SavedAdd your journal

Journals / Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi / 2026 / Volume: 12 Issue: 2

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

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

Merve Yilmaz(SAĞLIK BİLİMLERİ ÜNİVERSİTESİ, İSTANBUL ERENKÖY RUH SAĞLIĞI VE SİNİR HASTALIKLARI SAĞLIK UYGULAMA VE ARAŞTIRMA MERKEZİ)0009-0004-3046-0451
Özlem Oğuz(ÜSKÜDAR ÜNİVERSİTESİ)0000-0001-7590-0028
Pages
—
Publication Date
2025-08-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objectıves: Speech and language therapists are professionals responsible for managing stuttering intervention processes.
📊
Key Findings & Data:A total of 102 undergraduate students (89 females, 13 males) enrolled in a speech and language therapy program in Istanbul participated in the study.
💡
Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:stuttering · metaphorical perception · speech and language therapy

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.

Özet

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.

🔖

Cite This Article

Yilmaz, M., Oğuz, Ö. (2025). Metaphorical Perceptions of Stuttering Among Speech and Language Therapy Students in İstanbul. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, Volume: 12 Issue: 2. https://doi.org/10.21020/husbfd.1506494

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (54)

  1. Abdalla, F. A., & Louis, K. O. S. (2012). Arab school teachers’ knowledge, beliefs and reactions regarding stuttering. Journal of Fluency Disorders, 37(1), 54–69. https://doi.org/10.1016/j.jfludis.2011.11.007
  2. Adriaensens, S., & Struyf, E. (2019). The importance of self-perceptions and perceptions of others on stuttering in adolescence: Going beyond the iceberg analogy. In D. Tomaiuoli (Ed.), Proceedings of the 3rd International Conference on Stuttering (pp. 59-68).
  3. Akçay, S., ve Küçük, M. N. (2020). “Hayatta kendimi çok yalnız hissettim”: Kekemeliği olan bireylere yönelik nitel bir araştırma [“I Felt So Lonely in My Life”: A Qualitative Study on Individuals who Stutter]. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 85–104. https://doi.org/10.18026/cbayarsos.601042
  4. Aktekin, N. Ç. (2013). İngilizce öğretmenlerinin ve yabancı dil öğrenen öğrencilerin tutum ve inançlarının metafor yoluyla ortaya çıkarılması [Revealing ESL Teachers’ and Students’ Attitudes and Beliefs through Metaphors]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(2), 405-422.
  5. American Speech-Language-Hearing Association (ASHA). (2016) Fluency Disorders. [Erişim tarihi: 26.03.2025]. Erişim linki: https://www.asha.org/policy/sp2016-00343/
  6. Başaran, A., Aslan, M. S., Erkaya, E. ve Demir, H. (2022). Okullarda çalışan psikolojik danışmanların kekemelik hakkındaki bilgi ve tutumlarının incelenmesi [Investigation of knowledge and attitudes of psychological counselors working in schools about stuttering]. Dil Konuşma ve Yutma Araştırmaları Dergisi, 5(2), 99–122.
  7. Bauerly K. R. (2024). Characteristics associated with social anxiety in adults with developmental stuttering: A review. Medical research archives, 12(10), 5876. https://doi.org/10.18103/mra.v12i10.5876
  8. Block, S., Onslow, M., Packman, A., Gray, B., & Dacakis, G. (2005). Treatment of chronic stuttering: Outcomes from a student training clinic. International Journal of Language & Communication Disorders, 40(4), 455–466. https://doi.org/10.1080/03093640500088161
  9. Boyle, M. P. (2013). Psychological characteristics and perceptions of stuttering of adults who stutter with and without support group experience. Journal of fluency disorders, 38(4), 368-381. https://doi.org/10.1016/j.jfludis.2013.09.001
