Research study: "Why do people who stutter attend stuttering support groups?" (2023)

Research study: "Why do people who stutter attend stuttering support groups?" (2023) Research: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476235/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476235/) PDF document: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476235/pdf/SAJCD-70-958.pdf](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476235/pdf/SAJCD-70-958.pdf) ## Abstract ## Background Stuttering support groups (SSGs) have been a long-standing invaluable resource for people who stutter (PWS) but research into SSGs is only emerging. Speech-language therapists (SLTs) need further insight to successfully facilitate SSGs. ## Objectives To determine PWS’ perspectives regarding why they attend SSGs in South Africa. ## Method Thirteen PWS who attend SSGs, between 20 and 58 years old, were a part of this qualitative study. Purposive sampling was utilised. Semi-structured telephonic interviews were used and data was analysed thematically. ## Introduction Stuttering is often linked to speech disruptions, but its emotional and psychological effects are far more impactful on the lives of people who stutter (PWS). Many PWS face significant psychological distress, negative emotions, fear, shame, and social anxiety, leading to avoidance of speaking situations and potential social isolation. These challenges span across educational and professional settings, affecting PWS's educational achievements and career choices, often leading them to select occupations requiring less communication. Consequently, these barriers hinder PWS from reaching their full potential, resulting in a lower quality of life (QoL) in several domains. Stuttering support groups (SSGs) have been shown to improve QoL for PWS. Facilitated by speech-language therapists (SLTs), SSGs provide a safe space for PWS to share experiences and feelings without judgment. Studies indicate that SSGs help reduce internalized stigma, foster acceptance of stuttering, and improve psychological well-being. SSGs also support individual therapy progress and encourage participation in daily activities. Despite extensive research on the benefits of SSGs, no formal guidelines exist for SLTs on effective facilitation and management of these groups. **Theme 1: Altered Perceptions** Twelve participants reported that SSG attendance positively influenced their perception of their stutter. Increased acceptance of stuttering was noted by eight participants, who felt this acceptance improved their emotional well-being and coping mechanisms. Improved confidence was another subtheme, with five participants stating that SSGs helped boost their confidence, enabling them to undertake new tasks and communicate more effectively. **Theme 2: Increased Sense of Community** Seven participants highlighted that SSGs made them realize they are not alone, reducing feelings of isolation. This realization improved their perception of stuttering, emotional well-being, and speech fluency. **Theme 3: Support Group Reciprocity** Participants valued the reciprocal nature of SSGs, where they could both share and receive support, advice, and encouragement. Learning from others' experiences and techniques was crucial, with seven participants emphasizing this aspect. Encouragement and empowerment from hearing others' stories and witnessing their perseverance were also significant benefits, reported by five participants. **Theme 4: Support Group Environment** Nine participants appreciated the supportive, non-judgmental environment of SSGs, where they felt safe and relaxed. Some participants suggested that more frequent meetings and flexible scheduling would enhance the experience. Additionally, the presence of SLTs as facilitators was valued for fostering collaboration between PWS and those treating stuttering. ## Discussion ## Altered Perceptions Negative listener reactions affect PWS' self-perception. SLTs should involve non-stuttering listeners in SSGs to foster positive interactions. Techniques like sharing experiences and using self-disclosure statements can improve listener reactions. The study found that SSGs help PWS accept their stuttering, aligning with research by Blumgart et al. (2014) and Boyle (2013). SLTs should emphasize acceptance and education about stuttering to improve PWS' quality of life (QoL). ## Increased Participation SSGs boost confidence, leading to more participation in previously avoided tasks. Activities proposed by Gore and Luckman Margulis (2022) can be adapted for SSGs to build confidence and resilience. SLTs should highlight SSGs as spaces of hope and agency for future communication. ## Sense of Community A supportive social network enhances psychological resilience, reducing the negative effects of stuttering like social isolation. SLTs can facilitate buddy systems and create secure platforms for connections outside SSGs. A hybrid approach of in-person and online meetings can increase accessibility and attendance, although access issues in South Africa should be considered. ## Support Group Reciprocity Learning from peers and mutual encouragement are key themes. Sharing stories and coping techniques helps reduce stigma and provides insight. SLTs can facilitate story-sharing and invite guest speakers. The group setting supports self-management skills and sharing knowledge. ## Support Group Environment, Participants, and Topics SSGs provide a sense of belonging, making participants feel heard, safe, and relaxed. SLTs should monitor participation and reassure members that verbal contribution is not mandatory. Confidentiality is crucial and should be culturally sensitive. Meetings should balance speech focus with emotional aspects of stuttering. SLTs should collaborate with PWS in planning and facilitate conversations to deepen understanding. ## Conclusion The study's findings emphasize the importance of understanding PWS's perspectives to tailor SSG activities and goals, improving their motivation and participation. This approach could significantly enhance the efficacy of stuttering therapy and support group interventions. The study used PWS perspectives and existing research to develop recommendations for SLTs facilitating SSGs. PWS value a welcoming and safe environment, with SLTs balancing active and passive participation. SSG topics should cover both fluency and emotional aspects. SLTs can help PWS develop a positive self-view and improve their interaction experiences. Encouraging relationships outside SSGs and increasing meeting frequency were also suggested. SLTs can empower members by educating them and facilitating learning from peers and professionals. These implications enable SLTs to better tailor SSG activities, discussion topics, and goals, encouraging PWS to pursue personal goals and gain confidence across various communication settings. Four themes, namely, ‘altered perceptions’, ‘increased sense of community’, ‘support group reciprocity’, and ‘support group environment, participants and topics’, were identified. The results yielded clinical implications which included SLTs encouraging: (1) improved perceptions of being a PWS through education and self-empowerment, (2) PWS’ connections between meetings to increase the sense of community, (3) reciprocity in meetings, (4) sharing personal stories to promote learning and general self-management and (5) support, praise and education to empower and encourage PWS. This study’s findings show that SSGs helped PWS accept their stutter and gain confidence. This study showcased how SSGs can help PWS manage their fluency and gain confidence. Additionally, this study supports current research which suggests that dysfluency and social-emotional well-being should be equally addressed. Recommendations include focusing discussions on fluency, emotions and sharing personal stories. Insights from PWS help better inform SLTs of their role within SSGs including guiding and facilitating conversations.