A Phenomenological Case Study of the Elementary to Secondary Transition for One Female Student Diagnosed with Selective Mutism

Autor/in	Nashman-Smith, Mona
Titel	A Phenomenological Case Study of the Elementary to Secondary Transition for One Female Student Diagnosed with Selective Mutism
Quelle	(2017), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-6887-0
Schlagwörter	Hochschulschrift; Dissertation; Communication Problems; Anxiety Disorders; Qualitative Research; Phenomenology; Case Studies; Elementary Secondary Education; Females; Observation; Cooperative Planning; Expectation; Progress Monitoring; Self Determination; Peer Relationship; Adjustment (to Environment); Faculty Development; Interpersonal Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kommunikationsbarriere; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Beobachtung; Expectancy; Erwartung; Selbstbestimmung; Peer-Beziehungen; Interpersonale Kommunikation
Abstract	Selective mutism (SM) is considered a communication and anxiety disorder that afflicts about 1% of students. The rarity of SM and the isolated cases of this condition has rendered the elementary to secondary school experience for a student with SM difficult to study. Utilizing a qualitative approach, this phenomenological case study examined the essence of the elementary to secondary school experience for a female diagnosed with SM based on the observations of those who interacted with her during the transition phase. Themes emerging from this study included the absence of collaborative preparation, inconsistent differentiated expectations, the absence of intentional monitoring of progress, and the presence of self-determination and a peer network. Specific recommendations for preparing a student with SM for the elementary to secondary school experience were discussed and identified by participants for consideration by parents and school officials working with a student with SM. Professional development related to understanding SM along with communication expectations between parents, school leaders, and teachers, may greater support their abilities to serve the unique needs of a student with SM transitioning from elementary to secondary school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01