American Journal Of Social Sciences And Humanity Research
123
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue06 2025
PAGE NO.
123-126
10.37547/ajsshr/Volume05Issue06-32
24
Stuttering As A Socio-Psychological Problem
Mirkamilova Noila Mirsardarovna
Tashkent State Pedagogical University named after Nizami, Uzbekistan
Received:
25 April 2025;
Accepted:
21 May 2025;
Published:
30 June 2025
Abstract:
Article is dedicated to the examination of stuttering as the psychological problem: source,
phenomenology, strategy of vocal behavior, the types of rendering to psychological aid. Is represented the
effective method of overcoming the stuttering
–
family group of logopsychoterapiya.
Keywords:
Stuttering, psychological problem, psychological aid, the family group of logopsychoterapiya.
Introduction:
Nowadays, the importance of developing
systems and comprehensive programs aimed at
improving the socio-psychological adaptation of both
individuals and entire social groups is determined by
the fact that the presence of any physical,
psychological, or psychosomatic pathology inevitably
creates a heavy “psychological background” and
becomes a favorable ground for the disruption of
various connections with the world.
A pronounced degree of neurotic manifestations in
adolescents and adults, particularly in cases of
stuttering, has a deforming effect on their
communication and personal development. Stuttering
is defined as a complex psychophysiological condition
that manifests in a disturbance of speech rhythm and
fluency during situations of meaningful communication
[1].
This disorder belongs to the group of functional
neuroses of communicative nature and can be
considered a disruption of speech communication.
Stuttering, which arises in early childhood and
accompanies the development of personality until
maturity, significantly distorts both one’s relationship
with the external environment and one’s personal
development. Of particular importance in this disorder
is the fixation of the individual on their speech defect
(V.I. Seliverstov), which hinders not only fluent and
rhythmic speech production but also the ability to fully
express oneself in communication. The degree of
fixation on stuttering begins to progress already in
adolescence and becomes a factor that hinders not
only communication but also personal growth in many
areas of life.
Since stuttering affects not just the ability to generate
and articulate speech, but also the capacity for full-
fledged communication, people who stutter require
not only (and sometimes not primarily) correction of
speech as such, but also psychological support aimed at
restoring impaired speech communication at all levels:
communicative, perceptive, and interactive. This
makes it possible to consider stuttering a psychological
problem. A psychological problem (from the Greek
problema
–
task, challenge) is always associated with
the impossibility of satisfying a strong desire (urge,
need, or motive) of the person. The reason for the
unattainability of the desired outcome, as well as the
desire itself, lies within the person’s psyche, their inner
world, and their attitude toward themselves and the
world. In this regard, a psychological problem can only
be resolved through internal means, which sometimes
include abandoning the original desire, and the task of
those who provide help is to assist the client in
changing themselves, rather than changing external life
circumstances beyond their control.
Let us consider stuttering as a psychological problem.
The study of the causes and mechanisms of stuttering
in the form of logoneurosis shows that persistent
logophobic difficulties can be viewed as the result of
many incomplete speech communication situations.
The concept of incomplete actions is central in Gestalt
therapy and originates in Gestalt psychology of
perception (B.F. Zeigarnik, F. Perls, Polster & Polster).
B.F. Zeigarnik discovered the phenomenon of
enhanced memory for incomplete actions, which
postulated the principle of completion: a person always
strives to complete an action or situation because
incomplete actions and situations form a tension-
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
charged system that demands resolution and
fulfillment. This principle became the foundation of the
concept of incomplete actions (or situations) in Gestalt
therapy (F. Perls) [4].
The basis of incomplete speech acts in stuttering is the
incompleteness and dysfunction of the communicative
act, and often its interruption, and therefore, the
interruption of the satisfaction of the need for
communication. In communication, the individual
seeks to satisfy their active and tense communicative
need, i.e., to complete unfinished communicative
situations. However, in persistent stuttering, we
observe the formation of the opposite tendency
—
the
avoidance of completion, which is manifested in
restricted communication or complete refusal to
engage. The initially incomplete communicative
situation in stuttering becomes the source of the
problem. It provokes a psychological state of
dissatisfaction with contact and its interruption. This
also leads to the disruption of the leading
communicative need at the level of resource
mobilization and execution of action.
Based on psycholinguistic analysis, the presence of
stuttering can be identified at all stages of speech
generation, starting from the level of motivation, when
motivational involvement is influenced by previous
negative experiences in situations of incomplete or
disrupted communication.
From the standpoint of the pathogenetic concept of
neurosis, in neurotic stuttering, repeatedly occurring
negative mental states begin not only to accompany
but also to precede each process of verbal
communication. A neurotic pathological circle
emerges, characterized by the incompleteness of
communicative situations and the frustration of the
need for natural and full-fledged communication.
It can be stated that, with age, individuals who stutter
accumulate a negative experience of verbal interaction,
deprived of successful completion and associated with
adverse psychological states (dissatisfaction with
oneself and one’s speech, heightened anxiety,
irritability, a sense of hopelessness, etc.).
Phenomenologically, stuttering manifests itself at all
levels of the integral personality: at the level of
thoughts, feelings, and actions. We observe a whole
complex of psychophysical disturbances at the levels of
breathing, voice, speech tempo, bodily sensations
(spasms in parts of the speech apparatus, muscle
sensations from posture and motor activity, etc.), as
well as on the emotional level (excitement, anxiety,
fear, insecurity). Unlike many psychological problems,
the problem of stuttering cannot be hidden from
others. As aptly noted by Yu.B. Nekrasova, stuttering is
a “sounding psychological trauma”
: it becomes
apparent not only auditorily (tonic-clonic speech
blocks, verbal tricks, collapse of speech programming)
but also visually (muscle spasms in the face, mouth,
neck, facial tics, accompanying movements
—
shoulder,
hand, or leg twitches, tapping, foot-stamping, etc.) and
physically (adoption of awkward “insecure” postures,
avoidance of eye contact, inflexible speech
communication strategies, etc.).
