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National Stuttering Association Morgantown, WV Chapter West Virginia University

Fall, 2015

Graduate Group Facilitators: Max Shaffer & Tracy Toman Group Leaders: Ken St. Louis, Mary Weidner

Themes / Topics (lessons follow)

How to handle the unexpected Perception of time

Long term effects of negative attitudes from others Maintaining positivity Helping others help you

Survival Kit Time pressured situations What does control mean Avoiding avoidance

Quick fixes Using personal strengths/traits in difficulty situations

WVU SPEECH AND HEARING CLINIC National Stuttering Association

Morgantown, WV Chapter

Location: 802B Allen Hall, WVU Facilitator: Tracy Toman, B.F.A. Date: 9/3/15 Co-Facilitator: Max Shafer, B.S.

Time: 6:00-7:00 pm Chapter Co-Leaders: Ken St. Louis, Ph.D., CCC/SLP & BCF-F Mary Weidner, M.S., CCC/SLP

People Who Stutter or Clutter: Matt B, Tony M, Scott T Visitors:

Theme: How to handle the unexpected

Goals:

1. To gain insight into individual strategies and tactics that participants use to effectively manage their stuttering in unprepared situations.

EVALUATION AND PROCEDURES

Opening Words: Read by Tony

Warm-Up Activity: The facilitator began by giving the group the following scenario: You’re in your apartment or house and an unexpected visitor drops by. This visitor is someone who always has a strong opinion and is very critical/hyperaware of everything in your apartment/house. For instance, a sibling who can find dust anywhere or a neighbor who comments on how you mow your lawn and is not afraid to show his or her disapproval, dropped by unannounced. What would you be the most embarrassed/concerned/annoyed about in this situation? Or what would you be inclined to do in this situation? In no particular order, the group members discussed their reactions to this situation and why. Ken mentioned ignoring the comments from his neighbor about his lawn but was frustrated by them. The facilitator and several others suggested various ways to hide the mess in their apartments. The general idea was to either accept not being able to control the reactions of others or actively trying to hide whatever a person deemed embarrassing or concerning.

Activity:

1. The facilitator started by passing out small pieces of paper to each group member. Each piece of paper had a different issue on it (i.e., food stuck in your teeth or a huge zit). No one was allowed to read his or her paper until the full activity was explained.

2. The facilitator explained that everyone has situations that are beyond their control and can be embarrassing. What would you do if you were introduced to a new person who could help you with a job? However, you had one of the issues on the pieces of paper that you must deal with in this pressured situation. The facilitator then demonstrated the

activity with the co-facilitator possessing one of the issues on the paper and Mary acting as the person who could help Max get a job.

3. The facilitator then asked the group to act out the situation of running into someone who could potentially help you with a job while unprepared at the grocery store. The various issues included: a large zit on your nose, you came from the gym and haven’t showered (you can smell yourself), leaking nose (whether from a cold or allergies), hole in your shirt, you just got a horrible hair/dye job, you’re in your pajama pants, and you have a missing front tooth from a previous accident but you forgot to put in the bridge.

4. After we discussed the various approaches everyone used in their situation. Did they address it or ignore it? What would be the best way to handle the situation? Is there a better way to handle the situation than what you would actually do? Each member participated in the role-playing activity. In every situation, each addressed his or her specific problem and used humor to make light of the situation. Matt said that he felt the activity was geared toward the idea of being up front and accepting whatever the situation. Ken suggested that humor was a key element in dealing with these problems.

5. After we discussed the various tactics that they employed, the facilitator asked the group to think of a particular time when stuttering was an issue for each member and to write it down. Each person then explained what his or her issue was (if it wasn’t stuttering) and described the situation. How did each person handle the situation that he or she was unprepared for and stuttered? In no particular order, they were asked to volunteer with the examples. Matt shared a time when he had to give a 20-minute presentation and stuttered on nearly every word. He said it was one of the worst experiences of his life. Tony also discussed a time when he had to present in front of his class. He told his class that he stuttered before the presentation and felt that it made the presentation much easier since it took some of the pressure off. Scott talked about his time teaching and spending years stuttering through his lectures. His experiences teaching lead him toward speech therapy. Tracy shared her experiences of turning red/blushing in auditions but eventually came to the conclusion that the only person who cared if she was nervous was herself. After repeated exposures to auditions and accepting that she couldn’t force the opinions of others led her to becoming more comfortable and blushing less.

6. From the entire activity, we discussed what strategies were uncovered (not only for stuttering). The facilitator also asked what was more effective and less effective in each situation. Each person was also asked to volunteer what strategies would be most effective and least effective for themselves. The strategies discussed were slowing the rate of speech and repeated exposure to situations like public speaking. It was also mentioned that bringing humor to the situation without becoming the “Clown Stutterer” might be helpful as well as meeting others who stutter. Scott felt that he was less ashamed after meeting others who stutter and attending speech therapy. Matt acknowledged that a main strategy he uncovered in the situation was to disclose your stutter; however, he admitted that is something he has not been able to do thus far but would like to work on it.

Take Away Lessons:

1. Sometimes there is value in learning ways to acknowledge what is there. Acknowledging stuttering takes away some of the pressure.

2. Humor can be a useful tool when dealing with situations that are embarrassing/concerning/frustrating.

Closing Words: Read by Mary



Location: 802B Allen Hall, WVU Facilitator: Max Shafer, B.S. Date: 9/10/15 Co-Facilitator: Tracy Toman, B.F.A.


People Who Stutter or Clutter: Matt B, Tony M, Scott T Visitors: Karli C, Özlem D, Ümit D

Opening Words: Read by Ken Theme: How the perception of time affects our daily interactions with stuttering. Goals:

1. To gain insight into societal and individual expectations for timely communication 2. To desensitize one to the passage of time during stuttering beyond typical expectations 3. To explore helpful and unhelpful strategies in relation to managing time related to

stuttering. EVALUATION AND PROCEDURES Warm-Up Activity: I began by asking the group the question, “When is the best time for your alarm clock to go off?” The facilitator will follow this up with broader questions like, “Would you rather wake up before your alarm goes off?” or “Would you rather just sleep through your alarm?” The group answered these questions in no specific order. The majority of the group preferred to wake up before his or her alarm and realize they still have time to sleep. I then explained how the warm-up was related to our session, which would deal with different time related situations. Activity: After the warm-up, gave instructions for the first activity, wherein everyone exited to the hallway. I asked everyon to estimate on a piece of paper the time they think it takes to walk to a door down the hallway and back. One at a time, each group member walked down and back while Tracy timed and recorded each person’s walking time. Once everyone finished, we went back into the conference room where everyone was informed of their estimated and actual times. Many people agreed that they were not as accurate in estimating as they thought that they would be. Here were the results for the activity: Name Estimated Time Actual Time Mary 13.5 seconds 27.71 seconds Tony 17.53 seconds 24.01 seconds Matt 23 seconds 26.02 seconds Karli 50 seconds 28.61 seconds Scott 120 seconds 34.91 seconds Ümit 90 seconds 1 minute 18.32 seconds

