The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review

Autor/inn/en	White, Joe; Bond, Caroline
Titel	The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 3, S.232-242 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Joe) ORCID (Bond, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12561
Schlagwörter	School Role; Children; Anxiety; Psychosomatic Disorders; Communication Problems; Social Support Groups; Strategic Planning; Intervention; Individualized Programs; Youth + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Angst; Disease of psychosomatic origin; Psychosomatische Krankheit; Kommunikationsbarriere; Social support; Soziale Unterstützung; Strategy; Planning; Strategie; Planung; Individualisierte Ausbildung; Jugend; Jugendlicher; Jugendalter
Abstract	Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). (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