Search

non-peer-reviewed, Background: This paper presents the results of an in-depth qualitative study designed to further our understanding of the experience of individuals who attended the Dublin Adult Stuttering (DAS) programme. Stuttering is a complex communication disorder that can affect many aspects of a speaker’s life. Many individuals who stutter engage in avoidance behaviours. A key element of the DAS programme is to gradually reduce avoidance and become more comfortable with stuttering. It is proposed that a reduction in avoidance should lead to a reduction in the stuttering, and more importantly, the impact of stuttering on individual’s lives long term. Aim: To investigate the perceptions of People who Stutter (PWS) about their lives, the DAS programme and their attitudes to stuttering since completion of the course. Methodology: A phenomenological approach was employed to obtain the perspectives of these individuals. Purposive sampling of 4 PWS took place and semi-structured interviews were conducted. Thematic analysis was then performed to identify common themes among the interviews. Results: Key aspects identified by participants were the benefit of meeting other PWS and the comfort of being able to share experiences with others who could relate. Additionally, participants spoke of the acceptance of stuttering they gained from completing the course and the various benefits experienced in their lives from partaking in the course. Conclusion: Common themes emerged regarding attitudes to the DAS course and attitudes to stuttering. Participants perceived that the DAS therapy program had positive effects on their everyday lives

RésuméQu’on la nomme relation éducative ou relation d’accompagnement, la relation que l’éducateur spécialisé noue avec le ou les bénéficiaire(s) est une relation de proximité où il se met personnellement en jeu. Cette relation de proximité est un des points d’appui du travail socio-éducatif. C’est aussi le lieu de sa fragilité. Impossible de ne pas investir et se laisser investir dans ce travail. Le premier risque que l’on pointe dans une telle relation est celui de la confusion entre son vécu et celui des bénéficiaires, risque mis en lien avec son investissement personnel dans la relation. À l’autre extrême, la prise de distance professionnelle et le non-investissement personnel dans la relation comportent un autre piège, quand ils conduisent à la perte de contact avec l’autre. Le risque est alors de formater ses interventions d’aide sur des comportements socialement attendus, en ne faisant guère place aux personnes singulières. Nous pensons que, paradoxalement, la construction d’une attitude professionnelle dans la relation d’aide commence par la prise en compte du vécu et des ressentis de l’intervenant. Nous proposons d’expliciter un dispositif de formation utilisable dans les supervisions individuelles ou collectives, qui permet en plusieurs temps à l’étudiant d’élaborer un « juste » positionnement professionnel dans la relation d’aide à autrui. Nous nous arrêterons surtout aux deux premiers temps de ce dispositif, qui font place au vécu et au ressenti personnel de l’étudiant., Called educative relation or accompaniment relation, the relation between a teacher of children with learning difficulties and the one(s) who benefit(s) from his/her teaching is a proximity relationship in which he/she is personally put into play. Socioeducational work leans on this proximity relationship. But that is at the same time the very place of its fragility. It is impossible not to put a lot into that work and a lot of oneself.The first risk in such a relationship is to confuse one’s own life experience with the one of the people who are taken care of. That risk is linked to the personal investment in the relationship.In the other extreme, professional distance and non-investment in the relationship has another trap when it leads to the loss of contact with the other. The risk is to format one’s help interventions on socially expected behaviours without any place for the individual person.We think that, paradoxically, the building of a professional attitude in the help relationship begins by taking into account the intervener’s life experience and feeling.We propose to clarify a training device which can be used for individual or collective supervisions and which makes it possible for the student to work out in different stages an “appropriate” professional positioning in the help relationship. We will especially take time to explain the first two steps of that device which make space for the student’s life experience and feeling.