Are We Truly Listening to Children’s Voices in Therapy?
Many children attend speech–language therapy in the hope of improving their clarity, confidence, and overall communication. Yet it is easy to overlook their unique viewpoints. A 2011 non-randomised, observational study published in Topics in Language Disorders (SJR Q1) by Fourie et al. explored precisely this. Through a series of interpretive phenomenological interviews with six children aged 5 to 12, the researchers discovered that children’s experiences extend far beyond simply “learning to talk better.” They cited themes of power differentials, confusion about roles, routines, trust, and fun. While such emotional and interpersonal elements may appear ancillary, they can profoundly influence therapy’s success or failure. For speech pathologists and allied health professionals across Australia, these findings offer valuable guidance on how to refine treatment approaches with sensitivity and clarity.
Why Do Power Dynamics Affect Child Engagement?
One core theme in the study was “power differentials.” Children vividly described experiences of being in a position where they felt less in control compared to their speech–language pathologist. This power imbalance can shape the child’s engagement, willingness to share, and readiness to attempt new communication strategies. From an Australian paediatric perspective, parental involvement sometimes unintentionally amplifies these imbalances, if the child perceives multiple adults “in charge.” Recognising this discrepancy allows clinicians, parents, and carers to soften their tone, encourage shared decision-making, and actively seek the child’s input. For instance, letting the child choose an activity or weigh in on their own therapy goals can bolster their self-esteem and motivation to keep practising.
What Makes Trust and Routines So Important?
Just as children need structure at home or school, they also require consistency in therapy sessions—both in format and interpersonal style. The study’s participants highlighted the importance of routines and rituals, describing how familiarity reduced anxiety and improved active participation. Trust was another focal point. When children trust their speech–language pathologist, it fosters open communication, honest feedback, and stronger therapeutic bonds. Clinicians can build trust by maintaining consistent session structures, sharing session goals upfront, and weaving playful, truly child-centred activities into each session. This steady foundation not only reassures the child but also offers parents and carers a predictable framework for practice at home.
Is Role Confusion Holding Children Back?
The study showed that some children were unsure about the SLP’s role or why they were in therapy. This confusion can lead to missed opportunities for progress, as unclear expectations often dampen a child’s enthusiasm. Explaining to children, in concrete language, what a speech–language pathologist does—from “help you pronounce words more clearly” to “teach you fun ways to speak with friends”—makes therapy more transparent and less intimidating. Parents can also help by reinforcing these explanations at home, pointing out how everyday activities (such as reading aloud or playing word games) directly connect to therapy goals.
Could Clear Communication Transform Therapy Outcomes?
Children in the study reported feeling more motivated when they understood the “why” behind each activity. Conversely, in the absence of open, age-appropriate communication, children felt uncertain about the relevance of certain tasks. While many clinicians naturally strive to maintain open dialogues, the study demonstrates that children themselves sense when communication is rushed or overly adult-centred. Incorporating child-friendly metaphors, visual aids, and strong listening skills strengthens the therapeutic alliance. In practical terms, SLPs might begin each session with a brief statement such as, “Today we’re practising the /r/ sound because it will help you when you talk about your favourite movies!” This immediate clarification can ignite excitement and focus.
What Are the Implications for Parents, Carers, and Professionals?
In modern Australian practice—whether sessions occur online via telehealth or face to face—parents and carers often play an active role. By keeping therapy child-centred, clarifying roles, and facilitating open conversations, family members and allied health professionals can ensure children retain agency whilst working toward their speech and language goals. This boosted sense of autonomy and security may improve not only compliance but also long-term therapeutic outcomes. Below is a concise breakdown of the themes identified, showing how each influences real-world practice:
| Theme | Description | Practical Implication |
|---|---|---|
| Power Differentials | Children felt lower status than the SLP | Encourage shared decision-making and child-led activities |
| Trust | Children needed consistent reassurance | Build rapport, explain tasks, and maintain open two-way communication |
| Routines & Rituals | Predictability fostered comfort and focus | Establish a structured session format with familiar activities |
| Role Confusion | Children were unclear on the SLP’s purpose | Provide age-appropriate explanations of goals and responsibilities |
| Physical Characteristics | Aspects like facial expressions mattered | Use engaging, approachable body language to put children at ease |
Helping Children Thrive Through Clarity and Empathy
Recognising the power of the therapeutic relationship means understanding that children respond best when they feel safe, informed, and actively involved. Strengthening trust, clarifying roles, and letting the child’s voice steer therapy go beyond mere courtesy—they are central to success. For parents, carers, and allied health professionals, these actionable strategies can directly translate into better outcomes, as children gain confidence, compliance, and a richer understanding of therapy’s ultimate aim: effective communication in everyday life.
If you or your child need support or have questions, please contact us at Speech Clinic.
How do I know if my child’s therapy sessions are truly child-centred?
Look for signs of your child’s comfort, engagement, and clear understanding of the session tasks. Open discussions about goals and regular check-ins with the clinician can indicate a child-centred approach.
Why is it important to explain therapy “roles” to younger children?
Children thrive on routine, predictability, and understanding. By clarifying each person’s role, children feel more at ease and motivated to collaborate with their speech–language pathologist.
Can power differentials be a positive element in therapy?
A mild degree of authority from the clinician may maintain structure, but therapy is most effective when the child’s perspectives are valued and respected. Striking a balance of expertise and child input is essential.
How can parents and carers support the therapeutic bond at home?
Reinforce session takeaways by engaging in relevant activities outside therapy, using the same language or strategies suggested by the SLP, and fostering a supportive environment that celebrates communication success.
What if my child still feels anxious during sessions?
Discuss any persistent worries with your SLP. By adjusting routines, offering clearer explanations, or using more playful techniques, the therapy process can become more comfortable and less intimidating for your child.
