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The purpose of this article is to describe some of the key principles for forming a strong clinical relationship with adolescents who stutter. Such a relationship provides the foundation for change. In the first section, a structure for understanding adolescence, along with some basic assumptions about the adolescent thought process, is provided. Following this, there are a number of suggestions for different skills to use when communicating with teenagers so as to (a) establish the clinician'sdoi:10.1044/cicsd_29_s_91 fatcat:hej7o5iw35bnpd74ql7n5spgyq