recuperarea nu este niciodat o stare
permanenta. Fiinele umane pot schimba mereu, i
lumea din jurul lor se poate schimba, i ipoteza
constanei nu deine.
Termenul modelului medical de "vindecare" a
nsemnat o permanent rgaz de o boal special,
de multe ori cu o imunitate mpotriva infeciilor
viitoare, aa cum cu varicela sau pojar. Nu exist
astfel de condiii ataai la viitorul de orice
vorbitor care a fost vreodata un blbit. De fapt,
chiar i boxele normale pot rupe n jos n condiii
de stres extreme, cum ar fi de lupt militare sau de
deces catastrofale.
Pentru ameliorarea sau recuperarea stutterers, o
anumit cantitate de moral pare necesar pentru a
menine micare nainte, pentru a servi ca o for
de combatere a tendinelor de evitare, care au fost
crescui ntr-o via de balbism comportament.
Atunci cnd boala fizic, pierderea unei persoane
dragi, sau o dezamgire greve majore, ar fi
improbabil ca un regres n moralul i
comportamentul vorbind, nu ar avea loc.

Though there is little the clinician can do to

prevent tragedies, we must expect that they will
take their toll on fluent word production.
A clinical success can always become a failure,
just as a clinical failure can always become a
success. No human being is ever permanently
either.

Dei exist puine medicul poate face pentru a

preveni tragedii, trebuie s ne ateptm c vor
avea de taxare a acestora asupra produciei de
cuvnt fluent.
Un succes clinic poate deveni ntotdeauna un eec,
la fel ca un eec clinic poate deveni ntotdeauna un
succes. Nici o fiin uman este mereu, fie
permanent.

RELAPSE INDUCTION AND RECOVERY

INDUCTIE recadere si RECUPERARE

The process of therapy is never aimed to be

interminable, nor should the stutterer have to be
forever dependent upon the clinician for
inspiration, ideas and support. Early in therapy,
there is a natural dependent relationship between
the stutterer and the clinician. For one thing, the
stutterer typically arrives full of ignorance and
misinformation; the therapists initial tasks include
some direct teaching functions. Otherwise we let
the stutterer flounder in the sea of misconception
that the public tends to impart.
During therapy the responsibility should shift
gradually to the client, to inform himself and to
take action appropriate to the therapy principles or
program. Ultimately, if he is to become a success,
the stutterer must become his own resource, his
own clinician.
Many stutterers who have improved dread the
thought of slipping back, for relapse to any degree
seems catastrophic to them. This attitude in itself
is a problem in the maintenance of improvement.
You cant go through life waiting for the other
shoe to drop. It is better for the stutterer to
experience some regression or relapse, to analyze
the factors or inactions producing it, and to learn
how to pull out of it.
Occasionally, we have found it clinically advisable
to induce relapse, either through direct suggestion
or through therapy reversal. One way to get
over a fear is to experience what you fear and to
discover that the consequences are not
irreversible. The second time around tends to
involve a much greater share of responsibility on
the part of the client, and this is all to the good.

Procesul de terapie nu este niciodat scopul de a fi

interminabile, i nici nu ar trebui s blbit trebuie
s fie pentru totdeauna depinde de medicul de
inspiraie, idei i sprijin. Precoce n cursul
tratamentului, exist o relaie natural ntre
depinde blbit i clinicianului. Pentru un singur
lucru, blbit de obicei ajunge plin de ignoran i
de dezinformare; sarcinile terapeutului iniiale
includ unele funcii directe de predare. n caz
contrar, vom lsa blbit cambul n mare de
concepia greit c publicul tinde s imprime.
n timpul terapiei responsabilitatea ar trebui s
schimbe treptat la client, s se informeze i s ia
msurile corespunztoare pentru principiile de
terapie sau de program. n cele din urm, dac el
este de a deveni un succes, blbit trebuie s
devin resursa proprie, medicul su.
Stutterers multe persoane care s-au mbuntit
groaz gndul de alunecare spate, pentru a
recidiva la orice grad se pare catastrofal pentru ei.
Aceast atitudine n sine este o problem n
meninerea de mbuntire. Tu nu poate trece prin
via de ateptare pentru un alt pantof s scad.
Este mai bine pentru a blbit de a experimenta
unele regresia sau recidiva, pentru a analiza
factorii care produc sau lipsa de ea, i pentru a afla
cum de a trage din ea.
Ocazional, am gsit-o clinic recomandabil pentru
a induce recidiva, fie prin sugestie direct sau
printr-un singur mod de a trece peste teama de
"inversare de terapie." Este de a experimenta ceea
ce te temi i s descoperi c urmrile nu sunt
ireversibile. "A doua oar n jurul valorii de" tinde
s implice o cot mult mai mare de
responsabilitate din partea clientului, iar acest
lucru este cu att mai bine.

