Addressing Selective Mutism in the Classroom

Autor/in	Welsh, Kristen
Titel	Addressing Selective Mutism in the Classroom
Quelle	In: BU Journal of Graduate Studies in Education, 9 (2017) 1, S. 14-18 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Student Behavior; Psychosomatic Disorders; Communication Problems; Teacher Role; Disability Identification; Symptoms (Individual Disorders); Intervention; Therapy; Anxiety Disorders + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Disease of psychosomatic origin; Psychosomatische Krankheit; Kommunikationsbarriere; Lehrerrolle; Psychiatrische Symptomatik; Therapie
Abstract	Classroom teachers play a pivotal role in the early identification and treatment of students with selective mutism. In order to successfully identify students and to collaborate effectively with a professional team, classroom teachers must educate themselves on the intricacies of this anxiety-based disorder. Students with selective mutism remain unidentified when classroom teachers are unaware of the presenting symptoms, available treatments, and proactive classroom-based interventions. In fact, without an adequate understanding of selective mutism, teachers could unknowingly be supporting mutism behaviours in the classroom. Teachers can be the first to connect students and their families with necessary support; but only if they are aware of the complexities of selective mutism. (As Provided).
Anmerkungen	Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01