The child doesn't speak.
 |
Description
Book Introduction
Teachers, guardians, and professionals are connected
A must-read guide to dealing wisely with selective mutism.
The main symptom of 'selective mutism' is that the child can converse normally with family at home, but cannot speak or make a sound in certain situations such as kindergarten or school.
The purpose of this book is to help children with selective mutism overcome their 'difficult situation' and support their progress towards becoming able to 'speak'.
Chapters 3, 4, and 5 answer the teacher's question, "What should I do?", and the knowledge necessary for this is written in Chapters 1 and 2.
Content that could not be included in the main text is included as a column at the end of each chapter to help readers understand selective mutism from a broader perspective.
Although research and support for selective mutism has a long history and numerous academic papers, there have been few books available for teachers, parents, and professionals to reference.
This book, which can be considered the only reference book, presents the core theories of how to recognize selective mutism, misconceptions about selective mutism, and the various conditions of selective mutism in an easy-to-understand manner.
This helpful guide to four supports and how to identify the needs of children with selective mutism, as well as strategies to increase reassurance and engagement, is immediately readable and applicable.
In addition, it helped understanding by presenting abundant examples of the application of 'small, small, small steps', such as cooperation between education centers and schools, teamwork between homeroom teachers and experts, remote counseling, and cooperation with kindergartens.
A must-read guide to dealing wisely with selective mutism.
The main symptom of 'selective mutism' is that the child can converse normally with family at home, but cannot speak or make a sound in certain situations such as kindergarten or school.
The purpose of this book is to help children with selective mutism overcome their 'difficult situation' and support their progress towards becoming able to 'speak'.
Chapters 3, 4, and 5 answer the teacher's question, "What should I do?", and the knowledge necessary for this is written in Chapters 1 and 2.
Content that could not be included in the main text is included as a column at the end of each chapter to help readers understand selective mutism from a broader perspective.
Although research and support for selective mutism has a long history and numerous academic papers, there have been few books available for teachers, parents, and professionals to reference.
This book, which can be considered the only reference book, presents the core theories of how to recognize selective mutism, misconceptions about selective mutism, and the various conditions of selective mutism in an easy-to-understand manner.
This helpful guide to four supports and how to identify the needs of children with selective mutism, as well as strategies to increase reassurance and engagement, is immediately readable and applicable.
In addition, it helped understanding by presenting abundant examples of the application of 'small, small, small steps', such as cooperation between education centers and schools, teamwork between homeroom teachers and experts, remote counseling, and cooperation with kindergartens.
- You can preview some of the book's contents.
Preview
index
Introduction
Chapter 1: How Can We Notice?
1.
What is selective mutism?
2.
Learn about selective mutism from medical diagnostic criteria
3.
Clearing Up Misconceptions About Selective Mutism
4.
Early detection is important
5.
Early Detection and the Role of the Homeroom Teacher
Column 01 Terminology Issues Surrounding 'Selective Mutism'
Column 02 Age of onset of selective mutism
Chapter 2 Selective Mutism and Status Variability
1.
Various symptoms of selective mutism
2.
The situation of ignition is determined by 'trivial matters'
3.
Children with and without accompanying symptoms
4.
Children with and without accompanying symptoms
5.
How common is selective mutism?
Column 03: A Child's Heart as Told by Experienced Individuals
Column 04: How has Japan provided support and research?
Column 05: My Story of Support and Research for Selective Mutism
Chapter 3: Four Types of Support and Understanding the Reality
1.
Four Supports Children with Selective Mutism Need
2.
Why is it necessary to understand the reality of children with selective mutism?
3.
How to grasp the situation
Column 06: A Visit to McMaster University Children's Hospital in Canada
Column 07 Selective Mutism and Special Needs Education
Column 08 Reasonable Consideration
Chapter 4: Response Methods to Increase Safety and Participation
1.
Four Actions You Need to Take Right Now
2.
The homeroom teacher is the central figure
3.
How to build a good relationship with your child
4.
How to Increase Child Engagement
5.
Support outside of class hours
6.
Reasonable consideration is also a method.
7.
Reading a Child's Mind
8.
How to Cope to Smooth Friendships
9.
Collaboration between home and school
Column 09 Gradual Exposure and Stimulus Lava Method
Column 10: A Study of Progressive Exposure Practices for Children with Selective Mutism
Chapter 5: The Road to Speaking - Small, Small, Small Steps
1.
What is 'small, small, small step'?
2.
How to make small, small, small steps
3.
Collaboration between Education Centers and Schools (Case 1)
4.
Teamwork among mothers, homeroom teachers, and special education specialists (Case 2)
5.
A Chain of Support Continues Remotely (Case 3)
6.
Collaboration between mothers' records and kindergartens (Case 4)
7.
Other ways to get people talking
8.
Collaboration among children, families, schools, and experts
9.
In alternative communication, safe participation fosters linguistic growth.
Column 11: Initial Response Methods for Support Centered on Professional Agencies
Conclusion
References
Chapter 1: How Can We Notice?
1.
What is selective mutism?
2.
Learn about selective mutism from medical diagnostic criteria
3.