The stutterer learns that an occasional fear of a

situation or a word does not mean the end of the
world, and that an increase in the frequency of
blocking need not be treated as a failure. It is
better for the stutterer to learn that he need not be
perfectly fluent at all times, that speech within an
acceptable range is enough, and that some bobbles
are best tolerated. Thats what normal speakers
do!
What the stutterer needs is not speech that is
stumble-free or stutter-free, but speech that is
avoidance-free. Yet that can require no special
effort. Without avoidance of words or situations,
the stutterer can be himself. And he can be
himself with ever widening circles of fluency -not perfect -- just normal or acceptable. No
therapy can be judged a success or complete if the
person must maintain an eternal vigilance over the
mechanics of speech production. The ultimate
aim of therapy should be to produce an
independence of the therapist, just as the eventual
aim of every parent should be to produce a child
that can become his own person.

Blbit nva c o team ocazional de o situaie

sau un cuvnt nu nseamn sfritul lumii, i c o
cretere a frecvenei de blocarea necesitatea de a
nu fi tratat ca un eec. Este mai bine pentru a
blbit pentru a afla c el nu trebuie s fie perfect
fluent n orice moment, c discursul ntr-un
interval acceptabil este suficient, i c unele
excrescene sunt cel mai bine tolerate. Asta e ceea
ce fac boxe normale!
Ce blbit are nevoie nu este discurs, care este
Stumble-free sau blbi-free, dar faptul c
discursul este evitarea-free. Cu toate acestea, care
pot necesita nici un efort deosebit. Fr evitarea de
cuvinte sau de situaii, blbit poate fi el nsui. i
el poate fi el nsui cu extinderea vreodat cercuri
de fluenta - nu este perfect - doar normale sau
acceptabile. Nici un tratament poate fi considerat
un succes sau completeaz n cazul n care
persoana trebuie s menin o vigilen etern
asupra mecanicii de producie de vorbire. Scopul
final al tratamentului ar trebui s fie pentru a
produce o independen a terapeutului, la fel ca
scopul final de fiecare printe ar trebui s fie
pentru a produce un copil care poate deveni
propria sa persoan.

Avoidance-Reduction Therapy 8
TALK TO RECOVERED STUTTERERS
This is a symposium of recovered stutterers.
Somehow in printing the program the word
recovered was put in without quotation marks,
with which I think most of us would feel more
comfortable.
By this time we have in this country and in this
association accumulated quite a number of
individuals who are now very fluent and
sometimes too talkative, although they have in the
past stuttered very severely in various degrees.
Sometimes the process by which recovery takes
place is even more mysterious than the process by
which an individual begins to stutter. We felt that
it might be stimulating, and possibly provide some
leads for research if we could give, from a
personal point of view and as unacademically as
academic people can, an account of what went on,
of how we got from there to here. Just as there
may be more than one way to become a stutterer,
perhaps there is more than one path of recovery
from stuttering. From the symposium this
afternoon, we hope to provide leads both for
research and for therapy.

Evitarea-Reducerea Terapie 8
Vorbeste cu "RECUPERATE" STUTTERERS
Acesta este un simpozion de "recuperate"
stutterers. Cumva n imprimarea programul de
cuvntul "recuperat", a fost pus n fr ghilimele,
cu care cred c cele mai multe dintre noi s-ar simti
mult mai confortabil.
Prin acest timp, avem n aceast ar i, n aceast
asociere acumulat un numr destul de persoane
care sunt acum foarte fluent i, uneori, prea
vorbareata, dei au n trecut, blbi foarte grav, n
grade diferite. Uneori, procesul prin care
recuperarea are loc este chiar mai misterios dect
procesul prin care o persoan ncepe s se blbie.
Am simit c ar putea fi stimularea, i ofer,
eventual, cteva fire de cercetare, dac am putea
da, din punct de vedere personal i ca
unacademically ca oamenii academice poate, un
cont de ceea ce a continuat, de cum am ajuns de
acolo aici. Aa cum pot exista mai mult de un mod
de a deveni un blbit, poate c exist mai mult de
o cale de recuperare de la balbaiala. Din
simpozion aceast dup-amiaz, sperm s ofere
conduce att pentru cercetare ct i pentru terapie.

