The Child Silenced by Social Anxiety

This meta-synthesis explores the subject of selective mutism across multiple age groups. Selective mutism is present in a very small percentage of students. Given the small number of students that have this disorder there is limited resources and professional collaboration options available for teachers. The low incident rate of selective mutism often leads to students being forgotten about in the classroom setting. Teachers do not know how to help them overcome their disorder and the students are not able to ask for the help they need. This exploration into selective mutism reviewed 30 articles on the topic and attempted to provide identifying characteristics of the disorder as well as interventions for educators to implement while working with students selective mutism

Exploring Selective Mutism and Determining the Best Treatment Options

Selective mutism is a complex childhood anxiety disorder characterized by a child’s inability to speak or communicate effectively in certain social situations but ability to communicate in settings where they are comfortable and relaxed. This paper seeks to explain selective mutism including the description of theories of anxiety, history and etiology of selective mutism, and common characteristics associated with selective mutism. It also contains information about treatment options and determines which treatment is considered the most effective. The conclusion is that there is not one treatment that is considered the best for selective mutism. Selective mutism manifests differently from person to person, so an individualized treatment plan is required that includes both therapy and medication. It is also essential for the parents and teachers of children with selective mutism to be involved in the treatment to ensure that it is effective. Early recognition and treatment of selective mutism can have a profound impact on its prognosis so it is important that selective mutism is taught more so that individuals will be more likely to recognize selective mutism in the future. Overall, treatment for selective mutism is the most effective when it is individualized and includes aspects of therapy and medication combined with family/school education and involvement

Selective mutism in children

This thesis focuses on selective mutism, a rare childhood disorder in which the child refuses to speak in many situations and there are no underlying medical or speech disabilities that explains their behavior. The research of the paper focuses on the many different factors that can have a role in the development of selective mutism, including parent child relationship as well as the development of anxiety. Also discussed are the impacts this disorder can have on a child’s development, two main areas being academics and social relationships. Many teachers and parents do not have a full understanding of selective mutism, which may hinder the support that is made available to the child as the age of onset often occurs around the child’s entrance to school. This makes selective mutism an important topic because there is a need for educating caregivers. Part of this project will be surveying teachers in order to gain an understanding of their knowledge of selective mutism and what can be done to bring more awareness to the disorder. This thesis will also discuss the positive outlook for selective mutism as there are many different types of treatments and approaches available for helping the child overcome their intense fear of speaking. (Author abstract)Kennedy, S. (2014). Selective mutism in children. Retrieved from http://academicarchive.snhu.ed

Forms of therapy of a child with selective mutism in the environment outside the family, embedded in a behavioral therapeutic approach

The aim of this study is to present the forms of work and guidelines concerning the treatment of children with selective mutism in the light of the hypothesis that selective mutism should be perceived as an anxiety disorder that appears in childhood. On the basis of a thorough review of the literature, the Author discusses the forms of educational and therapeutic interaction that can be used in the treatment of children with selective mutism in accordance with the behavioural approach, and marginally with the psychodynamic approach.The aim of this study is to present the forms of work and guidelines concerning the treatment of children with selective mutism in the light of the hypothesis that selective mutism should be perceived as an anxiety disorder that appears in childhood. On the basis of a thorough review of the literature, the Author discusses the forms of educational and therapeutic interaction that can be used in the treatment of children with selective mutism in accordance with the behavioural approach, and marginally with the psychodynamic approach

Finding A Voice: Exploring the Biographical Narratives of Adults with Selective Mutism

This research explores the lived experiences of adults with selective mutism using interpretative phenomenological analysis. Existing literature has typically positioned selective mutism as a disorder of childhood and as a result little is known about the difficulties faced by individuals who continue to experience the effects of selective mutism throughout adolescence and adulthood. This research seeks to gain an understanding of the phenomenology of selective mutism as a lived experience and to allow participant's voices to be heard. In-depth narrative interviews were conducted with six individuals who had continued to experience selective mutism throughout their adult life. Data from my own experience of suffering from SM were also included. Interpretative phenomenological analysis was used to identify five essential themes. These findings provide an insight into the embodied experience of selective mutism, the process of sense making in which individuals engage to negotiate their identities and the effects of social isolation. Furthermore this research explores the experiences of therapy and help seeking which were important topics within participant narratives. This research encourages a thoughtful reflection on the lives of those whose realities have been profoundly affected by selective mutism. This research and the exploratory nature of phenomenological inquiry will hopefully encourage further investigations into selective mutism as it exists beyond childhood

Clinicians Perspective on Interventions Most Effective in Working with Selectively Mute Children

