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#1
08-28-2007, 10:29 pm
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Selective Mutism
Hi. I was wondering if anyone's ever experienced selective mutism. Ever since I've been a kid I've been terrified of speaking in certain situations. I went through a whole year not talking to anyone in school, except when I was asked questions in class, when I had to really force myself, and often got really tangled over my words. And like when I have to speak on the phone. That REALLY freaks me out. I HATE speaking to people on the phone. I also can't stand ordering things from restaurants and stuff like that. I generally just stay silent. It's always been worse when I'm having a difficult few months though. Over the last couple of months I've found myself unable to talk a lot. It's not like I don't wanna talk, more like my tongue sticks itself to the top of my mouth, and I dread situations where I have to talk. I ordered my lunch today by writing my order down on an envelope. I just can't really talk to anyone now. I hate it. I speak as little as possible to my family, and only then cos my mum and dad would flip on me for being rude. Even going back to uni, the idea of talking to my friends is scaring me so much. I love them and I wanna see em, but I don't wanna talk to them.
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#2
08-28-2007, 10:56 pm
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Selective Mutism This has a really good video on it from Good Morning America Here is the link also in case you want to email it to your parents. It's very informative. This may help them understand what you are going through. ((((Good to see you sweetie)))))) http://abcnews.go.com/GMA/AmericanFa...ory?id=1770308 
__________________
You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love  And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do  Last edited by Done-With-It!; 08-29-2007 at 10:31 am.
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#3
08-29-2007, 03:11 am
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I know what you talking about.
I spent most of my high school years keeping quite. And even in college now, I'm sure there are people who tink I can't even talk cause I won't answer questions sometimes. I used to be just like you. But slowly I helped myself to start talking. I'm not actually sure what did it. I think they way I helped myself was to find one person to talk to. I have one close friend and she is the only one I was every able to talk to then I realised one day I was talking to a lot of people. I wish I knew more of what I did so that I could help you. All I know is it took a lot of time. And I still have difficultly in school and I sometimes get into moods where I won't talk. I once had a bad experience at work and stopped talking for two days. I think it is just a way for some people to deal. But I don't think it is a very healthly way. I hope things get better for you. 
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I need you boo
I gotta see you boo And there's hearts all over the world tonight Said there's hearts all over the world tonight
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#4
08-29-2007, 05:31 am
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Same strangely enough i know what ya talkin bout
Most of the time and i mean MOST im silent. Its kinda weird because i get so annoyed when people talk to me i just wanna be left alone, But the only thing weird about that is Being alone makes me sad =( Confusin XD.
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 Selfishness will overcome all. :2010: -Caution brain damage ahead- When death comes to me I'll finally be |free|.......
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#5
08-29-2007, 07:08 am
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I did two case studies on young kids that suffered from Selective Mutism which is a valid disorder some experience. This is something that occurs because of fear. Without knowing your history it would be hard to try to help you figure out but you can pm me if you like. I'm so proud of you for being able to express yourself here. That's a wonderful start in finding your answers. I'll try to dig up my research for you after work. *hugs*
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#6
08-29-2007, 10:10 am
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Selective Mutism and Childhood Anxiety Disorders The Selective Mutism Group~Childhood Anxiety Network Frequently Asked Questions
Frequently Asked Questions about Selective Mutism
If you have additional questions, consider posting on our forum (click here) or if you are an SMG~CAN Community member, you can Ask the Doc (click here)! Click here for Frequently Asked Questions about Membership in our SMG~CAN Community What Is Selective Mutism? Selective Mutism is a complex childhood anxiety disorder characterized by a child’s inability to speak in select social settings, such as school. These children understand language and are able to talk normally in settings where they are comfortable, secure and relaxed. Over 90% of children with Selective Mutism also have social phobia or social anxiety, and some experts view Selective Mutism as a symptom of social anxiety. Others view it as a separate, but related, disorder. It is not yet understood why some individuals develop typical symptoms of social anxiety, like reluctance to speak in front of a group of people or feeling embarrassed easily, while others experience the