Cite as (APA style): Mamyan, G. (2026). Positive Psychotherapy as a resource in speech therapy for children with speech disorders. The Global Psychotherapist, 6(2), 272-277.
Abstract: This article explores the integration of Positive Psychotherapy (PPT) principles into speech therapy practice for children with speech disorders. The purpose of the article is to explore how psychological understanding, particularly the balance model, may support speech therapy practice and contribute to a broader understanding of speech difficulties. The theoretical framework is based on the resource-oriented approach of Positive Psychotherapy, which considers symptoms as meaningful responses to internal and external conditions.
The article presents a practice-oriented analysis, including a clinical case of a 9-year-old child with persistent speech difficulties. The case illustrates how an excessive focus on performance and achievement, combined with a lack of supportive relational context, can contribute to increased emotional tension and reduced speech activity. By applying the balance model, the specialist was able to identify the underlying imbalance and adjust the therapeutic approach accordingly.
The observations suggest that reducing pressure, enhancing emotional safety, and supporting the child’s existing capacities may contribute to increased speech activity and improved engagement. The presented case highlights the potential value of modifying the psychological context of interaction, alongside technical speech correction, as a possible factor supporting speech therapy interventions.
The article contributes to the development of an integrative perspective in speech therapy, emphasizing the importance of addressing both functional and psychological aspects of speech development.
Keywords: speech disorders, Positive Psychotherapy, speech therapy, balance model, emotional regulation