Özlem 60 seconds 27.58 seconds Max 16 seconds 27.73 seconds Ken 15 seconds 20 seconds I then introduced the next part of the activity. After passing out a piece of paper to everyone in the group I asked them to write down 5 life events that came to their mind, ranging from birth to now. I explained that they were going to be standing up and speaking in front of the room, if they are comfortable, about these 5 life events. I told them that we would be timing their stutters, whether they are voluntary, involuntary, or both while giving their speeches in front of the room. Mary demonstrated and then each group member followed. While giving the speech, by holding up their hand(s) showing 2, 5, or 10 fingers to indicate a 2-second, 5-second, and 10-second stutter, in no particular order. Traci timed each stutter in order to compare perceived and actual durations of the stutters. Scott mentioned that this was particularly difficult because his voluntary stutters turned into real stutters, and he felt that as soon as the stutter turned into a real stutter, he was afraid that it would last too long. For Matt, this was his first time that he tried to voluntarily stutter in front of a group and said he was nervous, but happy that he did it. In the interest of time not all of the guests participated in the activity. Here were the results from this activity: Name

2 second stutter/block (Actual time)

5 second stutter/block (Actual time)

10 second stutter/block (Actual Time)

Matt 1 second 3.8 seconds 9.7 seconds Ken 2 seconds 4 seconds 9 seconds Tony 2.46 seconds 4.96 seconds 7.83 seconds Scott 2.13 seconds 2.51 seconds 7.75 seconds Tracy 1.16 seconds 2.3 seconds 7.68 seconds Max 2.48 seconds 3.8 seconds 8.9 seconds Next, I initiated a conversation related to thinking of a time when the group members felt like they were in a pressured time situation. Tony mentioned that he has recently been having trouble answering the phone and saying “hello.” Ken mentioned that he stuttered more or felt more pressure when his speech had to be very precise and that introducing himself was always difficult in the past. Scott talked about interviewing for an internship. He described a time when he could not answer and thought that his blocks went on far past what would be appropriate for silence. He also talked about having severe blocks when he was growing up which he estimated would last up to 15 seconds. When Ken demonstrated a 15 second block, Scott realized that his blocks in the past were probably closer to 10 seconds or less, even though they felt like an eternity at the time. Matt talked about the game Catch Phrase as a time-pressured situation that he avoided because he would stutter and could not answer before the timer ran out. After everyone had expressed their own ideas, I gave them specific situations wherein they might feel pressured for time (i.e., answering the phone, ordering food at a drive-thru, hanging out with their friends talking, or an advising meeting). Members of the group discussed how they managed—or did not manage—time in these different pressure situations, and what the consequences might be if expected time constraints either were or might be violated. Tony has

not found a solution yet. He said, “You want to relax but you can’t in that situation.” Matt said he slowed his rate in a time-pressured situation and used fillers as a way to hop into or “slide into the answer” when called upon in class. Scott said sometimes all he could do was hope for the best. Ken offered up the idea of purposefully pausing and looking directly but purposely at the individuals you are talking to. This idea takes the pressure off everyone involved. It also lets you and the audience know that you will speak when you are ready. Ümit said that he used facial expressions and breathing to give himself extra time to think when he was trying to think of the right word in English. He is originally from Turkey and learned English as a second language. Take Away Lessons: 1. We often overestimate the perception of time and it’s never as long as it feels. 2. It’s okay to take your time with stuttering. Closing Words: Read by Scott





People Who Stutter or Clutter: Scott, Megan (via Skype) Visitors: Ümit, Clay

Opening Words: Megan read the opening words. Theme: Long-term reactions to past treatment by others Goals: 1. To gain insight into negative reactions we have encountered in our lives, and how those

reactions have affected us 2. To desensitize long-term reactions to negative comments/actions relating to stuttering

EVALUATION AND PROCEDURES Warm-Up Activity: The facilitator told the group that we would be complimenting each other. I started by complimenting the person sitting to the right and then each person followed, complimenting the next person. Max complimented Megan on her record collection. Megan complimented Clay on his smile. Clay complimented Scott on his shirt. Scott complimented Tracy on her cheery disposition. Tracy complimented Ümit on his calming presence in group. Ümit complimented Ken on his ability to control stuttering and lead the group. Ken complimented Mary on her upbeat nature. May complimented Max on his enthusiastic and upbeat style of leading group. Activity: 1. I transitioned into the activity by telling everyone that it would be the opposite of

complimenting. I asked them to take a few minutes to think about a time when someone said something to them that had a strong, negative impact on them. I explained that this could be anything that has had a lasting negative impact on them, but something that they would feel safe talking about in this group, stressing that what is said that is personal in this group is confidential, and everything that is said during the meeting, must not be shared with anyone else. Megan discussed how her dad and step-siblings thought that she faked her stuttering to get attention. It was hurtful and she eventually cut ties with those family members. Scott was told he was an inadequate human being because he was an introvert. His ex-girlfriend said that humans were meant to be social creatures and he was not. Tracy had a casting director tell

her that she had “the voice of a leading lady and the face of nothing.” That was a personal attack that had stuck with her in the back of her head for years following the incident. After each group member responded, I introduced the next parts of the activity: a. I asked the group to rate, on a scale of 1-10, how much power they have given this

comment that someone had said about them. Why did this comment leave such a lasting negative impact on us? We then had a discussion about why we gave this comment such power. Here are the ratings on how much power each group member gave this statement at the time, and now: Megan- at the time 10, now 2 Max- at the time 7, now 2 Ken- at the time 5, now 2 Clay- at the time 3, now not as much Mary- at the time 9, now 6 (but said she thought it would go up if she were to publish again) Ümit- at the time 10, now nothing Scott- at the time 9, now 6 or 7 Tracy- at the time 9 or 10, now 6

