Wykorzystanie metody Kids’ Skill – Dam Radę! Bena Furmana w terapii dzieci z jąkaniem w wieku przedszkolnym i wczesnoszkolnym
The use of Ben Furman’s Kids’ Skills method in the therapy of stuttering for pre- and early-school age children

Summary/Abstract: Maria Faściszewska’s aim in this article is to present a therapeutic program which involves the use of Ben Furman’s Kids’ Skills (2010) method in the therapy of pre- and early-school stuttering children. The method is based on the Solution-Focused Brief Therapy (SFBT), as well as the Ericksonian therapies, systemic and narrative (Furman, 2010). Currently, speech and language therapists are increasingly drawing on the Solution Focused Brief Therapy when working with individuals with a variety of communication disorders including stuttering (Fourlas, Ntourou, 2021; Kelman, Nicholas, 2020; Nicholas, 2015). When discussing the 15 steps of Ben Furman’s Kids’ Skills method and discussing the questions asked by a therapist and the techniques used, Faściszewska examines how this approach can be adapted to children who stutter. The key idea of Kids’ Skills method is that we can interpret a child’s problems in terms of their lack of certain skills which can be acquired. The aim of the method is to encourage and help the child to learn a new skill, while reinforcing the skills they already have, to help them overcome their difficulties. The program is firmly based on a cooperation with the child’s closest social circle: their parents, their siblings, and the school. The therapy for pre- and early-school age children who stutter should integrate cognitive, behavioral, and affective components. The program outlines how the Kids’ Skills method can be used in four key areas of working with a stuttering child. These areas are: 1. Being open about stuttering; 2. Using techniques/strategies to control stuttering; 3. Communicating effectively; 4. Understanding and dealing with feelings, reactions, and beliefs associated with stuttering. This method allows for a great deal of flexibility and adaptation to the needs of pre- and early-school stuttering children and their parents/carers. However, the therapist must have an adequate understanding of the Kids’ Skills method, of the difficulties that may occur, of the emotions experienced by stutterers and their families. Experience in using different therapeutic methods with stuttering children is also required.

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