The Silent Minority: Supporting students with Selective Mutism using systemic perspectives.
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| Title: | The Silent Minority: Supporting students with Selective Mutism using systemic perspectives. |
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| Authors: | Lawrence, Zena |
| Source: | Support for Learning. Nov2017, Vol. 32 Issue 4, p352-374. 23p. 1 Color Photograph, 1 Diagram, 4 Charts. |
| Subjects: | Selective mutism, Child development, Education of children with disabilities, Mental health of students, Cognitive therapy, Children |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02682141 |
| DOI: | 10.1111/1467-9604.12180 |