inability to speak that characterizes Selective Mutism. What is clear is that children and adolescents with SM have an actual fear of speaking and of social interactions where there is an expectation to talk. They may also be unable to communicate nonverbally, may be unable to make eye contact and may stand motionless with fear as they are confronted with specific social settings. This can be quite heart wrenching to watch, and is often very debilitating for the child as well as frustrating for parents and teachers. Back to Top What are the diagnostic criteria for Selective Mutism? A child meets the criteria for Selective Mutism if the following are true:1. The child does not speak in ‘select’ places such as school or other social events. Why does a child develop Selective Mutism? The majority of children that have SM have a genetic predisposition to anxiety. In other words, they have inherited the tendency to be anxious from various family members and may be vulnerable to the development of an anxiety disorder. Very often, these children show signs of anxiety, such as difficulty separating from parents, moodiness, clinging behavior, inflexibility, sleep problems, frequent tantrums and crying, and extreme shyness from infancy on. When they reach the age when they begin to interact socially outside the family environment, their persistent fear of speaking or communicating begins to manifest in symptoms like freezing, lack of response, stiff posture, blank facial expression, lack of smiling, and mutism. Studies have shown that some children are born with inhibited temperaments. This means that even as infants, they are more likely to be fearful and wary of new situations. There is reason to believe that many or most children with SM were born with this inhibited personality type. Research has also shown that these behaviorally inhibited children have a decreased threshold of excitability in the almond-shaped area of the brain called the amygdala. The normal function of the amygdala is to receive and process signals of potential danger and set off a series of reactions that will help individuals protect themselves. In anxious individuals, the amygdala seems to overreact and set off these responses even when the individual is not really in danger. In the case of Selectively Mute children, the anxiety responses are triggered by social interactions in settings such as school, the playground, or social gatherings. Although there may be no logical reason for the fear, the feelings that the child experiences are just as real as those experienced by a person with a phobia; for example, a person with a phobia of spiders (arachnophobia) will feel real, paralyzing terror if they are exposed to a tarantula, and worse yet, if they are forced to view or touch one. The person may understand logically that the tarantula is harmless, but no amount of explanation will reduce the fear and the physical reactions that he or she feels, such as a racing heartbeat, sweaty palms, and a strong desire to avoid the interaction. Over time, a child with SM becomes mute because an inability to cope with this fearful feeling that occurs when he or she is expected to speak. When he or she does not respond, the pressure is usually removed and the child feels relief from his/her fears. When compared to the typically shy and timid child, SM children are at the extreme end of the spectrum for timidity and shyness. The difference between shyness and SM may be a matter of degree, but the important distinction is that SM interferes with the child's ability to function. If untreated, it can often have a severe impact on a child's education, self-esteem, and social development. Besides genetics and biological factors, it is currently believed that other factors may also contribute to the development of SM. A significant number of children with SM also have expressive language disorders, and a fairly large number come from a bilingual environments; it is thought that these factors may also add to a child's vulnerability to SM. Anxiety is still the root cause of the mutism, and it is theorized that these language difficulties may make the child even more self conscious about his or her speaking skills and thus may increase his/her fear of being judged by others. These risk factors are probably additive; in other words, if a child has genetic risk of anxiety, plus a bilingual environment or a speech disorder, the likelihood of that child developing SM becomes higher with each added factor. A stressful environment may also be a risk factor, but there is NO evidence that the cause of Selective Mutism is related to abuse, neglect or trauma. It is important to stress this point because this assumption has been made in the past and is unfortunately still believed by many today. This misconception is often very harmful to families seeking help. Unfortunately, even though there has never been any published evidence of child abuse causing SM, many parents or other family members have been wrongly accused of abuse or made to feel that they are under suspicion. In fact, studies have shown that children with SM are no more likely to have suffered any abuse or trauma than the average child. Back to Top What behavioral characteristics does a child with Selective Mutism portray in social settings? It is important to realize that the majority of children with SM are as normal and appropriate as any other child when in a comfortable environment. Parents will often comment how boisterous, social, funny, inquisitive, talkative, and even bossy and assertive