  10. Bricker-Katz, G., Lincoln, M., & McCabe, P. (2009). A life-time of stuttering: How emotional reactions to stuttering impact activities and participation in older people. Disability and Rehabilitation, 31(21), 1742–1752. https://doi.org/10.1080/09638280902738672
  11. Cardell, E., & Hill, A. E. (2013). Student-delivered intensive smooth speech programs for adolescents and adults who stutter: A preliminary exploration of student confidence, anxiety, and interest. Journal of Clinical Practice in Speech–Language Pathology, 15(2), 54–59.
  12. Cisek, P. (1999). Beyond the computer metaphor: Behaviour as interaction. Journal of Consciousness Studies, 6(11-12), 125-142.
  13. Cooper, E. B. & Cooper, C. S. (1996). Clinician attitudes towards stuttering: Two decades of change. Journal of Fluency Disorders, 21(2), 119-135. https://doi.org/10.1016/0094-730x(96)00018-6
  14. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  15. Crichton-Smith, I., Wright, J. & Stackhouse, J. (2003). Attitudes of speech and language therapists towards stammering: 1985 and 2000. International Journal of Language & Communication Disorders, 38(3), 213-234. https://doi.org/10.1080/1368282031000086282
  16. Çağlayan, A. ve Özdemir, R. (2022). The attitudes of employers towards stuttering and people who stutter: Descriptive research. Türkiye Klinikleri Sağlık Bilimleri Dergisi, 7(2). https://doi.org/10.5336/healthsci.2021-84148
  17. Çetinkaya, Y. (2019). Müzik bölümü öğrencilerinin müzik kavramına ilişkin metaforik algıları [Music Department Students' Metaphorical Perceptions of Music]. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 9(3), 539-547.
  18. Dayı, E., Açıkgöz, G. ve Elçi, A. N. (2020). Güzel sanatlar eğitimi bölümü öğretmen adaylarının özelgereksinimli öğrencilere yönelik metaforik algıları (Gazi Üniversitesi örneği) [Metaphorical perceptions of preservice teachers of fine arts education towards students with special needs (The case of Gazi University)]. Özel Eğitim Dergisi, 21(1), 95–122. https://doi.org/10.21565/ozelegitimdergisi.616520
  19. Döş, İ. (2010). Aday öğretmenlerin müfettişlik kavramına ilişkin metafor algıları [Metaphoric perceptions of candidate teachers to the concept of inspectors]. Gaziantep University Journal of Social Sciences, 9(3).
  20. Erim, A. (2022). Kekemelikte akran akran zorbalığı yönetimi: Dil ve konuşma terapistleri için genel bir bakış [Managing peer bullying in stuttering: An overview for speech and language therapists]. Dil Konuşma ve Yutma Araştırmaları Dergisi, 5(1), 79–98.
  21. Genç, G. B. (2021). Özel eğitim öğretmenliği bölümü öğretmen adaylarının yüksek işlevli otizm spektrum bozukluğuna ilişkin metaforik algıları [Metaphorical Perceptions of Pre-Service Teachers of the Special Education Teaching Department Towards High-Functioning Autism Spectrum Disorder]. Bayburt Eğitim Fakültesi Dergisi, 16(31), 39-62. https://doi.org/10.35675/befdergi.729365
  22. Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing stuttering at school: "When you can't fix it…the only alternative is to hide it." Language, Speech, and Hearing Services in Schools, 54(1), 96–113. https://doi.org/10.1044/2022_LSHSS-22-00029
  23. Golombick, A. Z., Zukerman, G., & Icht, M. (2024). Exploring the impact of stuttering simulation‐based learning and personality traits on clinical self‐efficacy and professional interest among speech–language pathology students. International Journal of Language & Communication Disorders, 59(6), 2737-2751. https://doi: 10.1111/1460-6984.13112 Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment (4th ed.). Lippincott Williams & Wilkins.
  24. Hughes, C. D., Daniels, D. E., Raj, E. X., Ghent, A., Charles, D. H., Derek, E. D., & Erik, X. R. (2019). Using actors and peers in the clinical education of stuttering: Results from a mixed methods study. Clinical Archives of Communication Disorders, 4(1), 21-34. https://doi.org/10.21849/cacd.2019.00031