I know that once a group of stutterers, especially

recovered stutterers, gets together its very hard
to get a word in edgewise. Hence, Im going to
take advantage of my situation as chairman here to
get in my first say. I am also going to keep my
own presentation, I hope, fairly brief and thereby
set a pattern so that we can have ample time for
discussion.
Some of the questions which I have tried to
consider in my own case and which might be
worth considering for the panel generally would
be these: First, what were the predominant
features of your own particular case as you see
them now? Second, by what process did you
improve? Third, what problems resulted from
your improvement? That is, what adjustments did
you have to make as a result of the improvement.
We had two cases which illustrate how problems
can result from improvement. One was an
adolescent who at the age of l5 made a startling
recovery. His parents brought in a revealing
complaint. His father was a prominent attorney
and had this to say, Were very pleased about
Bills speech, we think hes made a wonderful
recovery and his personality has changed, but
were a little alarmed at the direction its taken.
Hes not respectful of our authority any more. He
sasses his teachers and he tells us to go to Hell.
Hes doing a lot of things hes never done before.
You see, Bill was apparently celebrating his
fluency like a yes man on his vacation, saying
no to everything and to everybody.
In another case a recovery from stuttering almost
produced a divorce. An accountant named
George, who was 31 years old, had married a
woman possibly as an escape from the necessity of
talking, and she was attracted to him as one who
would never dispute her verbal domination. When
he made a pretty good recovery from his
stuttering, the balance of power shifted. He had
found his tongue and he used it to lash back at her,
and the storms that followed almost broke up the
marriage. I wonder whether some of us have had
problems of these kinds.
* * * * *

Eu tiu c, odat ce un grup de stutterers, n

special "recuperate" stutterers, se mpreun este
foarte greu pentru a obine un cuvnt n edgewise.
Prin urmare, am de gnd s profite de situaia mea
ca preedinte aici pentru a obine, n primul meu
cuvnt de spus. De asemenea, am de gnd s in
prezentarea mea, sper, destul de scurt durat i a
stabilit astfel un model, astfel nct s putem avea
suficient timp pentru discuii.
Unele dintre ntrebrile pe care le-am ncercat s
ia n considerare, n cazul meu i care ar putea fi n
valoare n considerare pentru panou, n general, ar
fi acestea: n primul rnd, care au fost
caracteristicile predominante ale dvs. caz special
propria aa cum le vedei acum? n al doilea rnd,
prin ce proces ai mbunti? n al treilea rnd,
problemele de ceea ce a dus la mbuntirea dvs.?
Asta este, ceea ce a fcut ajustri trebuie s fac,
ca urmare a mbuntirii.
Am avut dou cazuri care ilustreaz modul n care
probleme pot duce la mbuntirea. Una a fost un
adolescent care de la vrsta de L5 a fcut o
recuperare uimitoare. Prinii lui au adus ntr-o
plngere revelatoare. Tatl su a fost un renumit
avocat i a trebuit s spun acest lucru, "Suntem
foarte multumiti de discursul lui Bill, credem ca el
a facut o recuperare minunat i personalitatea lui
sa schimbat, dar noi suntem un pic alarmat de la
direcia n care este luat. El nu este respectuos de
autoritatea noastr mai. El a sasses profesorii lui i
el ne spune s mergem n Iad. El face o mulime
de lucruri pe care nu este fcut nainte de "Tu vezi,
Bill a fost srbtorete aparent fluena lui ca o".
Da ", omul in vacanta sa, spunand" nu "la tot i la
toat lumea.
ntr-un alt caz, o recuperare de la balbaiala a
produs aproape de un divor. Un contabil pe nume
George, care a fost de 31 de ani, sa cstorit cu o
femeie, eventual, ca o evadare din necesitatea de a
vorbi, i ea a fost atras de el ca unul care nu va
contesta dominaia ei verbal. Cnd a fcut o
recuperare destul de bun de la balbaiala lui,
balana puterii sa schimbat. El a gsit limba lui i
el a folosit pentru a bate joc din nou la ea, i
furtunile care au urmat, aproape s-au rupt de
cstorie. M ntreb dac unii dintre noi au avut
probleme de acest fel.
*****