these children are at home! However, what differentiates children with SM is their severe behavioral inhibition and inability to speak in certain social settings. When in these settings, children with SM feel as though they are constantly ‘on stage’, and experience the same symptoms as many people have with stage fright. Some, but not all children with SM will also report feeling nausea, or may experience vomiting, diarrhea, headaches and an array of other physical symptoms before school or social outings. When in school or other anxiety provoking settings, behavioral characteristics may vary, with some children being much more withdrawn than others. Some children with SM stand motionless and expressionless, and may demonstrate awkward or stiff body language. Some may turn their heads, avoid eye contact, chew or twirl their hair, or withdraw into a corner. Over time, some children learn to cope and participate in certain social settings by performing nonverbally or by talking quietly to a select few. There are also variations in the degree of outward anxiety or nervousness; some children display facial expressions and body language that are obviously due to fear or nervousness. Others may appear outwardly calm and may be able to communicate nonverbally; it is these children that are most often misinterpreted as being defiant or oppositional, since they do not show visible signs of being nervous. Children with SM tend to have difficulty initiating and may be slow to respond even when it comes to nonverbal communication. This can be quite frustrating to the child and may lead to falsely low test scores and misinterpretation of the child's cognitive abilities. Social relationships can be very difficult for children with SM, although some are well-liked by peers. In many cases, classmates tend to take on a protective role and/or try to speak for the selectively mute child. Even for those fortunate enough to have supportive peers, there is no doubt that SM stifles social growth and development and limits social interaction. In worst cases, some children are victims of teasing and bullying and are completely unable to defend themselves. This seems to be more of a problem for older children and perhaps more common for boys with SM than for girls. Back to Top Are there other associated behaviors or personality traits? The following characteristics have been found to be common in children with SM:
While not all of these are present in every child, these behaviors and traits are frequently described by parents and teachers of children with SM. It is clear that mutism is just one of the many characteristics that Selectively Mute children portray. Back to Top Why do so few teachers, therapists and physicians understand Selective Mutism? Research studies on selective mutism are scarce, and most articles and textbook descriptions are based on subjective findings of a very limited number of children. In some cases, medical and educational professionals have not been taught anything at all about SM, and in other cases they have only been given inaccurate and misleading information. As a result, doctors, teachers and other professionals will often tell a parent that the child is just shy or that he/she will outgrow this behavior. Other professionals incorrectly interpret mutism as oppositional or defiant behavior; where mutism is a means of manipulating and controlling other people. Some professionals view Selective Mutism as a variant of autism or an indication of severe learning disabilities. For the true Selectively Mute child, these views are completely wrong and do not lead to appropriate therapy. There is a tragic result of the scarcity of knowledge about SM: far too many of these children are either undiagnosed, misdiagnosed, or mismanaged. SMG~CAN's mission is to bring about change by conducting research, educating and promoting public awareness about SM. We are proud of the progress that has been made, but there is still much work to be done. In the thousands of letters and e-mails that we receive, we still frequently hear stories of children who have been to multiple therapists over periods of years with no progress, or children to whom medication is being prescribed without any behavioral interventions being implemented, or worst of all, children being punished for not speaking, There are frequent reports of snacks or other rewards being withheld from children if they cannot ask for them, and children being placed in a locked room and told that they cannot come out until they speak. We also hear from countless families all over the world who are desperately seeking therapy for tl much work to be done. In the thousands of letters and e-mails that we receive, we still frequently hear stories of children who have been to multiple therapists over periods of years with no progress, or children to whom medication is being prescribed without any behavioral interventions being implemented, or worst of all, children being punished for not speaking, There are frequent reports of snacks or other rewards being withheld from children if they cannot ask for them, and children being placed in a locked room and told that they cannot come out until they speak. We also hear from countless families all over the world who are desperately seeking therapy for their children but cannot find experienced and/or qualified therapists in their area. The lack of knowledge and trained professionals is not unique to rural areas or underdeveloped countries, but is unfortunately common throughout the US and the rest of the world.