Another feature of stuttering as a psychological
problem is its masking as a purely medical condition.
For some individuals who stutter, as well as their
parents, stuttering is still perceived as a disease that
should be treated primarily with medical methods.
While the necessity of therapeutic interventions in
severe forms of stuttering is undeniable, this does not
diminish the significance of psychological difficulties
experienced in communication by those who stutter.
Although the questions of providing psychological
support to people who stutter have been thoroughly
addressed, the need for such support is not always
recognized.
According to the dictionary edited by A.V. Petrovsky
and M.G. Yaroshevsky, psychological assistance is
defined as “a field of practical application of psychology
aimed at enhancing individuals’ socio
-psychological
competence and providing psychological support to
individuals, groups, or organizations” [5, p. 306]. The
same source lists the main methods of psychological
support: individual counseling and group forms of
psychological work, such as psychocorrection,
psychoprevention, as well as psychotherapy, including
group therapy. As Carl Rogers, the founder of client-
centered therapy, emphasized, psychological help
consists of creating special “helping” relationships
between the specialist and the client; these are
“relationships i
n which at least one party intends to
contribute to the personal growth, development,
improved functioning, maturity, and interpersonal
skills of the other” [6]. Helping relationships are
expressed primarily through empathy toward a person
experiencing difficult moments in life, and in
encouraging them to become aware of those
experiences. This can be done without active
intervention
—
simply by being present. As a result of
such relationships, the Other becomes “a more
integrated personality, a person with a more
pronounced individuality, capable of expressing
themselves.” Help can be given to someone who needs
it
—
someone
experiencing
behavioral
or
communicative difficulties that require resolution, i.e.,
a problem. To solve a problem and provide support
when a person cannot cope alone, three things are
required from another person: to possess specific
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
resources; to know how to resolve the problem; to take
action toward its resolution. The third component is
central, since only the person’s own actions lead to
problem resolution and the satisfaction of the
frustrated need. This is why it is impossible to help
someone without their participation, even with the
best intentions. Analyzing the experience of individual
counseling and group work with people who stutter,
we conclude that recognizing stuttering as a
psychological problem is often difficult for them. Very
often, it is simply denied, and all their attention is
focused solely on speech training. Individuals who
stutter more often offer themselves as objects of
influence and less frequently allow themselves to be
authentic subjects of psychological support. There are
two models for addressing psychological problems:
relying on the client’s own strengths –
the “together
with the client” model; relying on the
therapist
–
the
“instead of the client” model. It is important to note
that both approaches are valuable in their own way,
they complement each other, and can be useful and
effective. The choice of a particular type of support
depends on the situation, the needs, and the
capabilities of the individual. However, the first type of
help is more strongly associated with subject-subject
relationships, whereas the second corresponds more
to subject-object relationships. Experience shows that
the effectiveness of overcoming stuttering as a
psychological
problem
of
communication
is
determined by the personal involvement of the
individual who stutters, and by their gradual personal
growth through self-development. The table shows the
distinctions between the two types of psychological
support [2].
F. Perls created a practical model of personal growth by
defining its conditions, specific techniques, and
technologies, emphasizing that personal growth
cannot be forced, it cannot be taught
—
it can only be
facilitated. The effectiveness of the social rehabilitation
process always depends on the extent to which the
individual perceives themselves as the subject of
personal
transformation.
Person-centered
(psychological) psychotherapy is always directed
toward the subject comp
onent of the client’s
personality
—
this is a part of its fundamental
philosophy. Psychotherapist N.D. Linde identifies the
following six differences between a person in the
position of a subject and a person in the position of an
object [2, pp. 16
–
18]:
The subject exhibits free activity, which is expressed in
three main types of actions: a) Initiative, i.e.,
spontaneous,
independent
undertakings
and
proposals; b) Decision-making, i.e., choosing the most
appropriate option from a range of alternatives; c) Self-
realization, i.e., autonomous actions to implement
one’s decisions and intentions (autonomy and
responsibility).
The subject possesses a rich, multifaceted inner world
and makes decisions based on their own understanding
of the situation, personal interests, and the
consequences of their actions. The subject is capable of
change, meaning they can develop new qualities within
themselves, change their behavior, and be open and
spontaneous toward new qualities and new
experiences. The subject is capable of self-
development and self-improvement, meaning that
today they can solve more complex tasks than they did
yesterday, and tomorrow they will handle even more
difficult problems. This applies to intellectual abilities,
creative capabilities, and personal growth. The latter is
especially important for psychotherapy, because on
the path of development, a personality constantly faces
increasingly complex problems, and by solving them,
becomes more refined. The subject builds a personal
perspective, meaning that their current actions and
decisions are guided by some vision of their future.
Understanding stuttering as a psychological issue that
manifests in difficulties in verbal communication allows
the principles and methods of psychological practice to
be extrapolated to the sphere of its resolution
—
namely, family group logopsychotherapy. This provides
an opportunity to enrich existing approaches, explore
new directions, and identify new points of application
in
organizing
psychological
interventions
and
psychological interaction. The use of psychological
counseling (both individual and group) in family group
logopsychotherapy adds new opportunities and
productivity to the process of restoring impaired
speech communication.
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