  25. Kazu, İ. Y. ve Yıldırım, D. (2021). Özel eğitim öğretmenlerinin özel gereksinimli birey ve özel eğitim kavramlarına yönelik metaforik algıları [Metaphoric perceptions of special education teachers towards the concepts of ındividual with special needs and special education]. Journal of History School, (LI), 1121-1144. https://doi:10.29228/Joh.42759
  26. Kocaoğlu, A. (2022). Özel eğitim öğretmen adaylarının özel eğitim öğretmenliğine yönelik metaforik algıları [Metaphorıcal perceptıons of specıal educatıon teacher candıdates towards specıal educatıon teachıng]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (42), 22-44.
  27. Koutsodimitropoulos, E., Buultjens, M., Louis, K. O. S., & Monfries, M. (2016). Speech pathology student clinician attitudes and beliefs towards people who stutter: a mixed-method pilot study. Journal of Fluency Disorders, 47, 38-55.
  28. Kraaimaat, F. W., Vanryckeghem, M., & Van Dam-Baggen, R. (2002). Stuttering and social anxiety. Journal of fluency disorders, 27(4), 319–331. https://doi.org/10.1016/s0094-730x(02)00160-2
  29. Lee, K. (2014). Korean speech–language pathologists’ attitudes toward stuttering according to clinical experiences. International Journal of Language & Communication Disorders, 49(6), 771–779. https://doi.org/10.1111/1460-6984.12093
  30. Louis, K. O. S., Przepiorka, A. M., Beste-Guldborg, A., Williams, M. J., Blachnio, A., Guendouzi, J.,. & Ware, M. B. (2014). Stuttering attitudes of students: Professional, intracultural, and international comparisons. Journal of Fluency Disorders, 39, 34-50. https://doi.org/10.1016/j.jfludis.2013.10.001
  31. MacKinnon, S. P., Hall, S., & MacIntyre, P. D. (2007). Origins of the stuttering stereotype: Stereotype formation through anchoring–adjustment. Journal of Fluency Disorders, 32(4), 297–309. https://doi.org/10.1016/j.jfludis.2007.03.003
  32. Maviş, I., St. Louis, K. O., Özdemir, S. & Toğram, B. (2013). Attitudes of Turkish speech and language therapists toward stuttering. Journal of Fluency Disorders, 38(2), 157-170. https://doi.org/10.1016/j.jfludis.2013.03.002
  33. Menzies, R. G., Onslow, M., Packman, A., & O’Brian, S. (2009). Cognitive behavior therapy for adults who stutter: A tutorial for speech-language pathologists. Journal of fluency disorders, 34(3), 187-200. https://doi.org/10.1016/j.jfludis.2009.09.002
  34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  35. Nang, C., Hersh, D., Milton, K., & Lau, S. R. (2018). The impact of stuttering on development of self-identity, relationships, and quality of life in women who stutter. American journal of speech-language pathology, 27(3S), 1244-1258. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0201open_in_new
  36. Ong, Y. Q., Lim, A., Park, H. R., Harrison, E., McConnell, G., Lee, J.,. & Chu, S. Y. (2024). Attitudes of Malaysian speech-language pathologists and speech-language pathology students toward stuttering. Folia Phoniatrica et Logopaedica, 76(4), 386-397. https://doi:10.1159/000536112
  37. Panzarino, R., Vanryckeghem, M., Bedwell, J. S., & Wendt, O. (2024). Relationships Between Psychological Distress and Affective, Behavioral, and Cognitive Experiences of Stuttering. American journal of speech-language pathology, 33(1), 262–278. https://doi.org/10.1044/2023_AJSLP-22-00347
  38. Penman, A., Hill, A. E., Hewat, S., & Scarinci, N. (2021). Speech–language pathology students’ perceptions of simulation‐based learning experiences in stuttering. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.12645
  39. Pınarcık, Ö., ve Sarı, H. (2016). Assessment of psycho-social disparity difficulties 6–8-year-old stutter students face, in terms of student opinions. Hacettepe University Faculty of Health Sciences Journal, 3(2), 87–106.
