Gary Dick, PhD, is a professor at the University of Cincinnati specializing in social work, with over 32 years of teaching experience. He is an active researcher focusing on fatherhood, family violence, and program evaluation. A mental health practitioner, he has contributed to the Story Emotion Social Therapy Approach and has authored two books. Dr. […]
Story Emotion Social Therapy, a new interdisciplinary mental health and speech-language pathology framework, is based upon the healing power of words. This framework is designed to complement varied interprofessional therapeutic approaches to meet the complexity of human needs. Cognitive behavioral therapy and story grammar bridge the disciplines, and is supported by emotional intelligence, mindfulness, narrative therapy, poetry therapy, and narrative language. Individuals learn to identify and tell personal stories, recognize thoughts and emotions, and incorporate more realistic cognitive mindsets. Interdisciplinary roles are detailed. Practical applications and client vignettes are included.
Rochel Lieberman, Nancy A. Creaghead, Lesley Raisor-Becker, Isabelle Barrière, Noah Silbert and Gary L. Dick AbstractPurpose: Children’s narratives may differ based on whether they are describing events that elicit positive versus negative emotions and may be more detailed when talking about negative emotions. Understanding how children retell stories representing varied emotions may guide educators […]
This dissertation investigated the nature of story presentation for children’s retelling in order to obtain a narrative sample. Two studies were conducted. One study compared audio narration delivered through headphones versus live narration to investigate the perception of a naïve listener. A second study compared stories containing positive versus negative emotions to examine differences in […]
This study investigated typically developing preschool children’s emotion labels and responses to questions about social situations depicted in positive and negative video vignettes. Ten typically developing preschool children provided positive and negative emotion labels and responses to questions about social situations after watching brief video vignettes that were developed to elicit a positive or negative […]
The purpose of this research was to investigate the average stress levels and types of stressors experienced by graduate students (GS) in speech-language pathology (SLP) programs and the academic supports GS perceived to be helpful. An online survey examining stress was administered to 238 GS in SLP. The average stress level, types of stressors, demographic […]
