Much less attention has been given in the literature to affective and cognitive aspects of cluttering than to stuttering. Bennett (2006) describes feelings of apprehension and frustration when clients with cluttering encounter problems with communication. In order to mitigate the negative thoughts of people with cluttering, Daly (1986b) proposed the provision of cognitive training, counseling, attitude change, relaxation, affirmative training, and positive self-talk to clients with cluttering due to their stress, frustration, reduced awareness of the problem, and resistance to pursuing therapy goals. Daly suggested that such therapy goals would improve clients’ listening skills, and the awareness of the speech of others. Based on my experience, I believe that people with cluttering represent a wide continuum of self-awareness and feelings (from denials to incessant concerns; from frustration stemming from own deficits in speaking to frustration at deficits one’s others’ in keeping up with what they are saying). They often had low self-esteem, and felt misunderstood and incompetent. For example, two school teachers were concerned about their to understand them. An SLP graduate student was students’ inability anxious about his future employment. A car mechanic was saddened due to his losing customers because of his unsuccessful communication. A high school student was annoyed by frequent requests to repeat what he said. This young man blamed stuttering for all his problems of communication even though his speech was highly unintelligible and fast due to his cluttering. Another high school student was frustrated about his poor grades and constant conflicts with peers due to his poor social control. A 13-year-old boy was timid and confused due to his for him to practice his mother’s insistence speech exercises instead of playing video games. In sum, the negative thoughts and feelings of people who clutter were not as profound as in cases of people who stutter, but they were present and contributed to concerns about the future, lack of hope for successful treatment, poor self-esteem and low motivation. In order to address the affective and cognitive aspects of clients with combined cluttering-stuttering cases, I modified Bar-On’s ten emotional intelligence (EI) skills for people to succeed in their everyday life (2000). I modified five of these skills for working with people with more stuttering-like symptoms, and five of them for working with people
Much less attention has been given in the literature to affective and cognitive aspects of cluttering than to stuttering. Bennett (2006) describes feelings of apprehension and frustration when clients with cluttering encounter problems with communication. In order to mitigate the negative thoughts of people with cluttering, Daly (1986b) proposed the provision of cognitive training, counseling, attitude change, relaxation, affirmative training, and positive self-talk to clients with cluttering due to their stress, frustration, reduced awareness of the problem, and resistance to pursuing therapy goals. Daly suggested that such therapy goals would improve clients’ listening skills, and the awareness of the speech of others. Based on my experience, I believe that people with cluttering represent a wide continuum of self-awareness and feelings (from denials to incessant concerns; from frustration stemming from one’s own deficits in speaking to frustration at others’ deficits in keeping up with what they are saying). They often had low self-esteem, and felt misunderstood and incompetent. For example, two school teachers were concerned about their students’ inability to understand them. An SLP graduate student was anxious about his future employment. A car mechanic was saddened due to his losing customers because of his unsuccessful communication. A high school student was annoyed by frequent requests to repeat what he said. This young man blamed stuttering for all his problems of communication even though his speech was highly unintelligible and fast due to his cluttering. Another high school student was frustrated about his poor grades and constant conflicts with peers due to his poor social control. A 13-year-old boy was timid and confused due to his mother’s insistence for him to practice his speech exercises instead of playing video games. In sum, the negative thoughts and feelings of people who clutter were not as profound as in cases of people who stutter, but they were present and contributed to concerns about the future, lack of hope for successful treatment, poor self-esteem and low motivation. In order to address the affective and cognitive aspects of clients with combined cluttering-stuttering cases, I modified Bar-On’s ten emotional intelligence (EI) skills for people to succeed in their everyday life (2000). I modified five of these skills for working with people with more stuttering-like symptoms, and five of them for working with people