Anyway, to the case of Joseph Sheehan as one

stutterer. In terms of the problem itself, unlike a
lot of stutterers, apparently my symptoms at first
didnt appear in the home; my stuttering seemed to
start in school. I had a pretty easy time talking to
my parents in the home situation long after I
began to have trouble in school. I never did have
a lot of trouble talking to my parents except when
I had to call up my father, who was managing
editor of our local paper, at his office and go
through the telephone switchboard, especially
under the time pressure of a news deadline. Then
I would feel pressure and I would have more
trouble. But I did have a lot of trouble talking to
other authority figures, to teachers, and in school
generally. The fear I felt was not a fear of
stuttering as doing a specific thing (that is, it was
not a fear of doing that particular act), but rather a
devastating fear that I could never say the word
that I had to say at all. Sometimes I couldnt.
Like most stutterers, I became in part a ham actor.
I learned to play phony roles; I leaned to use
distractions; I learned that most of the suggestions
that people make didnt really help me. I had an
understanding fourth grade teacher, and I must say
that most of my teachers were really pretty
helpful. Even though I had trouble in school, it
wasnt any direct consequence of any improper
handling on their part. I had one teacher who put
a copy of Blanton and Blanton Speech Training of
Children, 1924, in my hands, and there I found a
phrase that somehow fitted my needs. It was this:
Under no circumstances should a stutterer ever
be put in a situation in which he cant say what he
wants to say, or words to that effect. I tried to
live up to this prescription as much as I could, and
that probably helped me.
I found that I could sometimes take a role, be
somebody else, be something other than myself
and get along pretty well. In high school I
surprised everybody who knew me and had heard
me by giving the verdict fluently while serving as
foreman of the jury in one of these mock trials
they have in high school. I was able to say very
fluently, We, the jury, find the defendant not
guilty. I was able to deliver that verdict with
perfect fluency.

Oricum, la cazul lui Joseph Sheehan ca un blbit.

n ceea ce privete problema n sine, spre
deosebire de o multime de stutterers, aparent
simptomele mele la prima nu a fost prezent n
casa; Stuttering meu prea s nceap n coal.
Am avut un timp destul de uor s vorbesc cu
prinii mei n situaia de origine timp dupa ce am
inceput sa am probleme la coal. N-am avut o
mulime de probleme s vorbesc cu prinii mei,
cu excepia cnd am avut de a apela la tatl meu,
care a fost Managing Editor de hrtie nostru local,
de la biroul su i trece prin tabloul de telefon, mai
ales sub presiunea timpului a unui termen tiri .
Apoi am s simt o presiune si am avea mai multe
probleme. Dar am avut o mulime de probleme s
vorbesc cu alte figuri de autoritate, la profesori, i
n coal, n general. M-am simit frica nu a fost o
frica de balbaiala ca face un lucru specific (care
este, nu a fost o teama de a face acest act special),
ci mai degrab o frica devastatoare pe care nu am
putea spune cuvntul pe care am avut de spus la
toate . Uneori nu am putut.
Ca majoritatea stutterers, am devenit un actor n
parte sunca. Am nvat s joace roluri false, m-am
aplecat s utilizeze distragerile, am aflat c cele
mai multe dintre sugestiile pe care le fac oamenii
nu ajuta cu adevrat mine. Am avut un profesor de
clasa a patra nelegere, i trebuie s spun c cele
mai multe dintre profesorii mei au fost ntr-adevr
destul de utila. Chiar dac am avut probleme la
coal, nu a fost nici o consecin direct a orice
manipulare necorespunztoare din partea lor. Am
avut un profesor care a pus o copie a Blanton i
formare Discursul Blanton de copii, 1924, n
minile mele, i acolo am gsit o fraz care se
potrivea intr-un fel nevoile mele. A fost aceasta:
"n nici un caz nu ar trebui s fie un blbit
vreodat pus n situaia n care el nu poate spune
ce vrea s spun," sau cuvinte n acest sens. Am
ncercat s triesc pn la aceast reet la fel de
mult ca am putut, i c, probabil, ma ajutat.
Am descoperit ca ar putea avea, uneori, un rol, s
fie altcineva, s fie altceva dect mine i de a lua
de-a lungul destul de bine. In liceu am surprins pe
toat lumea care m cunotea i mi-a auzit prin
acordarea verdictul fluent n timp ce servete ca
ef al juriului ntr-una din aceste studii false pe
care le au n liceu. Am fost n msur s spun
foarte fluent, "Noi, juriul, prta nu gsi vinovat."
Am fost n msur s emit c verdictul cu fluen
perfect.

