Selective mutism can generally be defined as a childhood anxiety disorder. It is different from shyness and the child's complete refusal to talk. Selective mutism can be broadly defined as a childhood anxiety disorder. It is different from shyness and the child's complete refusal to talk. Selective mutism; It can be defined as the child who has fluent speaking skills not speaking in social situations where speaking is required (school, circle of friends, etc.).
It is not a part of a communication disorder or developmental delay. These children have the ability to speak and understand, but they fail to use these abilities. They can continue their normal functions in other areas of life.
The emergence of this difficulty is usually before the age of 5, and can be noticed especially between the ages of 1-3. These children are defined as shy by their parents until they reach school age. When they start school, they do not talk at all in this new environment and are excluded from various social activities and situations at school. This situation should not be confused with the behaviors of children who have just started school during the adaptation process.
When the past stories of their children are taken from their families, these children find it difficult to separate from their parents, have sleep problems, anger and crying spells, are often anxious, use language in the home environment and Although they are quite comfortable in their behavior, they cling to their parents in environments outside the family, exhibit dependent behavior, do not communicate, etc. It is stated.
Although it is not known exactly where selective mutism originates, it is known that these children are genetically predisposed to anxiety. Being in an intensely stressful environment is thought to be a risk factor for the emergence of selective mutism. However, there is no evidence that it is linked to the child's neglect, abuse or trauma. Research shows that these children are anxious in social environments at an early age. The incidence of selective mutism is quite rare.
The following criteria for considering selective mutism in a child;
- While the child speaks normally in a small social environment such as the family environment or with people he/she chooses, he does not speak in other places (for example, at school or in the playground) or in different social environments he encounters
- This The situation negatively affects the child's educational life, school success and social relationships
- Not speaking is not due to not knowing the language used in the social environment or speech problems (stuttering, etc.)
- Not speaking is due to communication disorder or psychotic disorder. It is not dependent on a process
- This situation must continue for at least 1 month
Selective mutism can be noticed more easily as children get older and begin to encounter the social environment outside the family. Because it can be easily observed that these children are afraid to talk, they stand frozen when they try to communicate, they leave the questions unanswered, they show a dull and empty facial expression, they do not smile and do not speak.
Especially the school environment and long periods of silence in the environment are harmful to children. It is very challenging. They may express their needs and feelings by shaking their heads or pointing, or they may remain unresponsive and motionless until their wishes are understood. Their perceptions of themselves in the social environment are generally negative and they have negative expectations. They have some negative judgments such as "If I ask a question to my teacher, he might get angry with me" or "If I talk, I will make a strange sound and the children will laugh at me."
The frequency of selective mutism is rare and Most school personnel may not be able to provide adequate support in this regard due to their lack of experience with children experiencing this difficulty. Therefore, it can be a worrying situation for parents and teachers. Selective mutism must be followed by a specialist. The specialist will choose the appropriate support and therapy method for the child, taking into account the child's age and needs. Group therapies and game therapies are also used as supportive methods.
From time to time, situations may arise where family therapy is also required. The first goal of the specialist will be to reduce anxiety and increase self-perception and self-confidence. When this goal is achieved Afterwards, the child's verbal communication will come naturally. It should not be forgotten that the process may be slow and long. While the specialist continues to work with the child, he or she will also include the parent and teacher in the process. It will share information about the attitudes and attitudes of the individuals in the child's close social circle (mother, father, teacher) when communicating with the child. As in all kinds of studies regarding the child, it is important for the close circle to cooperate with the specialist in selective mutism.
Although selective mutism manifests itself with some symptoms before the age of 5, it is noticed by parents and teachers, especially when children start kindergarten or first grade. is done. When noticed or suspected, help from an expert should be sought as soon as possible. If not intervened in time, this situation may negatively affect both the child's educational life and social relations, causing disconnections and alienation.
Recommendations for Parents;
- Selective. If they observe mutism criteria in their children, they should consult a specialist to get professional help as soon as possible.
- They should obtain accurate information about selective mutism.
- They should eliminate expectations and pressures for their children to speak immediately during expert support.
- They should not forget that the treatment process may be long and slow.
- They should try to understand that their children have difficulty and fear when speaking.
- They should reassure their children and make them feel that they are with them.
- They should notice and praise their children's achievements and efforts. They should support their children and show that they understand their feelings in situations where they are forced or hindered.
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