b. I then asked the group to rate, on a scale of 1-10, how true they think this statement that was said about them really is. We discussed this in no particular order. These are the ratings of how true each group member thinks this comment was: Max- 0 (At the time I thought maybe a 6 or 7) Megan- 0 Ken- 8 or 9 (He admitted he used to stutter very frequently) Clay- 4 (He could have been more cautious when driving) Mary- 0 Scott- 0 (He said that being less talkative is a personality trait, not a defect) Ümit- 0, (There was no truth, what was said was just a bad joke) Tracy- 0

c. The next question that I asked the group was about how justified their reaction is to this statement. We talked about if we felt like our reactions to this statement were justified or not. I also asked the group what this comment says about the person who said it. Megan said that she cut off ties with that part of her family. She said there were many reasons and she felt justified in her reaction. Tracy felt like it was the casting director’s issue. The comment said more about him as a person to attack a random individual than it said about her looks or her talent. Scott felt very hurt and wondered if she (his old girlfriend) was right in her comment. However, he eventually disagreed. Scott said that for some people, communication is about quality and not quantity.

2. After discussing these different aspects of the situation, I returned to the warmup activity. We all expressed different compliments about each other, in no particular order. Each person, besides Ken and Mary, had a turn to receive compliments from everyone.

Take Away Lessons:

1. Words are powerful, but how you choose to interpret them or let them affect you, depends on you.

Closing Words:

Max read the closing words.





People Who Stutter or Clutter: Megan, Tony, Scott

Visitors: Clay, Allie, Bryn, Rae Jean, Murat

Theme: How do you maintain a positive attitude in a tough situation? Goals:

1. To gain insight into individual strategies and tactics that participants use to maintain a positive attitude

2. To enhance desensitization by using self talk to cope with difficult speaking situations. EVALUATION AND PROCEDURES Opening Words: Read by Ken Warm-Up Activity: I began by asking everyone in the group to think about his or her favorite vacation or road trip. Each participant volunteered his or her idea of the ideal vacation. What was it about that particular location or trip that made it such a special place? Megan talked about a road trip to Maine. Scott mentioned taking a trip to upstate New York over the summer and said it was one of the most beautiful places he had ever been. Disney World was a popular vacation spot for several group members.

Activity:

1. I started by asking participants to think of a major accomplishment in each of their lives. The group members discussed what accomplishment was chosen and how that felt. The situations had to be those that had been difficult and truly meant something to each individual. Clay talked about being accepted into graduate school and how it was the best feeling because he had been diagnosed as having a learning disability as a child. Ken talked about receiving a lifetime achievement award in Portugal. Mary was particularly proud of finishing her first semester of school for her doctorate. Murat mentioned how thrilled he hoped to be if he passed his English exam. Scott discussed the great feeling of accomplishment he had when he successfully defended his MA thesis, especially after his advisor gave him a hard time in the earlier drafts. Tony and Megan both said their proudest accomplishments were the improvements they had made with their speech.

2. Next I asked the group to apply that same idea to stuttering. What was a situation when they felt as close to that feeling of accomplishment in regards to their stuttering? It did not have to be the most fluent experience, rather a time when each person felt the best about his or her stuttering. Megan did the closing announcements on a store-wide walkie-talkie at JC Penny’s. She admitted she stuttered throughout the entire announcement but was proud that she did it. She felt extremely accomplished because she reached a point where she didn’t let her stuttering stand in her way. Scott said that public speaking was always hard for him but finally being able to stand in front of his class to teach was a huge accomplishment. Ken had a professor in college who helped him with his stutter by telling him to just speak and stutter and then stop. Ken realized he could stutter or not stutter at will. He was suddenly fluent. Tony admitted that he had recently found his confidence and became fully confidence and happy with his speech over the last month or two. Rae Jean said that she used to hate speaking in front of a large crowd at a conference because her peers were always outgoing and funny people. However, she received high praise for her speech because she included great content and some of the other speakers were not taken as seriously.

3. Then I asked the group how to hold on to that feeling of positivity or achievement in difficult situations. Group members wrote some thoughts about the situations. What was different about that particular situation? What did they do that made it a successful experience? What would/could they do to maintain that success in difficult situations? They were also asked to think of particular experiences that could be potentially challenging. Ken said that his anger and anxiety was a barrier at times because he used to get focused on “it’s not fair”. Mary admitted that negative feedback could diminish some of that feeling of positivity everyone spoke about. Megan thought that using the intercom at the high school where she works would be a difficult task. Bryn said that “nerves” get the best of her in certain speaking situations. Tony said that he knew that drill instructors in the marines will yell at him, and he was not sure how he would be able to handle that. Scott admitted he was intimidated to speak at an upcoming conference in front of important scholars. He feared it might be a difficult speaking situation due to his “nerves.”

4. After we discussed the various tactics that they either did employ or could use in the future, the group members were asked to role-play in pairs. One member acted as the “devil’s advocate” in the challenging situation. That individual voiced the doubts we all experience, drawing from the comments people made earlier. How would the other person remain positive or find ways to silence or refute the words of doubt? The key was to remain objective and rational about the various ways to overcome the difficult situations. It served as a self-talk exercise to overcome or at least brainstorm for potential ideas to create more successful, positive speaking situations. Clay acted as the voice of doubt for Megan. He asked her questions about making the announcement over the intercom at the high school. Clay asked, “What if you stutter and the children laugh and don’t take you seriously?” Megan said she would power through and continue the

announcement despite any stuttering. She also said that she would have the authority to punish those who did not listen to the announcements. Bryn asked Scott questions about his upcoming presentation. Questions included “what will you do if the microphone stops working? What will you do if you start to stutter while giving the presentation? What will you do if the crowd starts to boo?” Scott said he would yell to be heard if they microphone stopped working and that he would keep going even if he stuttered. He said if the crowd booed, it was their loss. Several group members stepped in to ask Tony about boot camp. Questions included “What are you going to do if you stutter while answering questions? Do you really think someone who stutters could be a Marine? What if you have to do pushups for each stutter?” Tony said that he believed he could be a Marine. He would tell his drill sergeant that he did stutter. He would push through it. He said if he had to do pushups for stuttering, he would either stop stuttering eventually or get really strong.