Possibly if we had found the defendant guilty, I

couldnt have done it, but at least that was one
high point in the occasional moments of fluency I
had. I used to alternate, as I suppose a lot of us
have, between false hopes that I would wake up
next Tuesday morning and find myself speaking
fluently, and a feeling of utter discouragement that
anything could every really be done for this thing
that I had.
When I used to hear three tines daily, as most of us
have, the story of Demosthenes, I would wonder
whether if I didnt stutter I would be a great
speaker. When I went into college, I chose a nonspeaking vocation, chemistry, because I could get
along in a laboratory. I could work with things
even if I couldnt communicate so well with
people. I even got a Bachelors degree in
chemistry and spent about four years as a chemist.
In the meantime, I had reached Dr. Van Riper, who
I would say got me started on the right track,
although he would tell you that I had the brakes on
most of the way. Like many other stutterers
before and since, I was resistant to therapy -something of a black sheep. He has always
labeled me as one of his conspicuous earlier
failures, though I dont count myself on that side
of his ledger -- not with the amount of talking I
have done ever since. Later on, while assisting
Wendell Johnson, I also had a chance to learn a
somewhat different point of view on stuttering and
a number of new points of view to me. I learned
that perhaps I could lick this problem without
controlling anything or controlling my stuttering.
In ways that I cant fully verbalize, I feel very
deeply indebted to both Dr. Van Riper and Dr.
Johnson.
I spent a couple of years in Van Ripers clinic,
being one of his more resistant stutterers. I tried
to work in a student clinician role with some other
stutterers and I found that I was avoiding things
more than they were, that I was stuttering more
than they were, and that I was following my
advice or suggestions or recommendations, or the
clinics recommendations, probably less than they
were.

Eventual, dac am fi gsit vinovat inculpatul, nu

am fi putut face, dar cel puin un punct care a fost
ridicat n momentele ocazionale de fluen-am
avut. Am folosit pentru a alterna, aa cum am
presupun o mulime de noi au, ntre sperane false,
care ma trezeam, marti dimineata si m-am trezit
vorbind fluent, i un sentiment de descurajare
total, care ceva ar putea fi ntr-adevr fiecare face
acest lucru pentru c am avut .
Cnd m-am folosit pentru a auzi trei dini de zi cu
zi, ca cele mai multe dintre noi au, povestea de
Demostene, m ntreb dac ar fi dac nu am fcut
blbi eu ar fi un mare vorbitor. Cnd am intrat n
facultate, am ales o vocaie non-vorbitoare de
limba, chimie, pentru c am putea obine de-a
lungul ntr-un laborator. A putea lucra cu lucruri,
chiar dac nu am putut comunica atat de bine cu
oamenii. Am chiar i o diplom de licen n
chimie si a petrecut aproximativ patru ani ca un
chimist.
n timp, am ajuns la Dr. Van coapt, care l-am
putea spune ma nceput pe drumul cel bun, dei el
ar spune c am avut frnele pe cele mai de drum.
Ca multe alte stutterers nainte i dup, am fost
rezistente la tratament - un fel de oaie neagr. El a
fost ntotdeauna ma etichetat ca fiind unul din cei
eecuri evidente anterioare, dei nu m conta pe
acea parte a lui Ledger - nu cu suma de a vorbi,
am fcut vreodat din. Mai trziu, n timp ce
asistarea Wendell Johnson, am avut, de asemenea,
o ans de a afla un punct de vedere oarecum
diferit de balbism i o serie de noi puncte de
vedere pentru mine. Am nvat c, probabil, am
putea linge aceast problem, fr a "controla",
nimic sau controlul Stuttering meu. n moduri care
nu pot verbaliza complet, ma simt foarte profund
ndatorat att la Dr. Van coapt i Dr. Johnson.
Am petrecut un cuplu de ani n clinica lui Van
coapt, fiind unul dintre stutterers sale mai
rezistente. Am ncercat s lucreze ntr-un rol de
medic elev cu unele stutterers alte i am constatat
c am fost evitarea lucruri mai mult dect au fost,
ca am fost stuttering mai mult dect au fost, i c
am fost n urma sfatul meu sau sugestii sau
recomandri, sau de clinica , recomandri,
probabil, mai puin dect au fost.