__________________
You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do
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#7
08-29-2007, 10:11 am
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When are most children diagnosed with Selective Mutism? The average age of diagnosis is between 3 -8 years old; however, in retrospect many parents will say that their child displayed signs of excessive shyness and/or inhibition since infancy. It is not until children enter school, where there is an expectation to perform, interact and speak, that Selective Mutism becomes more apparent. Often a parent suspects during the preschool years that there is a problem, but lack of knowledge about SM makes it difficult to find help. It is all too common for parents to question their child's pediatrician about the child's inability to speak in public, and be told that the child is just shy and will outgrow the behavior. Once a child enters school, though, teachers often point out the severity of the problem to the parents. Some parents are also reluctant to have their child evaluated and treated. Reasons for this include:
If mutism persists for more than a month, parents should discuss this with their child's teachers and/or physician. Printable handouts are available on our website, and recommended to show to professionals in case they are not aware of current information about SM. Keep in mind that this is not a criticism of professionals just recognition that they may have never had an opportunity to learn about this disorder. Information can be presented in a non-threatening way, in order for parents and professionals to work together to help children overcome SM. Back to Top Is it important to have my child diagnosed when he/she is young? Waiting to see if a child will "outgrow" SM or overcome it on his/her own is not advised. Studies indicate that the earlier a child is treated for Selective Mutism, the quicker the response to treatment, and the better the overall prognosis. If a child remains mute for many years, his/her behavior can become a conditioned response where the child begins to believe that he/she will never be able to speak in certain settings or to certain individuals. The children also begin to fear more and more that people will "make a big deal over it" if they begin speaking. In other words, Selective Mutism can become a difficult habit to break! If parents suspect their child has Selective Mutism, what should they do? Parents should remove all pressure and expectations for the child to speak, conveying to their child that they understand he/she feels ‘scared’ to speak or has difficulty speaking at times. (If you are a parent who has recently learned about SM and feel that you have been pressuring or trying to bribe your child to speak, be aware that most parents have done this at one time or another! Many parents report that simply removing the pressure and letting the child know that they now understand, has been a big help and the beginning of improvement of their child's symptoms). Parents should also reassure their child that they will help him/her through this difficult time. The child's accomplishments and efforts should be praised, and support and understanding should be offered when the child has difficulties and frustrations.Parents should read as much information as they can to become well informed about Selective Mutism. This website is a great resource, with thousands of pages of information to read and print out to educate others. Membership in our SMG~CAN community also offers lots of opportunities for support and interaction with experts and experienced parents and teachers. In addition, a detailed step-by step guide will be available soon on our SMG~CAN members' site entitled "I Just Found Out My Child Has Selective Mutism: What Do I Do Now?" This guide will advise parents on the initial steps of educating themselves, educating others who come in contact with their child, formulating a plan with their child's school and finding a therapist. How is a child evaluated for Selective Mutism? A trained professional familiar with Selective Mutism will generally begin by interviewing the child's parents. Information will be gathered about the child's developmental history (including whether or not there were any delays in hearing, speech and language), family history (history of family members with anxiety/depression), behavioral characteristics (shy temperament), home life description (family stress, divorce, death, move or change in primary caregiver) and medical history. After evaluating all of the background information, the next step is usually for the professional to meet with the child. Although most children with SM do not speak to the diagnosing professional, it can still be helpful for the therapist to spend time with the child and begin to build rapport. It can also be very helpful for the therapist to view a videotape of the child at home in a comfortable environment, to get a view of the child interacting and speaking normally. Some children may speak to the therapist right away; this definitely does not rule out a diagnosis of SM, as the "selective" nature of the disorder varies from child to child. Some children are comfortable speaking to adults but not other children; others only experience mutism in the school setting, and many other combinations and variations exist. Because 20-30% of Selectively Mute children have a subtle abnormality with speech and language, a thorough speech and language evaluation is often ordered. In addition, a complete physical exam (including hearing), standardized testing, psychological assessments, as well as a thorough developmental screen are often recommended, especially if the diagnosis is not clear. How is Selective Mutism Treated? Since Selective Mutism is an anxiety disorder, successful treatment focuses on methods to lower anxiety , increase self-esteem and increase confidence and communication in social settings. The emphasis should never be on ‘getting a child to talk’, nor should the goal of treatment be for the child to speak to the therapist. Progress outside of the clinic or doctor's office is much more important than whether or not the child speaks during the therapy session!Initially all expectations for verbalization should be removed. As the child's anxiety is lowered and confidence increases, verbalization will usually follow. If this does not occur