1. Neglect of Clinicians’ Attributes in Outcome Studies
Emotional Intelligence: Implications for Effectiveness in Stuttering Intervention Isabella Reichela, David Shapirob, Beatriz de Touzetc, Adolfo Barralesd  a Touro College, New York City, USA, b North Carolina University, USA, c Buenos Aires University, Argentina, d Universidad de Chile, Chile
Neglect of Clinicians’ Attributes in Outcome Studies
Psychotherapists’ characteristics don’t get enough focus in research (Vocisano et al., 2004)
Up to 22% of successful treatment attributed to quality of therapist (Wampold, 2001)
Similarly, experts in stuttering believe that there is no specific list of personal characteristics for an SLP who will succeed in stuttering intervention (Murphy & Quesal, 2004).
“Millions of words have been written about stutterers, but only a few about the clinicians who have treated them” (Van Riper, 1978, p. 455)
The clinician’s positive attributes are the most important factor in successful stuttering outcome (Reichel & St. Louis, 2011; Shapiro, 2011)
What is Emotional Intelligence?
Definition: EI is the ability to perceive, access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" (Mayer and Salovey, 1997, p. 5)
The emotional intelligence (EI) construct provides a set of emotional competencies which may ensure efficacious
clinician attributes (Kaplowitz, et al, 2011).
A  clinician with high EI is able to be mindful of the client's feelings, and modify those feelings, subtly and quickly, to achieve an affective goal (Shapiro, 2011).
Emotional Intelligence Models
Future Studies on EI should:
Explore the effect of SLP’s EI
on stuttering intervention
outcome
Determine the most effective
EI training guidelines and tools
Modified Bar-On's (1997) Model to Improve
Emotional Competencies of PWS:
Self-regard: self-appraise client’s accomplishments.
Assertiveness: express themselves in social settings.
Stress tolerance: facilitate coping strategies under stress.
Flexibility: see events from different perspectives,
Problem solving: improve reasoning skills
Emotional self-awareness: understand their emotions, needs, and goals.
Impulse control: manage emotions in challenging situations.
Reality testing: realistically assess themselves and others.
Empathy: understand feelings of listeners.
Interpersonal relationships: understand their emotions and the emotions of others (Reichel, 2007; Reichel, 2005; Reichel & St. Louis,2004)
Qualities of Effective SLPs:
SLPs who are effective in stuttering intervention possess the following interpersonal qualities: empathy; warmth; genuineness; personal magnetism; compatible friction; and realistic, focused optimism.
Intrapersonal qualities include clinician thoughts, feelings, beliefs, needs, satisfaction, and rewards (Shapiro, 2011).
Milderman Method and the Corporal Workout:
The emotional abilities of PWS are addressed by the Milderman method and the corporal workout, both of which stimulate the right hemisphere.
Such body movements help PWS
to be aware of negative emotions;
to express their emotions, using body movements;
and to manage emotions in different verbal and nonverbal situations (Touzet, 1998)
Building a Better World for Those Who Stutter.
The brain is not static; it is constantly changing.
It is shaped by experience. The prefrontal brain
activities are influenced by emotional input.
PWS’ reactions to communication experiences are determined by emotions. SLPs can help PWS to create positive associative memory of emotional reactions to specific communicative contexts. (Barrales, 2011)
Ability Model
The Emotional Intelligence Scale (EIS) (Schutte & Malouff, 1999)
A curriculum entitled “Multidisciplinary Perspectives on Understanding and Treatment of Stuttering” was integrated into three graduate fluency disorders courses.
67 graduate students participated.
(Reichel & St.Louis,2011)
Four-Branch Model of Emotional Intelligence (Mayer & Salovey, 1997)
Mixed Model
Bar-On's Model
Emotional-cognitive abilities & personality traits
References
Barrales, A. (2011). Entendiendo no a la tartamudez sino a quienes tartamudean. Rev. One Voice, August, 30.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems, Inc.
Kaplowitz, M.J., Safran, J.D., & Muran, C.J. (2011). Impact of therapist emotional intelligence on psychotherapy, Journal of Nervous & Mental Disease, February 2011, 199(2), 74-84
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-34). New York: Basic Books.
Murphy, W. P., & Quesal, R. W. (2004). Best practices for preparing students to work with people who stutter. Contemporary Issues in Communication Science and Disorders, 31,
Reichel, I. K., & St. Louis, K. O. (November, 2011). The Effects of Multidisciplinary Curricula in Graduate Fluency Disorders Courses. Seminar. American Speech-Language-Hearing Association Convention, San Diego.
 Reichel, I. (2007). Emotional intelligence and stuttering intervention. 10th International
Stuttering Awareness Day Online Conference
Reichel, I. (2005). Development of emotional intelligence module in graduate fluency disorders courses. Unpublished doctoral dissertation. Nova Southeastern University, Florida.
Reichel, I., & St. Louis, K. O., 2004, The Effects of Emotional Intelligence Training in Graduate Fluency Disorders Classes. In H-G Bosshardt, J. S. Yaruss, & H. F. M. Peters (Eds.), Fluency disorders: Theory, research, treatment, and self-help (pp. 474—481). Nijmegen, Netherlands: International Fluency Association/Nijmegen University Press.
Schutte, N. S., & Malouff, J. M. (1999). Measuring emotional intelligence and related constructs. Lewiston, NY: Edwin Mellen Press.
Shapiro, D. (2011). Stuttering intervention: A collaborative journey to fluency freedom.
Austin, TX: Pro-Ed.
Touzet, B. B. (1998). The neuro-physiological perspective as the grounds for corporal workout with people who stutter. 1stInternational Stuttering Awareness Day Online Conference.
Van Riper, C. (1978). The stutterer’s clinician. In J. Eisenson (Ed.), Stuttering: A second
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Vocisano, C., Klein, D. N., & Arnow, B. (2004). Therapist variables that predict symptom change in psychotherapy with chronically depressed outpatients. Psychother Theory Res. Pract. Train. 41, 255—265.
Wampold, B. E. (2001). The great psychotherapy debate: Models, methods, and findings.
Mahwah, NJ: Lawrence Erlbaum Associates.