52 Chapter 3
rejection because of the disorder may have an altered self- concept and reduced self- esteem, partic-
ularly in regard to speech- related activities. As Rollin (2000, p. 106) suggests, “As we consider the
molding of self- image in the stuttering individual, we are clear that we refer not to a unique ‘stut-
tering personality’ but to a special way in which the person perceives him- or herself.” Rejection
and ridicule, particularly for the child, can create special self- concept and self- esteem challenges.
The National Stuttering Association (2015) suggests self- help groups can help with self- esteem
issues for persons who stutter. A creative 9- year- old boy put his feelings about stuttering and rejec-
tion in a song (Tanner & Lafferty, 2001):
People Say Stupid Things
Garrison Fawcett
People say stupid things,
I know why but they stink,
Makes me sad,
When they’re bad,
I wish they would,
Be nice to me,
I wish they would,
Just go away,
Then I would have a better dayChorus: Na na na na naThis is why people say,
Stupid things,
When they’re mad,
They say stupid things. (p. 31)Guitar (1998) considers the person’s feeling about stuttering to be as much a part of the disor-
der as the actual dysf luencies. Linn and Caruso (1998) suggest that stuttering in adults is a major
obstacle to finding a life partner. Many counseling approaches are available to help clients explore,
evaluate, and analyze social issues related to stuttering. Group therapy, stuttering camps, and sup-
port organ izations provide valuable interaction with other persons who stutter and address self-
concept and self- esteem concerns. Referral to a psychologist or counselor is appropriate for some
persons whose stuttering is a major deterrent to self- actualization, employment, or the develop-
ment and maintenance of relationships. Speech- language pathologists address speech- related self-
esteem and self- concept development in children by making speaking a rewarding and enjoyable
experience. The child’s parents are also involved in achieving these objectives.
Case Study 3-1: A 3-Year-Old Child With Confirmed Stuttering
Michelle calls the speech and hearing clinic, anxiously reporting that her 3- year- old daughter,
Alice, may be starting to stutter. The clinician listens as the worried mother describes her
daughter’s speech and language development and her suspected stuttering prob lem. An appoint-
ment is scheduled, and after the call ends, the clinician mentions the upcoming evaluation to a col-
league. She agrees that a severe and established stuttering prob lem at 3 years of age is implausible