It was mostly on my own later on while working

as a chemist that I was really able to do something
about my own stuttering. I know that looking
back you have a hindsight and you probably have
a process of intellectualization. I probably use
what knowledge of clinical psychology I have to
construct still more ingenious defenses than
stutterers ordinarily have. But here are some of
the principles and the processes that I would
specify as being important to me in my own
particular case. First, complete reduction of any
avoidance, of any holding back, a complete
reduction of this approach-avoidance conflict of
going ahead versus holding back. Like some other
stutterers, I somehow stuttered my way out of it.
A good deal of it was simply a blind attack, a blind
going forward. I have never really been able to
control my stuttering in any special way, and I
never know from one moment to another whether
I will have a severe block. I have taught enough
years now so that I dont have very much
apprehension about it, but theoretically if I got in a
block right now, I have no special string I can pull
to get out of it. I would only try to handle it in
such a way that I would not be covering up, I
would not be holding back, and in the future in
such situations, I would be getting along better
and I would have less avoidance tendency.
A second process that I think was very important
to me was the reduction of guilt. My stuttering
bothered me, sure, but after awhile I got used to it
in a certain way. I got kind of accustomed to it
like you get accustomed to any old ache or any old
inconvenience, but I could see that I kept
bothering other people. I used to feel more sorry
for them sometimes than I did for myself, and I
used to feel guilty because I knew that my
stuttering would bother others. By learning that it
was all right to be a stutterer and that perhaps I
wasnt hurting people as much as I had feared, I
lost some of the guilt. I think that was an
important dynamic.

A fost cea mai mare parte pe cont propriu mai

trziu n timp ce lucra ca un chimist care am fost
ntr-adevr n stare s fac ceva despre balbaiala
mea. tiu c a cuta napoi avei o retrospectiv i
avei, probabil, un proces de intelectualizare. Eu
folosesc, probabil, ceea ce cunotine de
psihologie clinic trebuie s construiasc aprare
i mai ingenioase dect stutterers de obicei au. Dar
aici sunt unele dintre principiile i procesele pe
care mi-ar specifica ca fiind important pentru
mine, n cazul meu particular propriu. n primul
rnd, reducerea total de orice evitarea, de orice
exploataie spate, o reducere complet a acestui
conflict abordare-evitare a merge mai departe fa
de care deine napoi. Ca i alte cteva stutterers,
am blbit cumva felul meu din ea. O bun parte
din ea a fost pur i simplu un atac orb, un orb
merge nainte. Nu am fost cu adevrat posibilitatea
de a controla balbaiala mea, n nici un mod
special, i eu nu tiu de la un moment la altul, dac
voi avea un bloc sever. Am nvat ani acum
suficiente, astfel c nu am team foarte mult
despre el, dar, teoretic, dac am primit ntr-un bloc
chiar acum, nu am nici un ir de construcii pot
trage pentru a iesi din ea. A ncerca doar s-l
ocupe n aa fel c nu ar fi acoperirea, eu nu ar fi
deinerea napoi, i n viitor, n astfel de situaii,
mi-ar fi obtinerea de-a lungul mai bine i am avea
tendinta de evitare a mai puin.
Un al doilea proces pe care cred c a fost foarte
important pentru mine a fost reducerea de vina.
Stuttering meu mi-a deranjat, sigur, dar dup o
vreme m-am folosit pentru a-l ntr-un anumit mod.
Am un fel de obinuit s-l ca te obinuit la orice
durerile vechi sau orice neplcere vechi, dar am
putut vedea c am pstrat deranja alte persoane.
Am folosit s se simt mai ru pentru ei, uneori,
dect am fcut pentru mine, i am folosit s se
simt vinovat pentru c tiam c balbaiala mea ar
deranja ceilalti. De nvare c totul a fost dreptul
de a fi blbit i c, probabil, nu am fost ru de
oameni la fel de mult ca am temut, am pierdut o
parte din vina. Cred c a fost o dinamic
important.

