Resourcing and Grounding

RESOURCING means naming and using positive things in your life to connect to calming sensations inside and bring yourself back to your Resilient Zone. When in the Resilient Zone we feel whole in mind, body and spirit. We are better able to handle the ups and downs of daily living. When you get bumped out of your resiliency zone (i.e. triggered by worries, anxiety, preoccupied with what others are thinking) then you need to use your resourcing skills.

GROUNDING is a set of strategies to detach from emotional pain, (i.e. racing and thoughts, negative talk, worries, anger, sadness). Distraction works by focusing outward on the external world, rather than inward toward the self. You rate yourself before and after the grounding (on a scale of 1 – 10).

Resourcing and Grounding Stuttering

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Comments

Resourcing and Grounding — 5 Comments

  1. Hi,
    Thank you for providing some useful tools for improving the emotional well being of people who stutter. Since theses strategies require the ability to reflect inwardly, is the target audience older children and adults? If you have used this with younger kids, did you make adaptations?
    Thank you,
    Gretchen

    • Gretchen,

      Great question. These can be used with both adults and older children. For younger kids some of the words can be changed that are friendlier. For example “Internal Resources” can be changed to “Inside Focus” for teens. What words work for you? Let us know.

      • Hi again,
        I’m actually a second year graduate student studying speech-language pathology. I have not had a client who stutters, but I am currently taking a Fluency class. I like the phrase “inside focus.” I’m not sure what else I would use.

  2. These are some wonderful strategies! It made me think, when rating oneself before and after grounding, if done regularly, eventually it could possibly be expressed in some sort of graph or chart to indicate change over time in one’s grounding ability.

    Would you recommend resource listing one time and then regularly referring back to those listed internal and external resources?

  3. Hello!

    My name is Katelyn Bauman and I am a 2nd year graduate student at the University of MN Duluth. I am currently taking an Advanced Fluency Course. I found this article full of some great insight to strategies to use with PWS. I have a few questions for you:

    1. Have you found certain strategies more effective than others? Is there a “go to”?

    2. What age groups do you suggest using these strategies with? What is the youngest age?

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