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The student–teacher relationship quality in children with selective mutism.

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Title: The student–teacher relationship quality in children with selective mutism.
Authors: Longobardi, Claudio, Badenes‐Ribera, Laura, Gastaldi, Francesca Giovanna Maria, Prino, Laura Elvira
Source: Psychology in the Schools. Jan2019, Vol. 56 Issue 1, p32-41. 10p. 2 Charts.
Subjects: Teacher-student relationships, Children, Selective mutism, Anxiety disorders, Everyday life
Abstract: Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The student–teacher relationship quality in children with selective mutism.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Longobardi%2C+Claudio%22">Longobardi, Claudio</searchLink><br /><searchLink fieldCode="AR" term="%22Badenes‐Ribera%2C+Laura%22">Badenes‐Ribera, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Gastaldi%2C+Francesca+Giovanna+Maria%22">Gastaldi, Francesca Giovanna Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Prino%2C+Laura+Elvira%22">Prino, Laura Elvira</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jan2019, Vol. 56 Issue 1, p32-41. 10p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+mutism%22">Selective mutism</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety+disorders%22">Anxiety disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Everyday+life%22">Everyday life</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.22175
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Selective mutism
        Type: general
      – SubjectFull: Anxiety disorders
        Type: general
      – SubjectFull: Everyday life
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              Text: Jan2019
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              Y: 2019
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