5. Finally, I summarized what strategies were used in all of the challenging situations. The group was asked for any other suggestions they could come up with to use in challenging situations in the future. Tony said that he did not dwell on the stress of various situations too much. He said “you just roll with it.” Megan said that the joy of success was that one knew that you’ve already had it, so what is the worst thing that could happen. Each experience was an opportunity to build from the past. Rae Jean suggested “beginning to loosen expectations” in order to take away the stress. Ken said that it was never as bad as one might think it would be.

Take Away Lessons:

1. Success doesn’t always mean the most fluent situation. Success depends on your definition and how you choose to view a situation.

2. We are our own worst critics. 3. Even when we are not fluent, it is not as bad as we believe. It is only a small amount of

time and then it’s done.

Closing Words: Read by Megan

WVU SPEECH AND HEARING CLINIC

National Stuttering Association Morgantown, WV Chapter

Location: 802B Allen Hall, WVU Facilitator: Max Shafer, B.S.

Date: 10/8/15 Co-Facilitator: Tracy Toman, B.F.A.

Time: 6:00-7:00 pm Chapter Co-Leaders: Ken St. Louis, Ph.D., CCC/SLP & BCF-F

Mary Weidner, M.S., CCC/SLP

People Who Stutter or Clutter:

Matt, Scott, Larry, Tony

Visitors:

Umit, Clay

Opening Words: Read by Larry

Theme: Support: Helping others help you

Goals: 1. To gain a better understanding of what nonstutterers think are good ways to support people who do stutter.

2. To gain insight into how people who stutter feel about different types of support


Warm-Up Activity: The facilitator told the group that we would be playing the Telephone Game. I told the group that I would be whispering a phrase to Tracy, who will then pass the phrase on to the next person. Once it went around the circle, the last person said what they thought the phrase was. The phrase began as “I can’t wait for the end of this week and a three day weekend” and ended as “I can’t wait for the freak”.

Activity:

1. I began by passing out the Personal Appraisal of Support Stuttering (PASS) to each person who stutters. This survey is used to gain a better understanding of how someone who stutters feels about support provided by nonstutterers.

2. The next activity involved calling nonstutterers to ask them some questions about how they would interact with someone who stutters. Tracy and I each called people we know who had a limited knowledge of stuttering. I called two friends, Kyle and Tim, and Tracy called one friend, Emma. We asked them questions like, “If you encountered a person who stutters, would you try to help them by finishing their words?”, “Would you make a joke about stuttering to try to reduce the awkwardness about stuttering?”, and “Would you use the term ‘stutterer’ or ‘person who stutters’?”. For the first question, Kyle said that he would not try to finish words for a

person who stutters because he would not want to be rude and he may not actually know what that person was trying to say. Emma and Tim both said that they would try to help the person if they really thought that the stutterer could not think of a word or if they looked like they were really struggling. For the second question, Kyle and Tim both said they would not make a joke about the stuttering. Kyle said that stuttering is not something that is funny and he thought that making a joke would be offensive. Emma said that humor can be a powerful coping mechanism between friends, but she would not make a joke unless she was friends with that person and knew it was okay. For the last question, all three of the nonstutterers said they would use person who stutters instead of stutterer because stutterer classified someone as their disability. Each person had a chance to ask the group any questions they had about stuttering at the end of their phone call. Tim asked if it would be offensive to say “stutterer”, and Larry told him that he personally does not mind if someone says that, but some people might.

3. The next thing I asked the group was how each of them thought were good ways to increase their support system. In other words, what can someone who stutters do to help a nonstutterer help them. Ken and Tony said that being more laid back and approachable would likely increase support from those who don’t stutter. If one came across as too serious about his or her stuttering, a nonstutterer may be intimidated to offer support or ask questions. Matt said that having good eye contact could increase support. If he did not have good eye contact, others were less inclined to have good eye contact and then appear uninterested in the conversation. Ken agreed that eye contact works both ways. If eye contact is broken, the other person tended to break eye contact as well. Scott said that he would mention his stuttering and how he felt about it after a friendship had been established. Doing so helped set boundaries and opened the door for his friends to ask questions.

Take Away Lessons:

1. There are different ways for stutterers and nonstutterers to provide each other support.

Closing Words: Read by Tony




Time: 6:00-7:00 pm Chapter Co-Leaders: Ken St. Louis, Ph.D.,

CCC/SLP & BCF-F Mary Weidner, M.S., CCC/SLP

People Who Stutter or Clutter: Scott, Tony, Matt

Visitors: Ümit and the University of Wisconsin

Stevens Point Stuttering Support Group via Skype: Charlie, Ann, Emily, Alex, Katie, Megan

Opening Words: Read by Scott Theme: How we use different resources and strategies to succeed in communication. Goals:

1. To familiarize ourselves with another fluency group and learn about different resources used to help someone who stutters.

2. To gain insight into strategies used to deal with difficult speaking situations EVALUATION AND PROCEDURES Warm-Up Activity: The facilitator told each group (our group and the group via skype) that they were stranded on an island with only each other in the group. I then told them that each group member was able to choose one thing to have on the island, but it had to be something that they had with them right now. Each group member told the facilitator what item they had with them that they would want to have if they were stranded on an island. Ken had a knife the group could use for survival. Matt would use his watch to know when to go to bed. Tracy had a water bottle to transport water/collect rainwater. Max used his belt. Scott said he would use his glasses because he would be useless to the group without them. Mary had a pointy hair stick. Ümit said he would bring a granola bar. UWSP group said they would use Charlie’s Swiss Army knife, dry roasted peanuts, a mirror and makeup, a coffee cup they could burn, and water. Activity:

1. I began by telling the group that we would be using the items they chose in the Warm-Up in our activity. I told each group that they were going to act as if they were stranded on an island and they needed to work together in order to survive. The only things that each group had with them were the items that they chose to bring in the Warm-Up. The groups had a private discussion about what they would need to do in the situation, how they will

use their items to aid their survival, and how they will work together on the island. Both groups focused on finding water and food. The WVU group said they would make spears and could use Max’s belt as a tourniquet if anyone was cut. The UWSP group also said they would use the mirror to catch the coffee cup on fire and the makeup for camouflage.