spontaneously, techniques can later be added to help encourage progress. A professional should devise an individualized treatment plan for each child, and allow the child, family, and school to have a great deal of input into the treatment process. Therapy usually involves some combination of Behavioral Therapy, Cognitive Behavioral Therapy (CBT), Play Therapy or Psychoanalytic therapy, Medication, and in some cases, Family therapy. The following questions will provide an explanation of these types of therapy. What is Behavioral Therapy, and how is it used to treat SM? Desensitization, Fading, and Positive Reinforcement techniques are the primary types of behavioral therapy used for SM. Desensitization means exposing a child to something that is feared in a gradual way, in order to help the child overcome the fear. Fading therapy is a type of desensitization that creates a series of events or exposures which starts with a situation that is comfortable for the child (for example, being alone in the classroom with a parent and playing a board game) and then gradually introduces new variables that are progressively more difficult (for example, having the teacher walk past the room and overhear the child speaking to his/her parent, and then having the teacher enter the room, and eventually have the child interacting with the teacher in the classroom). Positive reinforcement, or the use of rewards for changes in behavior, should only be introduced after anxiety is lowered and the child is ready to begin working on goals. It is also important to realize that there are many intermediate steps between being mute and being verbal; during the early stages of treatment, nonverbal communication such as pointing, nodding, and use of pictures to express needs, can be encouraged and rewarded. Though some may fear that allowing nonverbal communication will "enable" the mutism to continue, it actually is a necessary step for most children with SM to overcome their communication anxiety in a stepwise manner. There are many variations of the use of positive reinforcement including the use of sticker charts, play money or "token economies", and mystery motivators (a hidden surprise reward). In addition to these basic types of behavioral therapy, some therapists use video or audio taping as techniques to desensitize a child to the sound of his/her voice or may use special tapes spliced together to make it appear that a child is speaking to a teacher or other person. This method, called "self-modeling", is based on the concept that "seeing is believing", so that a child may feel more confident that he or she can speak to another individual after viewing a tape that makes it appear as though he or she has done so. The only caution in the use of this method, is that a child should understand and consent to the process. Tricking a child into making the tapes or showing the tapes to the child's teacher or classmates without the child's approval can backfire if the child is not ready for this to occur. Many children enjoy this type of taping if approached in a fun manner, but if the child is resistant, it is probably best to use a different technique. What is Cognitive Behavioral Therapy (CBT), and how is it used to treat SM? CBT therapists help children change their thoughts (that’s the cognitive part) and their actions (that’s the behavioral part). CBT therapists recognize that anxious children tend to exaggerate the frightening aspects of certain situations, so they help the children gain a more realistic perspective in order to decrease anxiety. They also know that anxious children avoid situations they fear, or (in the case of selectively mute children) avoid speech in anxiety-provoking situations. Avoidance makes anxiety worse. Therefore, CBT helps the child overcome avoidance by gradually facing what is feared with lots of praise and positive reinforcement for doing so. Parents, teachers, and other adults around the child can be very helpful in this process. Cognitive strategies for the selectively mute child aim to reduce the social anxiety that is often part of the disorder. The child may think, for example, “If I ask the teacher for extra help, she’ll get angry with me” or “If I talk it might sound funny and the kids will laugh at me”. Cognitive strategies help the child challenge these negative expectations and replace them with more realistic ones. This is combined with behavioral strategies that focus on helping the selectively mute child to talk in increasingly challenging situations. The therapist carefully collects information on where and with whom the child already speaks, and then helps the child choose a goal to work on in a situation that is just slightly more challenging. For example, a child that is able to speak to her best friend when she comes to visit but not at school, might choose a goal of talking to just that friend in the school setting (to assist with this goal, the child's parents and teacher could arrange a time for the child with SM to be alone in the classroom with her friend). It is very important that these goals be very small steps, and for parents or teachers to react very positively every time the child attempts one. Relaxation exercises before going into the challenging situation can also be helpful, and sometimes medications that reduce anxiety are combined with CBT. Older children can be helped to put together their CBT strategies in a “plan” that they can use independently as they face anxiety-provoking situations. Such a plan would help the child recognize anxiety, recognize negative expectations related to the anxiety, substitute more realistic expectations, engage in helpful activities (for example, relaxation or distraction), and reward himself or herself for making the effort. Reminder cards are often used to help the children use their “plans”. For the young selectively mute child (kindergarten or Grade 1), this approach may need to be adapted by helping the child understand the different levels of anxiety in different situations and rate them using pictures (for example, a stack of blocks with one block representing "just a little scary" and five blocks representing "very scary").
__________________
You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do
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#8
08-29-2007, 10:11 am
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How is Medication used in the treatment of SM?