Third, there have been a number of changes of

self-concept. I think of myself as a stutterer. I
have tried to integrate my own thinking about
myself in that sense. I think probably going into
speech pathology has been one positive step in
accepting very fully this role of a stutterer and in
incorporating the stuttering in my own concept of
myself.
Fourth, as a process I would specify integration of
role. Before I used to suffer from role conflict.
Through devices familiar to most adult stutterers, I
was a part-time stutterer, and a part-time fluent
speaker. Part of the time I could fool people
through false fluency, part of the time I had
fluency that didnt seem to be so false; it just
happened. I never knew where I stood, in a way.
I used to alternate between trying to be a normal
speaker and being the stutterer that I was. I think I
have managed to integrate my own role. I have
adjusted to the fluency I now have; I have
adjusted, I think, to the disappointment that comes
or that did come for me to a certain extent from
the fact of my recovery. Oscar Wilde had a saying
that there are two ways to be disappointed in life:
One way is never to get what we wish for; the
other way is to get it. I think with me fluency has
been something like that. I discovered that the
Demosthenes legend is not particularly true, that I
am not a giant in chains. I am not an orator
mysteriously blocked, but rather an ordinary
person, a teacher, an ordinary speaker; and I have
lost my own giant in chains conflict.
Other than that I dont think I have suffered a lot
of problems from my recovery; perhaps people
around me have. I dont think I ever enjoyed my
stuttering, consciously of course. I think that the
adjustments to my recovery have been fairly
comfortable in my own case. I enjoy speaking a
great deal but then I did even when I stuttered, and
I bet most of the rest of us have done that, too.

n al treilea rnd, au existat o serie de modificri

de auto-concept. Eu m gndesc la mine ca un
blbit. Am ncercat s integreze gndirea mea
despre mine nsumi, n acest sens. Cred ca,
probabil, va discurs n patologie a fost un pas
pozitiv n a accepta foarte deplin acest rol de
blbit i n ncorporarea Stuttering n conceptul
meu de mine.
n al patrulea rnd, ca un proces, a specifica
integrarea de rol. nainte de am folosit pentru a
suferi de conflicte rol. Prin intermediul
dispozitivelor de familiare pentru majoritatea
stutterers aduli, am fost un blbit parte-timp, i
un vorbitor fluent part-time. O parte din timp am
putea pacali pe oameni prin intermediul fluenta
parte fals, din timp, am avut fluenta care nu par a
fi att de fals, "pur i simplu sa ntmplat." Nu am
stiut unde am stat, ntr-un fel. Am folosit pentru a
alterna ntre ncercarea de a fi un vorbitor normal
i fiind blbit care am fost. Cred c am reuit s
integreze rolul meu propriu. Am ajustat la fluena
am acum, am ajustat, eu cred c, spre dezamgirea
care vine sau care au venit pentru mine ntr-o
anumit msur, de la faptul de recuperarea mea.
Oscar Wilde a avut o spunnd c exist dou
moduri de a fi dezamagiti in viata: O modalitate
nu este de a obtine ceea ce ne dorim pentru, un alt
mod este s-l. Cred ca cu mine fluen a fost ceva
de genul asta. Am descoperit c legenda
Demostene nu este valabil n special, c eu nu sunt
un eu nu sunt un orator misterios blocat, ci mai
degrab o persoan obinuit, un profesor, un
vorbitor obinuit "gigant n lanuri.", Si mi-am
pierdut propria mea " gigant n lanuri
"conflictului.
Altele dect c nu cred c am suferit o mulime de
probleme de la recuperarea mea, poate c oamenii
din jurul meu au. Nu cred c m-am bucurat
vreodat balbaiala mea, contient de curs. Cred c
ajustrile la recuperarea mea au fost destul de
confortabil, n cazul meu. Am bucura de o mare
vorbind, dar apoi am fcut chiar i atunci cnd am
blbit, i am cea mai mare pariu de restul ne-au
fcut c, de asemenea.

