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From: Pam
Date: 18 Oct 2009
Time: 00:07:14 -0500
Remote Name: 67.248.58.128
Ruthann, it is hard for the student clinicians to come up with goals for me. A good friend tells me that at this point, the student clinicans may need me more than I need them. Because of what I can share about the covert experience and how it feels to go from covert to overt. I am very mindful of the fact that the students need to have a language goal, an environment goal, and an attitudinal goal. And they should be measurable in some way. I think its important to realize that I am not the "typical" fluency client. So you should be approiaching writing IEP goals from the standards of the special ed committee and, more importantly, the childs individual needs. I think my main point is that therapy has to be person-centered, even given that the students must have fluency goals and clock hours. My first "therapy" with a "student clinician" 3 years ago - we decided that my goal was gonna work "toward acceptance", which was very vague and subjective. What that meant - by the end of the semester, I was able to comfortably introduce myself as a person who stutters at the group meeting. She may not have got an "A" on the goals section, but it was hugely powerful, transforming learning. Does that make sense?