An Exploration of How Selective Mutism Training Informs Teachers' Understanding and Practice

Autor/inn/en	White, Joe; Bond, Caroline; Carroll, Claire
Titel	An Exploration of How Selective Mutism Training Informs Teachers' Understanding and Practice
Quelle	In: Support for Learning, 37 (2022) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12392
Schlagwörter	Anxiety; Psychosomatic Disorders; Communication Problems; Knowledge Level; Teaching Methods; Faculty Development; Teacher Attitudes; Special Needs Students + Suchen Sie Ihr Suchwort? Angst; Disease of psychosomatic origin; Psychosomatische Krankheit; Kommunikationsbarriere; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Sonderpädagogischer Förderbedarf
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01