The second stage of the therapeutic sessions is to begin a healing process. Sometimes, this stage involves an inner child work. Other sessions might include dialoguing or forgiveness. The sessions are designed to dispel negative feelings and thoughts that has been stored over the years. This is because negative energies pose threat to therapeutic progress. This is one kind of a neurological disorder and can be acquired through genetic reasons. If the person has been suffering from this case for more than six months, they must undergo thorough evaluation to be performed by a professional speech language pathologist. You can also consult such even if the patient is a preschooler, but if the condition is not bothering them, you can wait if they will be able to outgrow this. As such, he eventually developed a method that teaches patients to change consciously their maladaptive habits of coordination. F. M. Alexander found out that habits are generally psychophysical in nature, be that physical or mental habits. This is because he realized that the mind and body function are integrated entity rather than working individually. The following are useful tips to help your child cope with the speech problem: Refrain from asking your child too many questions. Toddlers will find it easier to speak more clearly when they are allowed to express themselves instead of answering questions often. Do not react negatively or scold your child whenever he or she stutters. Second, such therapy is long term and full-time process for stuttering affects not only your speech but also attitudes and behaviours. Thus, the third key point is about a therapy that alters speech, attitude and behaviour. Last, be sure to be clear about the process. Speech therapies are sometimes available at local health clinics or university speech clinics. Vital Notes about Different Aspects of Stuttering Stuttering is considered as a kind of speech disorder that manifests through a person s hesitation to continue what they are saying, repetition of syllables or whole words and phrases and prolongation of sounds while they are speaking. This is usually experienced by children from ages two to five because this is the stage when they are only learning to form sounds, words and complete sentences.