Configurations of self-identity formations of adults who stutter

It is important for clinicians to understand how adults who stutter construct who they are, i.e. their self-identity, in order to offer personally meaningful interventions. Early research on stuttering and self-concept provided initial knowledge, but there has been a dearth of further research in this field. This article, the third in a series of papers emanating from a doctoral study, provides new insight into the configurations of self-identity formations of adults who stutter. Previous articles from the study described how 'Able' (positive self-identity) and 'DisOther' (negative self-identity) self-identity formations developed over time. This paper describes the configurations of self-identities, Able and DisOther, evident across participants' stories. The study used a life-history methodology in which 7 adult participants (5 men and 2 women) shared their experiences of living with stuttering through open-ended interviews. The data from the interviews were analysed at two levels. The first level of analysis resulted in a description of the types of self-identity formations (positive and negative) and processes (personal, social and temporal) shaping the self-identity formations. This result was represented as a research story for each participant. The second level of analysis described the configurations of the self-identities, Able and DisOther, across the research stories. The main findings, illustrated through three research stories, were that the two types of self-identity formations, Able and DisOther, were present in singular and dual configurations. The dual presentation of self-identity formations occurred in co-existing, competing and coalescing configurations at particular time periods, illuminating the complexity of the stuttering experience. The clinical implications are discussed.