On becoming someone: Self-identity as able

Abstract

This paper illuminates the nature of and processes shaping self-identity formation as Able for People Who Stutter (PWS). It responds to the question: How have adults who stuttered over their life courses created understanding of themselves as Able? Seven participants between 19 and 65 years shared life course stories of living with stuttering. Data was generated through biographical narrative life history interviews and analysed at two levels. The first level narrative analysis yielded seven research stories which were subjected to a secondary level inductive, cross-case analysis. The findings revealed that the genesis of self-identity as Able began early in childhood for some participants with significant others playing an important role in shaping an empowered sense of self. In addition, critical events, catalysts and turning points at different moments in life spurred the development of self-identity as Able. Self-identity trajectories were individual, non-linear and unfolded variably over the life course. Their trajectories were strengthened, reinforced and sedimented during adulthood through adopting enabling philosophies for self-development; constant resourcing and actioning; accepting stuttering; social validation and reconfiguring public narratives. As participants constructed themselves as Able they felt empowered to live successfully with stuttering. The clinical practice and research implications and limitations of the study are discussed.

Keywords:

• Self-identity formation
• stuttering
• agency
• narrative
• speech-language intervention.