Too anxious to speak? The implications of current research into Selective Mutism for educational psychology practice

Cleave, Hayley

doi:10.1080/02667360903151791

Cited by 10 publications

(6 citation statements)

References 23 publications

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“…Meta‐analysis of SM literature (Hung, Spencer and Dronamraju, ; Cohan et al, ; Muris and Oerbeck, ) and specific implications linked to EP practice (e.g. Cleave, ) outline that a multifactorial model (multiple perspectives or theories considered) and multimodal treatments (use of more than one method) are the most effective approach. However, regardless of intervention approach, practitioners need to be able to work open ended, and not be bound by time or pressures from competing demands of the EP role.…”

Section: Clinical Formulation and Interventionmentioning

confidence: 99%

The Silent Minority: Supporting students with Selective Mutism using systemic perspectives

Lawrence¹

2017

Support for Learning

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Selective Mutism (SM) is an under‐researched area of child development. While the incidence rate is low, the impact of this difficulty can be pervasive and can present as a significant risk for student mental health and wellbeing. The following article presents a case study focusing on parent‐student intervention for a preadolescent male, using an eclectic programme which blended psycho‐education, aspects of a manualised Cognitive Behavioural Therapy (CBT) programme, and specific selective mutism strategies. This article does not seek to evaluate the effectiveness of the programme but instead highlights practice considerations derived from systemic theoretical perspectives and present considerations for school staff.

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Section: Clinical Formulation and Interventionmentioning

confidence: 99%

The Silent Minority: Supporting students with Selective Mutism using systemic perspectives

Lawrence¹

2017

Support for Learning

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“…Έτσι, οι πρακτικές τους είναι από ανύπαρκτες έως τυχαίες. Οι Cline και Baldwin (1994 παράθεση σε Cleave, 2009) αναφέρουν ότι η άρνηση του παιδιού να μιλήσει μπορεί να ερμηνευθεί από τους εκ-παιδευτικούς ως εσκεμμένη περιφρόνηση ή και απειλή.…”

Section: μοκαΐτη ρεκαλίδου καρούσουunclassified

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Mokaiti

Rekalidou

Karousou

2017

Ppej

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Selective mutism is an anxiety disorder which prevents a child from speaking in specific social situations, while (s)he has the ability to do so. Children with selective mutism face important difficulties at school, as they lag behind in important expressive and social skills, facing great difficulties in the establishment of social relationships both with their teachers and with peers. Selective mutism, also, poses serious challenges for their educators who have to support and integrate these children in the educational process. The purpose of this qualitative research was to study, within the Greek educational context, various parameters that jointly shape the social and pedagogical relationships and interactions of an eleven-year-old child with selective mutism. For the purposes of this case-study, data were collected by means of (a) a sociometric test aimed to measure the popularity of this particular student, (b) two questionnaires aimed at collecting data on his verbal communication in varying social contexts, namely: a teacher report questionnaire, the “School Speech Questionnaire” (SSQ), as well as a parent report questionnaire, the “Selective Mutism Questionnaire” (SMQ), (c) semi-structured interviews with both the child’s caregivers and teachers, concerning his social interactions and participation in the educational process, as well as their personal views, strategies, difficulties and needs, and d) a direct non-participant observation of the child during the school breaks. Overall, the picture that emerges is that of a silent, reserved and ignored child at school, whose teachers feel that they do not have the appropriate knowledge and training to respond to his specific needs and to support him. Outside the educational context, he appears to be a typically developing child, maintaining verbal interactions with both his family and friends. Overall, this research shows various aspects of the life of a child with selective mutism highlighting the need for studying systematically the school life of children with selective mutism, especially in the Greek context, for fostering the relevant knowledge and skills of the educators, as well as for developing particular guidelines, strategies and tools that would help them support those children.

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“…Since there is little awareness about SM, teachers may be disappointed with or frustrated at the children for not talking, and the children may stop socializing with their classmates [4,9,10]. This problem may upset the children to a point where they withdraw from their parents, prohibiting them from learning important coping skills [6].…”

Section: Introductionmentioning

confidence: 99%

Investigating technology for children with selective mutism

Manivannan

Fails

2015

Proceedings of the 14th International Conference on Interaction Design and Children

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This study explores the lifestyles of children with Selective Mutism (SM) to identify how to help children with SM communicate with those around them. Parents of Selectively Mute (SM 2 ) children were interviewed to understand the challenges faced regarding SM and to examine why their children use technology. Children with and without SM were also interviewed through drawings to recognize their technology preferences. It was found that children frequently use technology like tablets for entertainment purposes and sometimes for interacting with others. Parents reported that their children become calm when they use technology and believed that technology could be used to promote speech. The findings from our study can act as a guide for speech-promoting technology. These findings indicate that an ideal technology is one that is inclusive and mobile and encourages stimulus fading and play therapy.

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Too anxious to speak? The implications of current research into Selective Mutism for educational psychology practice

Cited by 10 publications

References 23 publications

The Silent Minority: Supporting students with Selective Mutism using systemic perspectives

The Silent Minority: Supporting students with Selective Mutism using systemic perspectives

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Investigating technology for children with selective mutism

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