2. I then told the groups that we would apply this concept to stuttering. I asked them what do they feel like they have in their “survival kit” for stuttering. In general, what do they need to make things easier for themselves? Since there weren’t any stutterers in the UWSP group, Matt, Tony, Scott, and Ken answered these questions in relation to stuttering. Matt used avoidance tactics and speech techniques/speaking controls. He said that he would look away and avoid using certain words or avoid speaking in certain situations. Tony said speaking techniques such as pullouts and cancellations were critical. Scott said that in addition to his techniques, having a positive mind set was important. If stuttering happened, what matters was what he said, not how he said it. Ken said his stuttering came back when he spoke Turkish. He used the rest of the group to keep discovering that he was okay and could still communicate. He also used his strategies like Van Riper’s pullouts, cancellations, and preparatory sets. He needed a reset button and voluntary stuttering always acted as a reset button. Charlie said he was highly disfluent without stuttering. He capitalized on the use of pause time and told himself it was okay to stutter. He then purposefully left the pause at home and just let it flow.

3. I then asked the groups how interactions with other people who stutter have helped them in their own experiences with stuttering. I also asked them how their group meetings have helped them with their stuttering. Tony said that the group was his first time around other stutterers so it helped tremendously to have that support system. He finally met people who went through the same thing every day. Matt said it was pretty eye opening to realize he was not the only one who stuttered. Scott had also never met anyone else who stuttered prior to group. His self confidence grew and he learned how others have coped and what strategies they used. Ken said the group was something he really learned to look forward to when he was in college. It helped diminish the burden by sharing the experience with others. Max said the group was humbling and he had nothing but admiration for those who stuttered. Charlie said that the group helped him learn to be a more effective clinician. Tracy said that the group helped her learn to be a better listener and communicative partner. She needed to stop interrupting everyone (regardless of if they stuttered or not) and just listen.

4. The last thing the groups discussed was any resources or strategies that they felt like they still needed. Matt said he needed to work on relaxing when he’s blocked on a word. Tony said continued practice with speech techniques and staying relaxed are thing he needs to continue to do. Scott said he always try to be calm and practice speech techniques. Ken said to remember that it always goes back to the basics. He said it helped to just stop avoiding the stutter and to just stutter and use strategies. Charlie said that he needs to continue to focus on listening skills.

Take Away Lessons:

1. There are many things that are needed in order to succeed or feel comfortable with stuttering, and everyone uses different resources.

Closing Words: Read by Charlie





People Who Stutter or Clutter: Scott, Megan

Visitors: Clay, Ümit

Theme: How do we handle time-pressured situations? What works? Goals:

1. To gain insight into individual strategies and tactics that participants use to effectively manage their stuttering in time-pressured situations.

2. To desensitize participants to the tendency to hurry in time-pressured situations. EVALUATION AND PROCEDURES Opening Words: Read by Megan Warm-Up Activity: I began by giving the group the following scenario: You’re driving in your car at an acceptable speed. You look in your rear view mirror and see the car behind you is riding too close to your back bumper. Who are you in this situation and what do you do? Megan said she would be the person tailgating the other person in front of her who was driving slowly. Scott admitted that he always drove slowly, in case there was an accident or he needed to brake quickly. Ken said that he would pull over and let someone pass if he or she was tailgating. The idea was to emphasize time and if you need to rush or take your time. Activities:

1. I started by setting up the following situation: everyone has been invited to a group panel for West Virginia University to help promote a new image of better sportsmanship and remove the image of a “party school”. It is a group interview where each participant must find a way to stand out with their answers yet remain a team player contributing to the overall view of the school. The facilitator acted as the main committee member who would ultimately decide which participant received the financial reward of $5,000 or a partial tuition waiver.

2. I called on participants individually, using their name(s), to discourage anyone randomly volunteering answers and not to permit them time to prepare an answer. The intention was to increase time pressure. Some questions asked were:

a. Give me three examples of an appropriate way to celebrate after a tremendous victory for the football team. Max answered with a bonfire hosted by the university, go to a friend’s house after the game and bring/make food, and go to the Mountainlair for university-sponsored activities.

b. You have been appointed as campus police security. A party is out of control. How would you introduce yourself in the situation and how would you get the situation under control? With one person acting as a partygoer and the other acting as campus police. Mary and Scott role-played the situation. Scott was the police officer breaking up the party.

c. You are at a local function that has gotten out of hand. You are the responsible person who must contact the authorities. Provide your introduction and information regarding the situation to the authorities. Megan said she would flick the lights on and off to get everyone’s attention and remove the troublemakers from the party. She said she would also announce that the police would be on their way. She admitted that she would need to take charge and be confident.

d. How would a different image of the university effect prospective job outlooks in your given field? Would it matter? If it wouldn’t, why do you think university image is separate from your education? Clay said that it’s important that WVU has a reputation other than a party school and referenced various nationally ranked academic programs.

3. I then asked the group to identify what strategies they used in stressful, time-pressured situations like a job interview. If the job interview was not stressful, the group members were asked to recall a situation in which he or she stuttered frequently and time was an important factor. Clay said it was important to think before speaking. He emphasized giving oneself time to organize thoughts and express them appropriately. Megan suggested using good eye contact to establish control and confidence. Ken said sometimes he simply forced out the stuttered word. Stuttering on a word but pushing through meant that the pressure was off temporarily and he could flow with the rest of the sentence. Megan said that this strategy did not result in less stuttering for her. Ümit suggested using self-talk to remember not to panic, relating it to his experience as an opera singer.

4. Next, we discussed what would be the best way to handle time-pressure situations. What strategies helped each person? What did they do when they were stressed? How did they handle it? How would they handle the situation if it changed in some way (i.e. the listener tried to fill in words)? Each response was written on the board. Scott said that having someone fill in his words when he was stuttering was a huge pet peeve. He said that it would make him stutter more because he felt there was a greater time pressure.

5. After we discussed the various tactics that participants employed, I divided the strategies into groups: what you can do and how you can think. The strategies were then demonstrated as a sales pitch, which could be recorded as a commercial. I role-played first as the star of the commercial advertising a certain strategy for managing one’s stuttering and used the situations presented from the group members as “testimonials” for why this strategy might work. Group members were asked to volunteer if anyone else would like to “sell us” on a particular strategy. I recorded an infomercial about the benefits of being assertive with your voice and body language. Clay recorded an infomercial about the use of eye contact. Ken recorded on about taking your time, not rushing, and using a pause if you need it.

Take Away Lessons:

1. Everyone has a different strategy but each strategy may not work for everyone.

2. You don’t have to rush in time-pressured situations. Pause, breathe, and don’t give in to the temptation to hurry. In other words, “Hurry slowly!”

3. Sometimes it may feel like an eternity has passed, but we are allowed to take the time to employ various strategies. We have the right to say what we need to say. So say it!