The use of medication is based on the understanding that SM is related to social anxiety, and there are medications that have been shown to help this disorder in adults. In recent years, it is becoming clear that anxiety problems are related to an imbalance in some of the chemical "messengers" in the brain, or neurotransmitters. In particular, the neurotransmitter called serotonin seems to be involved. Medication in the form of serotonin reuptake inhibitors (SSRI’s) such as Prozac, Paxil, Celexa, Luvox, and Zoloft are often prescribed in the treatment of anxiety disorders. In addition to the SSRI’s, there are other drugs that affect several of the neurotransmitters instead of just serotonin. Examples are Effexor XR, Serzone, Buspar and Remeron. Although none of these medications is "approved" by the FDA for use in treating SM in children, it is common for doctors to prescribe medications when there is reason to believe that they are safe and effective for a particular use. There are several small scale studies that have shown these types of medication to be effective in the treatment of SM. Of the few experts who have treated large numbers of children with SM, most report that these medications are very helpful and have a large margin of safety. Side effects are minimal and can usually be avoided by starting the medication at a very low dosage level and increasing very gradually; many children with SM seem to respond to a relatively low dosage of these medications, so there is no need to keep increasing to higher levels. When combined with appropriate behavioral therapy and/or cognitive behavioral therapy, the treatment success rates are dramatically higher. Response rate to medication, like any treatment for SM, is inversely proportional to age. In other words, when any kind of appropriate therapy is begun at an early age, response is much quicker and greater. This is why SMG~CAN advocates for early diagnosis and treatment. When medication is used as part of a treatment plan, the goal is usually to have the child take the medication for 9-12 months. This seems to be a sufficient time period to allow the child to become accustomed to speaking in most settings, and for gains to be maintained after the medication is stopped. Hopefully more research studies will be done to better evaluate the proper dosage levels and time intervals. When it is time to discontinue medication, it should always be tapered off slowly under a doctor's supervision. Medication is not always necessary for the treatment of SM but in many cases it appears to be very useful in helping the child take the first steps. Until anxiety is lowered to a tolerable level, most children will have difficulty accomplishing even small goals toward speaking. Medication is more likely to be prescribed in cases that are more severe, or where mutism has persisted for a longer time period (as with preteens or teens), or if proper behavioral therapy has already been tried without success. The decision of whether or not to use medication should be made by a doctor with experience in using these medications with children, and is also dependent on the parents' comfort level. Parents are encouraged to become as educated as possible about these medications as well as all treatment options. What is Play Therapy and how is it used in the treatment of SM? Play therapy is an often misused term. Many times parents report that their child has been seeing a play therapist, when actually this therapist is using play as a means to help the child become comfortable and relaxed, and enjoy the therapy sessions. (Most therapists who work with children will do this to some extent). Games are also sometimes incorporated into a behavioral treatment plan; for example, a child may decide to work on a goal of answering simple questions by playing a game with the therapist, teacher, etc. The term "play therapy", however, means something very different. It is actually an adaptation of psychoanalytic therapy, which is a psychological treatment based on helping people understand their unconscious thoughts. This field of psychology includes Freudian theories but also many additional modern theories of how our minds work. Play therapy refers to the use of play as communication; therapists who are trained in these techniques will observe and participate in play activities with the child and interpret the child's actions as a form of subconscious communication. There is not a lot of evidence for play therapy being effective in the treatment of SM; however, a well trained play therapist might be able to help a child with SM better understand and express emotions, and this type of therapy may be a part of an overall treatment plan. It may be useful in particular when a stressful event or environment is a factor. Although trauma is not the typical cause of SM, for some children there may be contributing factors such as the death of a parent or other loved one, or a difficult move. Play therapists may be able to help a child to express and better understand the emotions that they are experiencing in these situations. Is Family Therapy recommended in the treatment of SM? Older articles in medical journals sometimes stated that dysfunctional family relationships were the cause of Selective Mutism, and family therapy was often recommended. Since we now know that there is no evidence of family pathology being the cause of most cases of SM, this type of therapy is not necessary in most cases. However, if there are unusual circumstances or a highly stressful family environment, then it may be advisable for families to participate in more intensive family therapy. It is always important, though, for family members to be educated and informed about SM and to be included in the child's treatment plan in order to provide a supportive environment for the child's recovery. So, in essence, the involvement of the family in the therapy process is a critical part of the overall treatment plan. Regardless of whether or not a family therapist is needed, the family education and support is extremely important. The stress of dealing with the child's SM may have created various imbalances in family dynamics and parents may need help in coming to terms with their own emotions and becoming more consistent in their parenting styles. It is also common for parents to begin to recognize their own anxiety as they are learning to help their