SELECTIVE MUTISM

Ever heard of it - what is it?

This page will be dedicated to the subject.

Click on item to view:
General Scenario
Further Insight
Where Are We Now?
Selective Service For Disability
Useful Links

General Scenario
Only in recent months (late summer 2006) have Pat, myself and our daughter become aware of what it is. We have all looked after and contributed to the well-being of a granddaughter/daughter without fully understanding why she will only talk openly to a few people (virtually all close family)whose company apparently provides a comforting factor. The environment has to be right - school is an extremely difficult area. In comfortable surroundings she will talk and demonstrate a very good level of intelligence - playing, laughing, joking and generally projecting the image of an ordinary 8 year-old.

In the past this problem would have been viewed as shyness and nerves, but while these are basic symptoms, the effect on the sufferer is far greater and obviously very stressful at times.

Similar cases are not widely known, but there appears to be a growing awareness of others who are unwittingly viewed as being shy; in the Cannock area 3 have been identified. We have recently heard (mid-December) that one of these, a 5/6 years old girl, has responded to the 'Sliding Technique' and now talks in school. Her mother has spent time at the school encouraging the child to speak in secluded surroundings, and gradually unknown observers have been filtered into the room. Speech & Language officials combined with Parents to make this possible.

We have made observations to those involved with our granddaughter, and presented thoughts as 'The Missing Link'. It is all about transferring known achievements, unwittingly based on successful techniques, from home to school and we have offered our services in this respect. Job commitments unfortunately prevent her mother being directly part of this initiative.

Level of Intelligence
It may be, that like our granddaughter, others have a level of intelligence greater than their disability allows them to project. One of her problems is possibly not being able to positively communicate to others things she does not fully understand, especially in school. Her reading/spelling ability is beyond that for her age group and by December 2006 she had learnt multiplication tables to and including 12 times; response with correct answers to random mental questions is not a problem.

Symptoms
Our daughter has received information that includes 11 symptoms from case study observations. Personal experience enables us to relate to every one and say that we now recognise what has been enacted before our eyes. It is uncanny and demonstrates a lack of awareness that did not highlight a problem beyond shyness and a young child's nerves. These are some of the points we have experienced in circumstances where our child has felt uncomfortable:

  • Avoids eye contact with majority of people.
  • Stares at people - suspicious of what their intentions are.
  • Does not smile and lacks facial expression.
  • Stiff-legged movement, particularly at school.
  • Not comfortable in crowds.
  • Will not acknowledge anyone who approaches/greets her.

There are more and the combined effect gives others an impression that the child is being rude.

Further Insight (1 March 2007).
Recently a correspondent from America (K12 Academics) has provided information about a range of suggested techniques, including use of medication. Must admit the latter is something I prefer to think of as a last resort because of possible side effects. However, one observation worth noting is the disability will probably worsen with age, opposed to popular belief that sufferers will grow out it. A 17 years old girl from Stone in Staffordshire is a prime example. Hence the need for extensive treatment and support as soon as possible, but thereby hangs the problem.

Our child's school does not have sufficient funding to give her constant attention - she has recently moved class, but is still one in a group of 15/16 with other academic learning difficulties, none of which include mutism. We are now exploring avenues to find out where extra financial assistance may be available.

For anyone experiencing a similar problem, consider keeping a DIARY OF EVENTS, supported by a file of correspondence. I have just compiled one and the picture it paints depicts a developing pattern of frustration and negativity. ANXIETY IS A RECURRING POINT THAT HAS BEEN OBSERVED.

Over a period of 14 months, from January 2006, a whole variety of people have been involved in assessments, but focused support for the child with a problem amounts to less than 5% of school hours. This is a situation that could easily develop into confrontation instead of co-operation, with the main subject being used as a pawn. A simple plan to help our child walk into school has frequently run into difficulties because school control procedure is being applied by staff/assistants not being fully informed and conversant with the effects of Mutism. Some of the actions encountered have increased anxiety.

 

 

 

 

Selective Service For Disability - The 'Haves' & 'Have-nots'

The recent revelation that a Government Minister's child, with severe learning difficulty, is to be transferred to a Private Special Needs school at a cost of £15,000/annum has caused raised eyebrows and attracted diverse thoughts about the action she has taken. In normal circumstances concern for her child's welfare would be admirable and the action could be applauded, but this is far from an ordinary situation. Ruth Kelly was Minister for Education, charged with the responsibility for providing an academic opportunity to give ALL CHILDREN a fair and reasonable level of learning. Her portfolio encompassed a government strategy to include many pupils with difficulties into Main-Stream schools. Our daughter has personal experience of this action and, along with ourselves, continues to experience frustration of problems that it causes.

Therefore, far from supporting Ruth Kelly's action we condemn it, because if the State System is not good enough for her, it is not good enough for us and others in our position. We are fed up of the rhetoric trotted out by MP's supporting her rights as an an individual when they say "we need to ensure that proper facilities are in place for everyone". Her action is a condemnation of a system for Special Needs that she had responsibility for and she was paid a very healthy salary to ensure its capability to deliver. Never mind continually telling us what needs to be done - GET IT DONE, and then we will not be able to so easily point the finger at those exercising financial privilege for opting out.

Our current situation is less than perfect with a child having to endure the trepidations that school generates for her. Teachers and support staff are doing their best, but with another 20+ pupils full time attention cannot be given to someone with deep anxiety who does not speak or smile. Communication is difficult and therefore knowledge of her level of learning and ability is very restricted, particularly when a 'lack of understanding' problem is encountered.

During Autumn 2006 term she had 20 minute one-to-one sessions with the Special Needs teacher four times weekly. That has ceased because there was no indication of any positive improvement. All support groups involved, both internal and external, have recently expressed concern about our child's high anxiety level in school, and in a letter (2 January 2007) from the Art Therapist, he questioned whether Mutism was obscuring another disability. This has been referred to another Specialist, the downside being that this person is extremely busy and the likelihood of a consultation in the near future or medium term is very remote. Contrary to expectations, this situation has improved - the family met a Senior Child Psychologist 28 March 2007 for exploratory discussions, and another session is scheduled for 24 April.

So now we wait and the child has live with her problem - we do not know what damage this is causing! She has suffered undesirable attention from other pupils who unwittingly are unable to appreciate the effects of Mutism.

Therefore, to repeat - IF THE STATE SYSTEM IS NOT GOOD ENOUGH FOR RUTH KELLY'S CHILD WHEN SHE HAD RESPONSIBILITY FOR ENSURING IT SHOULD BE OTHERWISE, IT IS NO GOOD FOR US AND WE WANT THAT SITUATION CHANGED - NOW. ALAN JOHNSON TAKE NOTE AND GET SOMETHING DONE - NOW.

 

 

 

Useful Links

Selective Mutism/Elective Mutism.
Understanding Selective Mutism A Guide to helping our teachers .
http://www.channel4.com/health/microsites/F/family/problems/mutism.html.