Closing Words: Read by Scott





CCC/SLP & BCF-F (Absent) Mary Weidner, M.S., CCC/SLP

People Who Stutter or Clutter: Matt, Tony

Visitors: Ümit, Allie

Theme: What does control mean to you? Goals:

1. To gain insight into individual strategies and tactics that participants use to regain control in difficult situations

2. To use self talk to control attitudes rather than situations EVALUATION AND PROCEDURES Opening Words: Read by Tony Warm-Up Activity: I began by asking the group to think about what makes them a “control freak.” Participants randomly volunteered in what way they could be considered a “control freak.” Matt said that he was a “control freak” when doing group projects and needed to be in charge of the group. Allie said that she needed to be in charge of making plans in her group of friends. Tony said he didn’t like when people moved things around in his car or room. Max said he was a “control freak” about grammar and people incorrectly using “their, they’re, and there.” The theme of control vs. lack of control was established. Activity:

1. Eight tasks were written on small pieces of paper. Each group member chose a task. Then I divided the group into pairs. One member was blindfolded. The other group member gave him or her directions to accomplish the task on the piece of paper without telling the blindfolded individual what the task was. Various tasks included:

a. Walk to the water fountain and take a drink b. Walk to the elevator and press the button c. Tape a sheet of paper to the office window d. Knock on the bathroom door

2. The group then discussed how it felt to be blindfolded and not in control of the situation. What did each individual tell himself or herself while blindfolded? Were there negative thoughts? Did the lack of control create anxiety? Matt and Tony both said that they felt calm throughout the activity because they knew that the people who directed them wouldn’t let either one walk into anything. However, not knowing where one was

walking still created some anxiety. I worried that I was walking too slowly and the activity would take too long.

3. Next I asked the group to think of speaking situations where they have felt out of control. Participants volunteered specific situations and discussed how they felt in those situations. How did they maintain control or regain it? What things went through their mind as they lost control? Did they feel out of control when they stuttered? Matt said he felt helpless whenever he stuttered. Even though he wanted to overcome the block or the stutter, it was hard to and that created more pressure. As the pressure built in the situation, it became harder to relax. Tony agreed about feeling helpless. He said he would get stuck and “hit a wall” in certain speaking situations. Ümit said he had a difficult time organizing his thoughts when he spoke English. He knew what he wanted to say but couldn’t find a way to express his thoughts. The lack of control and the helplessness from that was a common theme each member discussed.

4. Then we discussed what strategies helped each person regain control. Matt said he tried to tell himself to relax and to use speaking controls. He explained that it doesn’t always work because it was hard to relax and slow down when he blocked on a word in the past. He would get angry and frustrated. He has learned to take a breath and relax more over the years. Matt also mentioned that he focused on reducing the tension in his neck or wherever he physically felt the block. Tony said that he told himself “relax and just say the word. It’s not that hard.” However, in the moment that he started he knew those thoughts didn’t actually help him relax. He said sometimes he tried to think of a different word to replace the one he blocked on. Eventually he substituted a different word or told himself to relax and just let the stutter happen. Tony also said that when he properly used a technique, it helped him regain control of the situation.

Take Away Lessons: 1. You can’t always control the situations around you, but you can control your reaction to

the situation. 2. The use of techniques and relaxation can help you regain control.

Closing Words: Read by Matt






People Who Stutter or Clutter: Tony, Scott

Visitors: Ümit, Clay

Theme: Avoiding avoidance Goals:

1. To explore the forms and ramifications of avoidance 2. To encourage acceptance of stuttering rather than avoidance or substitutions

EVALUATION AND PROCEDURES Opening Words: Read by Clay Warm-Up Activity: I began by asking the group what Halloween costume they would wear and what they would do if they could do anything without ramifications. What Halloween costume would allow the group members to let go of inhibitions? Scott said that he would be Alexander Hamilton after he was shot. Ken said he would dress up in a costume that wouldn’t allow others to know if he was male or female. I said I would dress up as a storm trooper for the same reason. The idea that everyone wanted to hide who they were to let go of inhibitions became apparent quickly. Activity:

1. I posed the question. “What if you were perfectly successful in avoiding something?” How did each group member avoid difficult situations and how did they react in several scenarios? I read the following scenarios then told the group to finish each one, in no particular order, after my pause. How would person react in the situation: Situations were:

a. You are given a form to read after being called for jury duty. You have dyslexia and wish to hide it, you would...

b. You are sure you are mutually attracted to someone else but you are in a committed relationship and your partner is suspicious. You would...

c. You have a comb-over to cover receding hair. You are asked to participate in a sport or game where it might be exposed. You would...

d. You are badly burned on your arms and wish to hide them. You would... 2. The group then discussed how they reacted in the situations. How did they avoid the

situation? How did they successfully hide each issue? What were the ramifications of doing that? Many group members said they would read to the best of their ability even with dyslexia or came up with an excuse like having the wrong glasses or being sick to

avoid reading for jury duty. In all of the situations, the group came up with various excuses to avoid the situation. Max said that all of the situations only provided temporary solutions by avoiding the issue at hand. Tony agreed and said that the more you hide something the more it builds. He also said that you couldn’t hide forever. The truth would eventually come out.

3. Next I asked the group to apply similar ideas to stuttering. I posed several different situations in which the group members assumed they wanted to avoid stuttering. How did they avoid stuttering in each situation? How did that influence the situation? What were the ramifications? Situations included:

a. Being introduced to your fiancé’s parents for the 1st time b. Meeting someone in person from online dating c. Getting pulled over by a police officer d. Selling something to strangers (door-to-door salesman) e. Being interviewed for a GA position that required you to talk on the phone

Tony said he would keep his answers short and avoid saying too much to hide his stuttering. Ken said that he would have clear instructions to his fiancé when she introduced him, like a system to avoid stuttering. He would have a signal so she could change the subject or answer for him if he was going to stutter.

4. Then we discussed how often the group avoided situations. To what extent did each member avoid stuttering? What were the ramifications of avoiding? Scott said that he read off a piece of paper to avoid stuttering when giving a presentation. Tony said that he did not avoid stuttering anymore but used to do that a lot. He did not answer phone calls, he ordered food online, and if he knew an answer to a question in class, he wouldn’t raise his hand to answer. He said the only consequence of these actions was never being able to say what he wanted to say at all times. Ken said that he still avoids using the phone sometimes. It limited him and had a negative effect on him because he tried to avoid the telephone. Ümit said he avoided speaking in English at times because he felt like he couldn’t say exactly what he wanted to say because he didn’t always know how to translate his ideas.

