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An exploration of how selective mutism training informs teachers' understanding and practice.

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Title: An exploration of how selective mutism training informs teachers' understanding and practice.
Authors: White, Joe, Bond, Caroline, Carroll, Claire
Source: Support for Learning. Feb2022, Vol. 37 Issue 1, p3-20. 18p. 1 Black and White Photograph, 1 Diagram.
Subjects: Selective mutism, Mental health of students, Educational psychology, Academic achievement, Education research
Abstract: This small‐scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered. [ABSTRACT FROM AUTHOR]
Copyright of Support for Learning 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: An exploration of how selective mutism training informs teachers' understanding and practice.
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  Data: <searchLink fieldCode="AR" term="%22White%2C+Joe%22">White, Joe</searchLink><br /><searchLink fieldCode="AR" term="%22Bond%2C+Caroline%22">Bond, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Carroll%2C+Claire%22">Carroll, Claire</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Support+for+Learning%22">Support for Learning</searchLink>. Feb2022, Vol. 37 Issue 1, p3-20. 18p. 1 Black and White Photograph, 1 Diagram.
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  Data: <searchLink fieldCode="DE" term="%22Selective+mutism%22">Selective mutism</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+of+students%22">Mental health of students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink>
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  Data: This small‐scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Support for Learning 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: 10.1111/1467-9604.12392
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        Text: English
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      – SubjectFull: Selective mutism
        Type: general
      – SubjectFull: Mental health of students
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      – SubjectFull: Educational psychology
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              Text: Feb2022
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