child. Many times they will seek help in overcoming social anxiety to improve their ability to advocate for their child's needs and to become a positive role model for their child. Selective Mutism is an anxiety disorder, What does that really mean? Anxiety disorders are the most common of mental illnesses among children and adolescents The US Surgeon General recently stated that our country is in a state of emergency as far as children’s mental health is concerned. His report stated that 10% of children suffer from mental disorders, but fewer than 5% of these children are actually receiving treatment. Because Selective Mutism is an anxiety disorder, if left untreated, it can pave the way for an array of academic, social and emotional repercussions such as: Ø Development of worsening anxiety Ø Development of depression and manifestations of other anxiety disorders Ø Social isolation and withdrawal Ø Poor self-esteem and self-confidence Ø School refusal, poor academic performance, and/or dropping out of school Ø Underachievement academically and in the work place Ø Self-medication with drugs and/or alcohol. Ø Crime and involvement with the juvenile justice system Ø Suicidal thoughts and possible suicide Therefore, our main objective should be to diagnose our children early so they can receive proper treatment at an early age, develop proper coping skills, and overcome anxiety. It is important to realize that with proper diagnosis and treatment, the prognosis for overcoming Selective Mutism is excellent! http://www.selectivemutism.org/FAQ.htm
__________________
You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do
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#9
08-29-2007, 10:24 am
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i was the same way.. through out probley my whole school year k-12, i was just afraid to speak up. i don't know if it was because i was afraid of how my vocie would sound, if i would mess up while reading, if my speech would mess me up or something.
i think around my 11 or 12th grade year i was finally coming around to talking out load.. adn i felt dumb that i was finally talking out load. i mean i felt like a new kid in a school tha had no friends so i pretty much didn't talk when the questions were being asked. so i pretty much kept isoltaed and pretend ike i was doing something so i dind't have to answer any questions.. i know that sounds really confusing
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self-injury starts with one small cut, but recovery starts with one small step at a time
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#10
08-29-2007, 05:12 pm
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Once again, DWI you have an amazing post!
Darlin' ((((lindor)))) I know what you're talking about, and I honestly did not know there was a name for it! You (I mean, I lol) learn something new everyday. I don't have any good advice I can give, but If you ever need to chat, feel free to drop by the ol' PM box. Good luck, stay safe! Amanda.
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You can't run away forever, but there's nothing wrong with getting a good head start.
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#11
08-29-2007, 05:20 pm
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Quote:
I had No Idea there was a name or anything like this either. I actually edited my post because my post was totally off base at first, I've never experienced anything like this. I'm really glad Lindor (she) brought this up. This was really interesting to read about and watch that video.
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You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do
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#12
08-29-2007, 05:36 pm
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Quote:
 I think I'm gonna do a little bit more reasearch on the matter. It sounds quite interesting... I'll try to find more links...
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You can't run away forever, but there's nothing wrong with getting a good head start.
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#13
08-29-2007, 05:46 pm
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Alrighty Darlin', here are some links I got from Webmd, a great informative medical site... Hopefully it helps, so....
click here here... OH! And....here! Hopefully this has helped some! Take Care!!!
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You can't run away forever, but there's nothing wrong with getting a good head start.
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#14
08-29-2007, 07:50 pm
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Wow, thanks!! You've all been really helpful. I've only really heard of this in the media recently, when I read that the singer Mika suffered from it as a result of extreme bullying, as did Orlando Bloom apparantly. That was when I thought maybe people on here would know something.
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#15
08-29-2007, 09:36 pm
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Excellent articles that will certainly help and keep you busy for sure!
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#16
08-30-2007, 04:35 am
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Quote:
__________________
self-injury starts with one small cut, but recovery starts with one small step at a time
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#17
08-31-2007, 06:52 pm
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Quote:
I also tried ordering from McDonalds today even when I was feeling uber-nervous. I did it, it just took me a minute.
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#18
08-31-2007, 06:55 pm
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Yay you!!! That's a great baby step! *hugs*
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#20
08-31-2007, 07:25 pm
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That's Great!!
__________________
You know I like my chicken fried
Well I`ve seen the sunrise See the love in my Man's Eyes Feel the touch of a precious child And I know a Mother`s Love And its funny how it`s the simple things in life that mean the most Raise you glasses for a toast To a little bit of chicken fried ---- -If You Don't Got Much Time- What are YOU Gonna Do
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