Clearing Up Misconceptions About Selective Mutism
4.
Early detection is important
5.
Early Detection and the Role of the Homeroom Teacher
Column 01 Terminology Issues Surrounding 'Selective Mutism'
Column 02 Age of onset of selective mutism
Chapter 2 Selective Mutism and Status Variability
1.
Various symptoms of selective mutism
2.
The situation of ignition is determined by 'trivial matters'
3.
Children with and without accompanying symptoms
4.
Children with and without accompanying symptoms
5.
How common is selective mutism?
Column 03: A Child's Heart as Told by Experienced Individuals
Column 04: How has Japan provided support and research?
Column 05: My Story of Support and Research for Selective Mutism
Chapter 3: Four Types of Support and Understanding the Reality
1.
Four Supports Children with Selective Mutism Need
2.
Why is it necessary to understand the reality of children with selective mutism?
3.
How to grasp the situation
Column 06: A Visit to McMaster University Children's Hospital in Canada
Column 07 Selective Mutism and Special Needs Education
Column 08 Reasonable Consideration
Chapter 4: Response Methods to Increase Safety and Participation
1.
Four Actions You Need to Take Right Now
2.
The homeroom teacher is the central figure
3.
How to build a good relationship with your child
4.
How to Increase Child Engagement
5.
Support outside of class hours
6.
Reasonable consideration is also a method.
7.
Reading a Child's Mind
8.
How to Cope to Smooth Friendships
9.
Collaboration between home and school
Column 09 Gradual Exposure and Stimulus Lava Method
Column 10: A Study of Progressive Exposure Practices for Children with Selective Mutism
Chapter 5: The Road to Speaking - Small, Small, Small Steps
1.
What is 'small, small, small step'?
2.
How to make small, small, small steps
3.
Collaboration between Education Centers and Schools (Case 1)
4.
Teamwork among mothers, homeroom teachers, and special education specialists (Case 2)
5.
A Chain of Support Continues Remotely (Case 3)
6.
Collaboration between mothers' records and kindergartens (Case 4)
7.
Other ways to get people talking
8.
Collaboration among children, families, schools, and experts
9.
In alternative communication, safe participation fosters linguistic growth.
Column 11: Initial Response Methods for Support Centered on Professional Agencies
Conclusion
References
Detailed image
Into the book
The main symptoms of selective mutism are distinct.
'I can speak with my family at home, but I can't speak at kindergarten or school.'
--- p.14
Early detection of selective mutism is very simple.
Observing behavior at kindergarten or school and hearing about situations at home from parents is a common practice. Unfortunately, these methods are often postponed or overlooked.
--- p.26
I believe there are four basic supports for children with selective mutism:
① Support to live comfortably in kindergarten or school and increase participation in activities and classes, ② Support to help children speak, ③ Support for family, and ④ Support for social life.
--- p.54
The same goes for selective mutism.
Understanding children comes first.
Increase your overall understanding of your child's personality, behavioral tendencies, sensibilities, likes and dislikes, strengths and weaknesses, etc.
At the same time, we are conducting a fact-finding study focusing on selective mutism.
--- p.60
There are four immediate actions that preschools and schools should take when they learn of the presence of a child with selective mutism.
① Understanding the actual situation, ② Responses that make people feel safe, ③ Responses that increase participation in activities and classes, and ④ Responses that enable them to speak.
--- p.80
The term for building a good relationship with a child is 'rapport building'.
It's about creating a relationship where the child can think, 'I can trust my homeroom teacher, my homeroom teacher thinks of me, I feel safe because my homeroom teacher is here.'
These relationships form the basis for a child's sense of security in kindergarten or school.
--- p.86
The most basic way for children with selective mutism to be able to speak is to gradually expand the number of situations and people they can speak to using the 'small, small, small, step' method.
Starting with situations or people the child can speak to now, slowly climb small steps at the child's own pace, and eventually becoming able to speak out loud or converse with teachers and classmates in the kindergarten or school building, during childcare activities, or in classes or other situations.
Climbing small stairs means that the number of situations and people you can speak to will increase.
'I can speak with my family at home, but I can't speak at kindergarten or school.'
--- p.14
Early detection of selective mutism is very simple.
Observing behavior at kindergarten or school and hearing about situations at home from parents is a common practice. Unfortunately, these methods are often postponed or overlooked.
--- p.26
I believe there are four basic supports for children with selective mutism:
① Support to live comfortably in kindergarten or school and increase participation in activities and classes, ② Support to help children speak, ③ Support for family, and ④ Support for social life.
--- p.54
The same goes for selective mutism.
Understanding children comes first.
Increase your overall understanding of your child's personality, behavioral tendencies, sensibilities, likes and dislikes, strengths and weaknesses, etc.
At the same time, we are conducting a fact-finding study focusing on selective mutism.
--- p.60
There are four immediate actions that preschools and schools should take when they learn of the presence of a child with selective mutism.
① Understanding the actual situation, ② Responses that make people feel safe, ③ Responses that increase participation in activities and classes, and ④ Responses that enable them to speak.
