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

Merve Yilmaz; Özlem Oğuz

Makale detayları

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

Yazarlar:

Merve Yilmaz | Özlem Oğuz

Yayıncı:

Hacettepe University

Ana Başlıklar:

Konuşma Patolojisi

Dergi:

Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi Vol.12 Issue 2, pp.529-553

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356489

pISSN:

2528-9918

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 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 İstanbulda dil ve konuşma terapisi bölümünde eğitim gören 89u kadın, 13ü erkek toplam 102 lisans öğrencisi dahil edilmiştir. Veriler Kekemelikgibidir. 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.

Makale detayları

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

Yazarlar:

Merve Yilmaz | Özlem Oğuz

Yayıncı:

Hacettepe University

Ana Başlıklar:

Konuşma Patolojisi

Dergi:

Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi Vol.12 Issue 2, pp.529-553

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356489

pISSN:

2528-9918

stuttering

metaphorical perception

speech and language therapy

studentkekemelik

metaforik algı

dil ve konuşma terapisi

öğrenci

Sayı

Makale detayları

Yazarlar: Merve Yilmaz | Özlem Oğuz

Yayıncı: Hacettepe University

Ana Başlıklar: Konuşma Patolojisi

Dergi: Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi Vol.12 Issue 2, pp.529-553

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001356489

pISSN: 2528-9918

Sayı

Yazarlar:

Merve Yilmaz | Özlem Oğuz

Yayıncı:

Hacettepe University

Ana Başlıklar:

Konuşma Patolojisi

Dergi:

Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi Vol.12 Issue 2, pp.529-553

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356489

pISSN:

2528-9918