Take Away Lessons:

1. Sooner or later, someone will find out so disclosure is the best policy. 2. The more one avoids a situation and the more successful he/she becomes at avoidance,

the higher the stakes become for failure. 3. Avoiding avoidance is sometimes a better option.

Closing Words: Read by Mary

WVU SPEECH AND HEARING CLINIC

National Stuttering Association Morgantown, WV Chapter

Location: 802B Allen Hall, WVU Facilitator: Max Shafer, B.S.

Date: 11/5/15 Co-Facilitator: Tracy Toman, B.F.A.

Time: 6:00-7:00 pm Chapter Co-Leaders: Ken St. Louis, Ph.D., CCC/SLP & BCF-F

Mary Weidner, M.S., CCC/SLP

People Who Stutter or Clutter:

Tony, Matt, Scott

Visitors:

Clay and Umit

Opening Words: Read by Scott

Theme: Pros and cons of using a quick fix for our problems

Goals:

1. To learn about the pros and cons of different stuttering and other problem-related management strategies we use

2. To gain insight into reasons why various strategies are adopted moment-by-moment


Warm-Up Activity:

Everyone was given a bottle of water and a Tic-Tac and told to take it without chewing like a pill.

Ongoing Activity:

I began by telling the group to assume that three different pills will eliminate stuttering, or for people who did not stutter, narcolepsy, for a specified period of time. The three pills for stutter/narcolepsy-reducing treatments represent different risk-benefit possibilities. One would need to be taken 4 times a day, another twice a day, and the third once a week. Each of them has potential side effects; the 4-times a day pill would could cause dry mouth, the twice a day pill could cause fluid retention and weight gain, once a week pill could cause Parkinson-like shakiness or tremors. At this point, everyone chose which pill that they would choose for their stuttering or narcolepsy. Scott, Tony, and Matt chose the pill that would be taken 4 times a day with possibly dry mouth as a side effect. Clay, Mary, and Ümit chose the pill that would be taken once a day with Parkinson’s like tremors as the possible side effect. Ken, Tracy, and Max chose the pill that would be taken 2 times a day with water retention as the possible side effect. The

warm up pills were taken to “cure narcolepsy/stuttering”. After the choices, I told the group that we would have an ongoing activity while we did other things related to their choices. They would be asked to take their chosen “pills” throughout the meeting. I described that we have three ways to represent these pills here: Tic-Tacs (not chewed but taken with water), Laffy Taffy (eaten quickly), and crackers (5 eaten quickly with no water). Those who chose the 4 times a day pill would have to take a Tic-Tac every 3 minutes when Tracy indicates. Choosers of the twice a day pill would have to eat a Laffy Taffy as fast a possible every 6 minutes. Those who chose a once a week pill would have to eat 5 saltine crackers with no water, one after another, every 12 minutes.

If at this point, anyone wanted to change his/her choice, they could do so. I reminded everyone to not think more about the pills, except to take them when told, until the end of the session when we would talk about them.

Activity:

1. I told the group that we would all be facing a common problem. This problem that we had to deal with was narcolepsy. I asked the group what they would do if they had this disorder, and how they would manage it. Ken said if he could find a pattern, he would recognize it and then carefully schedule his day around his narcoleptic episodes. Ümit said he would use a friend to wake him up and also employ the use of sunglasses so people wouldn’t know when he fell asleep. The clock was monitored throughout the activity and everyone was informed when they needed to take their pill.

2. After this discussion, I told the group members that stuttered that they would be in another situation. I told them that they were chosen to be a groomsman or bridesmaid at a close friend’s wedding and they had three different tasks they needed to complete throughout the wedding day. The tasks were getting everyone organized for a group photo, calling the limousine company and driver to give directions because they are late, and giving a toast at the wedding reception. We talked about how they would manage their stuttering in these situations. Matt said that he would yell or tell one person and have each person then tell another to gather the group for a wedding photo. Tony said he would send a group text message to avoid stuttering when gathering the wedding party for a photo. Scott said he would yell “picture” and gesture to gather the group. Matt said he would use his speaking controls for calling the limousine company and Scott said he would write down the directions because he stuttered less when reading. Tony said he would write down his toast and practice so he would stutter less. Ken said he would insert a joke about his stuttering at the beginning of the speech to take off some of the pressure. Scott said he would write the speech down so he wouldn’t stutter as frequently.

3. I then told the group that they were done taking the “ pink pills” they chose earlier. I asked them if they would take these pills they have chosen if they had narcolepsy, and if so, in what situations. The group agreed they would take the pills for narcolepsy to avoid getting hurt from falling asleep at an inopportune moment. I then asked the same question about taking a “pink pill” for stuttering. We discussed whether or not they felt like they would take these pills, knowing the dosage and possible side effects. Matt said he would

take a pill to stop his stuttering if he knew all of the side effects and could weigh the pros and cons. He also said that he would use the pill for public speaking but not hanging out with his friends or in more casual situations. Scott said he would take a pill to avoid stuttering whenever he had to do public speaking. Ken said he would not take it now but probably would have in high school.

4. Finally, I said, “At this time, there is no “pink pill” for stuttering. We don’t know about the future.” Since that is the case, I posed the question, “What are the positives and negatives of seeking a quick fix for stuttering?” Everyone agreed that the pro would be becoming more fluent. Scott said taking the pill would act as the ultimate form of avoidance. He also said taking the pill wouldn’t have allowed him to grow and accept himself as a stutterer. Scott believed that his stuttering was a part of his identity and the pill would have taken that away from him. Tony said taking the pill would be “almost taking away a part of who you are as a person.” Ken said he would always experience the anxiety of wondering if the pill would still work. Matt said that he has learned that overcoming his stuttering is about all of the hard work he has put into therapy. The pill would provide a quick fix but he felt more satisfied from the hard work.

