The Selective Mutism Resource Manual: 2nd Edition (A Speechmark Practical Sourcebook)

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Older children have been shown to respond well to a very gradual ‘step by step‘ desensitisation approach based in the behaviourist tradition. (Trained professionals from several disciplines, as well as teaching assistants have been able to deliver this.) Frequent opportunities for gross-motor activity (not only organized physical activities, but also informal opportunities to get up and move around) to help the student with self-regulation. Helping the student make and maintain social ties is vital. It is, unfortunately, too easy for a socially anxious individual to become isolated and depressed. Depression is more likely as a child enters adolescence and can lead to more severe anxiety, social isolation, lower performance in school, suicidal thoughts, and self-medication with alcohol or drugs.

Includes an online library with a wide range of resources: https://www.selectivemutism.org/learn/online-library/. Angus has a fantastic roar. It is so loud, it gives his Dad a headache! But his roar doesn’t always work, leaving Angus feeling sad, angry and alone. This book describes what it can be feel like to have Selective Mutism and how even though you cannot express things in words, you can still do amazing things. d) keyworker/parent supports generalisation to other people and places including transition to new school/class Sometimes children are given too much control and are allowed to set not only the pace of the programme, but also the content. They then avoid taking risks and choose to repeat ‘easy’ anxiety-free activities. It is important for children to be given options, but only within an overall structure or progression which has been set by the keyworker.

CAMHS Selective Mutism

A helpful guide for parents, with information on spotting signs of SM, as well as treatment options a. Diagnosing practitioners should make an assessment for SM where they believe the patient meets the criteria for such a diagnosis. b) slide out the parent either at home, school or clinic so that child can talk to keyworker A without parent present (or do this after next step) I adopted the role of a senior group member, initiating ideas, building on their ideas and participating in the games with the children. The content of the sessions was varied but each contained several different activities. DO use comments, statements, and rhetorical speech to elicit a response rather than direct questions.

Explain that this happens to lots of children and it’s nothing to worry about – as they get older and braver the anxiety will disappear. For anyone who needs to understand, assess or manage selective mutism, this is a comprehensive and practical manual that is grounded in behavioural psychology and anxiety management and draws on relevant research findings as well as the authors’ extensive clinical experience. Consider using these nonverbal games for warm-up activities, along with Child-Directed Interaction ( CDI) skills (reflections, labeled praises, behavior descriptions). Bringing together the latest research and understanding on selective mutism, this edited book gives essential information on the various treatment and therapy options. Experts in the fields of speech therapy, psychology, music therapy and education and communication specialists offer a wide range of professional perspectives on the condition. The book also clarifies what support a person with selective mutism is likely to need at home, school and in social situations. Key reading for professionals such as speech and language therapists and those working with selective mutism in therapeutic and educational settings, as well as family members wanting to learn how they can help.

YoungMinds:

Selective Mutism is relatively rare, but there may be many children with the condition who are never reported, as they are not troublesome in school. Having such a child can be very distressing for parents, as they can feel blamed for the child’s mutism. What causes Selective Mutism? This beautifully illustrated story book is for children with severe shyness, social anxiety or selective mutism to see that they can make a friend like Ryan. It is also a helpful tool for friends of children like Daniel to understand why these children are unable to talk in certain settings.The theme – of accepting others who are different while trying to emphasise with them – is a universal one, and therefore this book may be enjoyed by all children aged from 4 to 8. While the story should not be read to the class while the child is present or without his or her permission, this book is an invaluable tool for teachers trying to understand selective mutism, and wanting to explain it to their students. So, if succeeding in a withdrawal room with the keyworker, the next step should be to either repeat the same activity in the classroom with no-one else present, or to repeat the activity in the withdrawal room with an extra child or adult of the child’s choosing. Or if the child talks to a teacher at home, they could try the same thing at school in an empty classroom with a parent present. Repeating the activity without the parent is a separate step.