--- p.80
The term for building a good relationship with a child is 'rapport building'.
It's about creating a relationship where the child can think, 'I can trust my homeroom teacher, my homeroom teacher thinks of me, I feel safe because my homeroom teacher is here.'
These relationships form the basis for a child's sense of security in kindergarten or school.
--- p.86
The most basic way for children with selective mutism to be able to speak is to gradually expand the number of situations and people they can speak to using the 'small, small, small, step' method.
Starting with situations or people the child can speak to now, slowly climb small steps at the child's own pace, and eventually becoming able to speak out loud or converse with teachers and classmates in the kindergarten or school building, during childcare activities, or in classes or other situations.
Climbing small stairs means that the number of situations and people you can speak to will increase.
--- p.110
Publisher's Review
“The child himself + family (guardian) + school (homeroom teacher) + professional work together in cooperation
“You can deal wisely with selective mutism.”
What are the symptoms of selective mutism? What are the individual differences and variability in the condition? How can we detect and support it early? How can we support it in childcare settings like kindergartens and daycare centers? There are many speaking situations in elementary school classes. What is the most appropriate response? Are there any support options available at home? And how can we support children to develop speaking skills?
It provides clear answers to these questions by presenting various examples and methods that can be implemented directly in kindergartens and schools.
The purpose of this book is to help children with selective mutism overcome their 'difficult situation' and support their progress towards becoming able to 'speak'.
Another unique feature of this book is that it repeatedly explains important content so that you can understand it no matter which chapter you start reading from.
Chapters 3, 4, and 5 answer the teacher's question, "What should I do?", and the knowledge necessary for this is written in Chapters 1 and 2.
Content that could not be included in the main text is included as a column at the end of each chapter to help readers understand selective mutism from a broader perspective.
Teachers, parents, and professionals can apply right now.
Selective mutism most often occurs in kindergartens and schools, so teachers should read it first.
We also recommend this book to guardians so that they can correctly understand selective mutism, approach their children in daily life, and practice providing the support they can.
Furthermore, I hope that developmental support and clinical psychology professionals, who are at the core of collaborative efforts, will correctly understand the diversity of selective mutism and become familiar with specific support methods.
Although research and support for selective mutism has a long history and numerous academic papers, there have been few books available for teachers, parents, and professionals to reference.
This book, a unique reference book, is the bible for dealing with selective mutism that teachers, guardians, and professionals can read and apply right now.
The theory of how to recognize selective mutism, misunderstandings about selective mutism, and the various conditions of selective mutism are presented in an easy-to-understand manner.
This is a useful, immediately applicable guide to understanding the four supports children with selective mutism need, how to assess their current situation, and how to respond to increase their reassurance and engagement.
In addition, it provided a wealth of examples of the application of 'small, small, small steps', including cooperation between education centers and schools, teamwork between homeroom teachers and experts, remote counseling, and cooperation with kindergartens, to help with understanding.
“You can deal wisely with selective mutism.”
What are the symptoms of selective mutism? What are the individual differences and variability in the condition? How can we detect and support it early? How can we support it in childcare settings like kindergartens and daycare centers? There are many speaking situations in elementary school classes. What is the most appropriate response? Are there any support options available at home? And how can we support children to develop speaking skills?
It provides clear answers to these questions by presenting various examples and methods that can be implemented directly in kindergartens and schools.
The purpose of this book is to help children with selective mutism overcome their 'difficult situation' and support their progress towards becoming able to 'speak'.
Another unique feature of this book is that it repeatedly explains important content so that you can understand it no matter which chapter you start reading from.
Chapters 3, 4, and 5 answer the teacher's question, "What should I do?", and the knowledge necessary for this is written in Chapters 1 and 2.
Content that could not be included in the main text is included as a column at the end of each chapter to help readers understand selective mutism from a broader perspective.
Teachers, parents, and professionals can apply right now.
Selective mutism most often occurs in kindergartens and schools, so teachers should read it first.
We also recommend this book to guardians so that they can correctly understand selective mutism, approach their children in daily life, and practice providing the support they can.
Furthermore, I hope that developmental support and clinical psychology professionals, who are at the core of collaborative efforts, will correctly understand the diversity of selective mutism and become familiar with specific support methods.
Although research and support for selective mutism has a long history and numerous academic papers, there have been few books available for teachers, parents, and professionals to reference.
This book, a unique reference book, is the bible for dealing with selective mutism that teachers, guardians, and professionals can read and apply right now.
The theory of how to recognize selective mutism, misunderstandings about selective mutism, and the various conditions of selective mutism are presented in an easy-to-understand manner.
This is a useful, immediately applicable guide to understanding the four supports children with selective mutism need, how to assess their current situation, and how to respond to increase their reassurance and engagement.
In addition, it provided a wealth of examples of the application of 'small, small, small steps', including cooperation between education centers and schools, teamwork between homeroom teachers and experts, remote counseling, and cooperation with kindergartens, to help with understanding.
GOODS SPECIFICS
- Date of issue: March 31, 2025
- Page count, weight, size: 148 pages | 152*225*10mm
- ISBN13: 9791173181993
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