  40. Ruscello, D., Lass, N., French, R. & Channel, M. (1989). Speech-language pathology students' perceptions of stutterers. NSSLHA Journal, 17, 86-89.
  41. Saban, A. (2008). Okula ilişkin metaforlar [Metaphors about school]. Kuram ve Uygulamada Eğitim Yönetimi, 55(55), 459–496.
  42. Saman, F. D. ve Uysal, A. A. (2022). Sınıf öğretmenlerinin kekemelik tutumları [Primary Teachers’ Attitudes about Stuttering]. Dil Konuşma ve Yutma Araştırmaları Dergisi, 5(1), 62-78.
  43. Sarani Yaztappeh, J., Lorestani, E., Zaheri, Y., Rezaei, M., Mohammadi, H., Kakabraee, K., Rajabi, M., Kianimoghadam, A. S., Fatollahzadeh, S., & Mohebi, M. D. (2024). A Study of Emotion Regulation Difficulties, Repetitive Negative Thinking, and Experiential Avoidance in Adults with Stuttering: A Comparative Study. Iranian journal of psychiatry, 19(1), 79–88. https://doi.org/10.18502/ijps.v19i1.14341
  44. Steyl, N. A., Klein, J. F., Howell, M. L., & Dalton, J. C. (2016). Increasing knowledge and skills of graduate students in a fluency disorders course. Contemporary Issues in Communication Science and Disorders, 43(Spring), 164-173. https://doi.org/10.1044/cicsd_43_S_164
  45. Tellis, G. M., Bressler, L., ve Emerick, K. (2008). An exploration of clinicians' views about assessment and treatment of stuttering. Perspectives on Fluency and Fluency Disorders, 18(1), 16. https://doi.org/10.1044/ffd18.1.16
  46. Tichenor, S., & Yaruss, J. S. (2018). A phenomenological analysis of the experience of stuttering. American journal of speech-language pathology, 27(3S), 1180-1194. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0192
  47. Uysal, H. T., Atila Çağlar, N., ve Çıldır, B. (2022). Dil ve konuşma terapisi bölümü öğrencilerinin kekemeliği olan yetişkinlere karşı duygularının ve konuşma algılarının araştırılması: öz-kabul ve cinsiyet farklılık oluşturur mu? [Investigation of speech and language therapy department students' feelings and speech perceptions towards adults who stutter: do self-disclosure and gender make a difference?] Izmir Democracy University Health Sciences Journal, 5(3), 742-753. https://doi.org/10.52538/iduhes.1140767
  48. Walden, T. A., Lesner, T. A., & Jones, R. M. (2020). Is what I think I think really what I think? Implicit and explicit attitudes toward stuttering among practicing speech-language pathologists. Journal of Communication Disorders, 83, 105965. https://doi.org/10.1016/j.jcomdis.2019.105965
  49. Walton, P., & Wallace, M. (1998). Fun with fluency: Direct therapy with the young child. Pro Ed.
  50. Vanryckeghem, M., Hylebos, C., Brutten, G. J., & Peleman, M. (2001). The relationship between communication attitude and emotion of children who stutter. Journal of fluency disorders, 26(1), 1-15. https://doi.org/10.1016/S0094-730X(00)00090-5
  51. Yalçın, H. (2022). Bir araştırma deseni olarak fenomenoloji [Phenomenology as a research pattern]. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(Özel Sayı 2), 213–232. https://doi.org/10.18037/ausbd.1227345
  52. Yaruss, J. S., & Quesal, R. W. (2004). Stuttering and the International Classification of Functioning, Disability, and Health (ICF): An update. Journal of Communication Disorders, 37(1), 35–52. https://doi.org/10.1016/S0021-9924(03)00052-2
  53. Louis, K. O. S., Przepiorka, A. M., Beste-Guldborg, A., Williams, M. J., Blachnio, A., Guendouzi, J.,. & Ware, M. B. (2014). Stuttering attitudes of students: Professional, intracultural, and international comparisons. Journal of Fluency Disorders, 39, 34-50. https://doi.org/10.1016/j.jfludis.2013.10.001
  54. Ong, Y. Q., Lim, A., Park, H. R., Harrison, E., McConnell, G., Lee, J.,. & Chu, S. Y. (2024). Attitudes of Malaysian speech-language pathologists and speech-language pathology students toward stuttering. Folia Phoniatrica et Logopaedica, 76(4), 386-397. https://doi:10.1159/000536112