Dil ve Konuşma Terapisi Öğrencilerinin Kekemeliğe Yönelik Metaforik Algıları: İstanbul Örneği

Abstract

Amaç: Dil ve konuşma terapistleri kekemelik müdahale süreçlerini yürüten meslek elemanlarıdır. Bu kapsamda dil ve konuşma terapisi adaylarının kekemeliğe yönelik algılarının belirlenmesinin müdahale programları ve ders içeriklerinin düzenlenmesi adına önemli olduğu düşünülmektedir. Bu çalışmanın amacı dil ve konuşma terapisi bölümünde eğitim gören öğrencilerin kekemeliğe yönelik metaforik algılarını belirlemektir. Gereç ve Yöntem: Çalışmaya İstanbul’da dil ve konuşma terapisi bölümünde eğitim gören 89’u kadın, 13’ü erkek toplam 102 lisans öğrencisi dahil edilmiştir. Veriler “‘Kekemelik…gibidir. Çünkü……”’ cümlesinin katılımcılar tarafından çevrimiçi olarak tamamlanması ile elde edilmiştir. Veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Bulgular: Dil ve konuşma terapisi öğrencilerinin kekemeliğe yönelik 85 farklı metafor ürettikleri belirlenmiştir. Kekemeliğe ilişkin metaforlar “‘sağlık, dış görünüş-fiziksel özellikler, doğa-hayvanlar, eylem, mekanik-fonksiyonel ögeler, duygu-deneyimler, zorluk” ve “karmaşıklık’ olmak üzere 8 farklı kategoriye ayrılmıştır. Sonuç: Dil ve konuşma terapisi öğrencilerinin oluşturduğu metaforların, kekemeliğin doğasına ve bireylerin deneyimlerine dair önemli ipuçları sunarak, konuşma akışındaki kesintiler, istem dışı kontrol kaybı ve duygusal zorlukları yansıttığı görülmüştür. Bu metaforlar kekemelik terapilerinde akıcılık becerilerine odaklanmanın yanı sıra bireysel farklılıklar, iletişim becerileri ve duygusal süreçleri de kapsayan bütüncül bir yaklaşımın gerekliliğini ortaya koymaktadır.

Keywords

• kekemelik
• metaforik algı
• dil ve konuşma terapisi
• öğrenci

Metaphorical Perceptions of Stuttering Among Speech and Language Therapy Students in İstanbul

Abstract

Objectıves: Speech and language therapists are professionals responsible for managing stuttering intervention processes. The perceptions of speech and language therapy students regarding stuttering are considered important for the organization of intervention programs and course contents. This study aims to determine the metaphorical perceptions of speech and language therapy students toward stuttering. Materials and Methods: The study employed a qualitative research design, specifically a phenomenological approach. A total of 102 undergraduate students (89 females, 13 males) enrolled in a speech and language therapy program in Istanbul participated in the study. Data were collected through an online sentence-completion task in which participants responded to the prompt: “Stuttering is like… because…” The data were analyzed using content analysis. Results: Participants generated 85 different metaphors related to stuttering. These metaphors were categorized into eight themes: health, appearance-physical characteristics, nature-animals, action, mechanical-functional elements, emotions-experiences, difficulty, and complexity. Conclusion: The metaphors created by speech and language therapy students provide valuable insights into the nature of stuttering and individuals' experiences with it. These metaphors reflect disruptions in speech flow, involuntary loss of control, and emotional challenges. These metaphors reveal the necessity of a holistic approach in stuttering therapy that not only focuses on fluency but also encompasses individual differences, communication abilities, and emotional processes.

Keywords

• stuttering
• metaphorical perception
• speech and language therapy
• student

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