Hoyne, Bebhinn;
(2014)
Understanding, identifying and supporting children and young people with selective mutism (SM): perspectives and experiences of key stakeholders.
Doctoral thesis , UCL Institute of Education.
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Abstract
Informed by Bronfenbrenner’s (1979) eco-systemic model of development, the current research sought to explore how children and young people with selective mutism are understood, identified and supported in school settings. In order to gain detailed and distinct information about these issues, the perceptions and experiences of key stakeholders involved in cases of selective mutism were examined. Participants included nine Educational Psychologists (EPs), five Speech and Language Therapists (SLTs), 3 teachers and two parents (n=19). This research adopted a qualitative research design using semi-structured interviews which were analysed according to Thematic Analysis (Braun and Clarke, 2006). Results indicated that selective mutism can have a significant impact on not just the selectively mute child, but also the individuals around the child. However, there is not a good understanding of selective mutism or the roles which individuals can play in the cases within schools today, particularly with regards to the contributions which EPs can make to cases of selective mutism. Practice on these cases could be improved, therefore, by raising awareness of selective mutism and the work which individuals can undertake to support selectively mute children. The findings are presented and interpreted in light of their significance for promoting the role of EPs, SLTs, teachers and parents on cases of selective mutism. Further research into selective mutism is also suggested.
| Type: | Thesis (Doctoral) |
|---|---|
| Title: | Understanding, identifying and supporting children and young people with selective mutism (SM): perspectives and experiences of key stakeholders |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10021825 |
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