Here are a few high points Ill mention just as

episodes, and then I will close my presentation of
Joseph Sheehan, stutterer. One is the influence of
an older stutterer, a very stubborn Dutchman, who
had worked with Van Riper. His name was Jack
DeBoer. I was very impressed when I saw him
stuttering very openly and comfortably to his
roommates. I had never seen anybody stutter and
not be ashamed of it before. Always before it had
been something very shameful, and I think this
really had quite an impact.
Then there was the time I spoke to the Optimist
Club of Kalamazoo, Michigan, and gave the
worlds shortest speech. In about two minutes of
struggling, all I got out was my old bugaboo, the
highly personal pronoun I. It was significantly
enough, my most feared word through all my
years of stuttering. Dr. Van Riper was making the
presentation. He had a group of stutterers before
and after. I was before at that time and after I
finally finished this one block, he figured that I
had had about enough struggle for one situation
and he asked me to sit down. I sat down feeling
very low. After the presentation, Dr. Van Riper
made his usual fine talk and people came up
afterward to congratulate him, but a surprising
number came up to congratulate me, saying such
things as, Boy, youve got guts, youll get along
all right -- the idea of your getting up there and
trying to speak even when you have that much
trouble doing it. I think that was kind of a high
point, too. I had done about as much stuttering in
that situation as I ever thought I could possibly do.
Everything after that was kind of an anti-climax in
terms of the stuttering I did. Some people have no
liking for Babbitt but Ive always had a very warm
spot in my heart for the Optimist Club.

Iat cteva puncte de mare voi meniona doar ca

episoade, iar apoi voi nchide prezentarea mea de
Iosif Sheehan, blbit. Una este o influenta a
blbit mai vechi, un olandez foarte ncpnat,
care a lucrat cu Van coapt. Numele lui era Jack
DeBoer. Am fost foarte impresionat cnd am vzut
stuttering foarte deschis i confortabil la colegi de
camera lui. Nu am vazut pe nimeni blbi i s nu
fie ruine de ea nainte. ntotdeauna nainte de
aceasta a fost ceva foarte ruinos, i cred c acest
lucru a avut ntr-adevr destul de un impact.
Apoi, a fost timp am vorbit la Clubul Optimist din
Kalamazoo, Michigan, i a dat cel mai scurt
discurs din lume. n aproximativ dou minute de
lupt, tot ce am mai fost gogori vechea mea,
extrem de pronume personal "I." A fost destul de
semnificativ, meu cel mai de temut, prin cuvntul
toi anii mei de balbism. Dr. Van coapt a fost de
luare de prezentare. El a avut un grup de stutterers
nainte i dup. Am fost nainte de acel moment i
dup ce am terminat n cele din urm acest bloc o,
el a dat seama c am avut despre lupta suficient
pentru o situaie i el mi-a cerut s stau jos. M-am
aezat simt foarte sczut. Dup prezentare, Dr. Van
coapt facut sa vorbesc de obicei fin si oamenii au
venit dup aceea s-l felicit, dar un numar
surprinzator de mare a venit la mine felicit, spun
astfel de lucruri ca, "Boy, ai curaj, vei obine de-a
lungul bine -. ideea dvs. de a obine acolo i
ncercarea de a vorbi chiar i atunci cnd ai
probleme, care de mult face-o "Eu cred c a fost
un fel de punct de ridicat, de asemenea. Am fcut
la fel de mult despre balbism, n aceast situaie
aa cum am mai gandit ca as putea face, eventual.
Totul, dup care a fost un fel de anti-climax, n
termeni de balbaiala am fcut. Unii oameni nu au
nici o simpatie pentru Babbitt, dar am avut
intotdeauna un loc foarte cald n inima mea pentru
Club optimist.

A third high point was my new role as a therapist,

treating other stutterers. In Van Ripers clinic and
in Percy Jones Army Hospital, and later as
Wendell Johnsons assistant working with
stutterers at the University of Iowa, I found that
my role as a therapist fed back upon my selfacceptance of my role as a stutterer. Other
significant role changes, such as a family of my
own, a Ph.D. in Clinical Psychology, and lecturing
to university classes reduced my awe of authority
figures and brought me closer to a feeling of
being one of them. My status gap problem
diminished, my self-esteem increased, and my
fluent speech output has been expanding
geometrically ever since.

Un al treilea punct de mare a fost rolul meu de noi,

ca un terapeut, tratarea stutterers alte. n clinica
Van coapt i n Percy Jones Spitalul Militar, i
apoi ca asistent Wendell Johnson de lucru cu
stutterers de la Universitatea din Iowa, am
constatat c rolul meu n calitate de terapeut
hrnite napoi la mea de auto-acceptare de rolul
meu ca un blbit. Alte schimbri semnificative
rolul, cum ar fi o familie a mea, un doctorat n
Psihologie clinic, i de prelegeri la cursuri
universitare redus teama mea de "cifre autoritate"
i mi-a adus mai aproape de un sentiment de a fi
una dintre ele. Problema mea decalaj starea sa
diminuat, mi stima de sine a crescut, i de ieire
meu discurs fluent a fost extinderea geometric de
atunci.