Children with selective mutism (SM) within the school setting bring forth a unique and challenging set of characteristics and issues for teachers and support staff. Children with selective mutism have an overwhelming fear of being seen or heard speaking, which presents as a challenge in assessing students for knowledge and content within the school setting (Perednik 2011.) There are many different causes for general mutism such as trauma, severe neglect, foster placement, etc. However for the purposes of this paper, selective mutism is the sole focus which effects young people. Selective mutism is categorized as an anxiety disorder and a variant of a social phobia (Black & Uhde, 1992). This qualitative study explored professional clinician\u27s ideas about interventions and strategies that are most effective in working with selectively mute children. Interventions within the school setting and how those interventions are informed and utilized amongst support staff and teachers to support children with selective mutism in overcoming their fear of speaking outside of the home is the main focus within this research. Using qualitative interviews, information was gathered about professionals\u27 perceptions of best practice interventions used with selectively mute children. This research contributes to enhanced knowledge and confidence among educators in addressing children\u27s unique needs with selective mutism through the use of behavioral and cognitive behavioral techniques, psychodynamic, family systems, multimodal, and psychopharmacological interventions that were suggested for work toward overcoming this disorder. The research proved that there is a vast amount of literature that already exists, however there is a lot of education that is still needed in order to be effective in teaching children with selective mutism. The research supports a need for professional development and psychoeducation for classroom teachers, special educators, speech clinicians, school social workers, and support staff

Gangguan Slective Mutism pada Anak Usia Dini

Penelitian ini bertujuan untuk mengetahui: 1) karakteristik anak selective mutism di Desa Kalapagunung; 2) faktor penyebab anak selective mutism di Desa Kalpagunung; 3) cara penanganan selective mutism di Desa Kalpagunung. Penelitian ini merupakan penelitian deskriptif-kualitatif dengan jenis penelitian studi kasus. Data dikumpulkan melalui observasi dan wawancara. Keabsahan data dilakukan dengan menggunakan triangulasi sumber. Hasil penelitian menunjukkan bahwa: 1) karakteristik utama selective mutism pada SS adalah tidak adanya respon ketika berada di lingkungan luar rumah, aspek perkembangan berjalan sesuai dengan tahap perkembangannya hanya tidak bicara pada situasi sosial tertentu, tidak adanya kontak mata, anak menutup diri dari interaksi sosial, dapat berbicara secara bebas dengan orang-orang yang membuatnya nyaman dan dianggap aman, dan rasa cemas ketika berada di lingkungan baru; 2) Faktor yang menyebabkan SS mengalami gangguan selective mutism adalah akibat dari pola asuh orang tua yang dimana orang tua SS tidak mengenalkan lingkungan luar pada SS sehingga SS merasa takut dan cemas ketika berada di lingkungan luar rumah dan sifat pemalu yang berlebih yang dimiliki oleh SS; 3) Penanganan selective mutism dengan menggunakan tiga cara yaitu yang pertama contigency management dimana orang tua memberikan penguatan positif secara terus menerus pada SS; yang kedua self modeling dimana orang tua memperlihatkan rekaman video aktifitas SS pada SS setiap malam sebelum tidur; dan yang terakhir metode bermain dimana SS dibiarkan bermain sendiri dengan pengawasan orang tua dan bemain bersama peneliti dengan bermain melempar dan manangkap bola serta bermain tebak gambar

Clinicians Perspective on Interventions Most Effective in Working with Selectively Mute Children

Children with selective mutism (SM) within the school setting bring forth a unique and challenging set of characteristics and issues for teachers and support staff. Children with selective mutism have an overwhelming fear of being seen or heard speaking, which presents as a challenge in assessing students for knowledge and content within the school setting (Perednik 2011.) There are many different causes for general mutism such as trauma, severe neglect, foster placement, etc. However for the purposes of this paper, selective mutism is the sole focus which effects young people. Selective mutism is categorized as an anxiety disorder and a variant of a social phobia (Black & Uhde, 1992). This qualitative study explored professional clinician’s ideas about interventions and strategies that are most effective in working with selectively mute children. Interventions within the school setting and how those interventions are informed and utilized amongst support staff and teachers to support children with selective mutism in overcoming their fear of speaking outside of the home is the main focus within this research. Using qualitative interviews, information was gathered about professionals’ perceptions of best practice interventions used with selectively mute children. This research contributes to enhanced knowledge and confidence among educators in addressing children’s unique needs with selective mutism through the use of behavioral and cognitive behavioral techniques, psychodynamic, family systems, multimodal, and psychopharmacological interventions that were suggested for work toward overcoming this disorder. The research proved that there is a vast amount of literature that already exists, however there is a lot of education that is still needed in order to be effective in teaching children with selective mutism. The research supports a need for professional development and psychoeducation for classroom teachers, special educators, speech clinicians, school social workers, and support staff

What is selective mutism?

The purpose of this study was to examine the characteristics of Selective Mutism, its possible causes, the strong impact it creates in English learner students, and what teachers could do to help the students who suffer from Selective Mutism

Case studies of selective mutism in Hispanic children

Selective mutism is a consistent refusal to use spoken language in specific social situations. This can occur in a particular environment or with specific individuals. A collaboration of four case studies was used to study the possible etiologies, characteristics, and intervention strategies associated with selective mutism. Four children from public school campuses in the Lower Rio Grande Valley of Texas were subjects in this investigation as well as teachers and parents. A questionnaire was used to gather data along with informal interviews. Results concluded that prevalence rates for selective mutism are relatively high in the area surveyed. Furthermore, many professional personnel are not familiar with characteristics and methods of treatment but are familiar with the term selective mutism. Although subjects exhibited some common characteristics they differed in personality types and did not fit the descriptions provided by the contemporary literature. It appears that subpopulations exist in the area of selectively-mute children based on etiology and characteristics presented in school and home environments