Take Away Lessons:

1. Searching for a quick fix for stuttering can take away from personal growth and identity.

Closing Words: Read by Tony






People Who Stutter or Clutter: Megan, Matt, Scott

Visitors: Clay

Theme: Using strengths and personal traits to assist with difficult situations Goals:

1. To explore the various personality types of the group and what that means to each individual

2. To encourage use of personal strengths to succeed in difficult situations EVALUATION AND PROCEDURES Opening Words: Read by Mary Warm-Up Activity: I began by asking the group to write down three “truths” about themselves. Then two truths were passed left or right to everyone’s next-seated neighbors. Each group member read aloud the three pieces of paper in his or her possession. The group then voted which truth actually belonged to that individual. Clay admitted that he used to see an SLP when he was younger. Scott said that he had never left the USA. The activity provided some humorous moments and lightened the mood of the last session of the semester. Activity:

1. I posed the question. “If you could pick one color that would represent you, what color would you be?” In no particular order, participants answered the question. Matt felt that he was red. Clay said that green was his favorite color so he chose it. Scott chose blue. Then I passed out a personality test. The group checked which traits they felt best represented themselves. Then each member calculated the total number checked in each column. The columns were divided by color representing different personality types. The materials we used for the personality test were taken from The Color Code Personality Profile, also known as The Color Code or The People Code, created by Dr. Taylor Hartman. Ken and Matt were both mostly red personality types. Red was the “director” personality, which meant dominance, independence, and change were main goals in their lives. Clay was a mixture of blue and red, the “reformer” personality. These people strive for excellence. Scott and Megan were both green personality types. Green was the “supporter” personality. Controlled environments and minimum change were goals for that type. Mary and Max were a mixture of yellow and green personality types. They were the “helper” type who valued intimacy, low-pressure situations, and service to

others in their lives. I was yellow, which made me an “inspirer” personality. Popularity and approval were major goals for my particular personality profile.

2. I read off the characteristics of each personality type and asked the group if they agreed with their personality assessment. Many group members agreed with their profiles. Scott said it covered only one facet of his personality but he did not disagree with the assessment. Then I asked the group based on these personality types, what did each person feel was his or her greatest asset or strength. How could they use that strength in difficult speaking situations or when stuttering? Megan said her ability to accommodate to others was a strength of hers. She also said that she was selective about choosing whom she stuttered freely in front of, which she considered a strength. Matt said his work ethic was one of his greatest strength. He strived for excellence and that same drive applied to working with his stuttering. Max said that his empathy was one of his greatest strengths and helped him throughout the semester when making others feel comfortable in the group. Scott said his motivation and work ethic were two of his greatest strengths, which also applied to his continued work with his speech techniques and stuttering. Scott said he also strived to make the world a better place by helping and teaching others. He believed that his stuttering worked as a teaching moment for others as well. Ken said his stamina and persistence were key factors in moving forward with his stuttering. Since this was our last session of the semester, we then discussed how they could continue to use these strengths during the coming weeks without the support group. Scott said that he would always have the lessons he learned in the back of his mind to apply to difficult situations. Megan said that remembering past group sessions had helped her when she struggled previously. We also discussed what would be each person’s ideal therapy based on his or her personality. Matt said that individual therapy helped him accomplish more in learning techniques. However, he admitted that the group let him hear other people’s experiences and helped him become more accepting of his stuttering. Megan said that individual therapy taught her different speaking techniques and the support group helped her learn to deal with her emotions.

3. Then we discussed what traits or strengths each person wished they possessed? Why? How could they apply that strength to speaking situations? Megan wished she were more assertive in certain speaking situations. Clay said he would like to have the ability to memorize things easier. Scott said he would like to be able to relax and not worry as much. He believed that he could relax and apply that when stuttering as well. Matt and Ken both agreed that they would want to be more calm and relaxed. However, many group members agreed that they could use their own strengths while striving to relax or be more assertive.

Take Away Lessons: 1. Everyone has strengths or assets that can help him or her in difficult situations. 2. Figuring out the personality types of others can make each of us a better communicator. 3. You can’t make changes unless you truly understand yourself and what it is you would

like to change. Closing Words: Read by Megan

Structured Conventional Calculating Correct Consistent Cautious Analytical Accurate Tactful Diplomatic Logical Factual Concise Exact

Passive Sensitive Caring Amenable Loyal Constant Patient Steady Reliable Reflective Stable Calm Accommodating Co-‐operative

Impulsive Enthusiastic Convincing Optimistic Sociable Persuasive Mobile Influencing Cheerful Active Engaging Trusting Harmonious Relaxed

Challenging Strong-‐willed Forceful Daring Driving Well-‐argued Courageous Decisive Objective Determined Assertive Firm Purposeful Realistic

_________________ __________________ _______________ ______________

Total Total Total Total

Column 1= Blue Column 2= Green Column 3= Yellow Column 4= Red

Start with the color most like you: _________________________

Next select the color 2nd most like you: _________________________

Then select the color 3rd most like you: _________________________

Finally, select the color least like you: _________________________

Reformer (Blue/Red)

Deep thought Attention to the task

Striving for excellence

Disorganization Failure

Help to share some of the responsibility. Help me to be less critical. Show me you value my advice.

Director (Red)

Organize the external world Compete

Dominance Independence Change

Loss of control Being seen as too lighthearted

Stand up for yourself. Be confident; strong and direct. Don’t gossip about me or betray my trust. Don’t mistake my assertive manner for personal attack.

Motivator (Red/yellow)

To express an enthusiastic and charismatic presence

Position Big Picture

Lack of responsibility Failure

Leave me alone to work. Give me honest, but fair feedback. Don’t criticize my ideas too strongly.

Inspirer (Yellow)

Wishing to accept others Connecting with others

Popularity Approval

Loss of self-‐worth/social acceptance

Entertain me with stimulating conversation and laughter. Stand on your own two feet. Don’t be dependent on me. Don’t try to change me; accept me as I am.

Helper (yellow/green)

Understanding others Empathy

Intimacy Low pressure Service

Conflict High pressure

Show that you appreciate me and listen to my problems. Share in life’s little pleasures with me. Let me know that I am important to you.

Supporter (Green)

Moderation Accommodation

Controlled environment Minimum change

Change Disorganization Redundancy

Approach me gently. I don’t like surprises. Don’t take advantage of my good nature. Let me finish what I say, even if it doesn’t make sense to you.

Coordinator (Green/blue)

Tends to avoid and reject interpersonal aggression

Correctness Orderliness

Impulsive decisions Irrational acts

Be clear, paced, and direct. Listen to everything I say. Don’t criticize me for being fearful.

Observer (Blue)

Doing things right Rejecting interpersonal aggression

Correctness Predictability The need to perceive and understand

Ridicule Abrupt change

Give me time to analyze my thoughts and feelings. Speak in a straightforward way. Realize that I dislike social gatherings, loud people, and having my privacy invaded.

Documents

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