Thematische Bibliographien / Mutismus / Dissertationen
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Dissertationen zum Thema „Mutismus“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 29. Januar 2023

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1

Bahr, Reiner. „Schweigende Kinder verstehen : Kommunikation und Bewältigung beim elektiven Mutismus /“. Heidelberg : Winter, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009621396&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Starke, Anja Verfasser], Katja [Akademischer Betreuer] Subellok und Christoph [Akademischer Betreuer] [Käppler. „Selektiver Mutismus bei mehrsprachigen Kindern : Eine Längsschnittstudie zum Einfluss kindlicher Ängste, Sprachkompetenzen und elterlicher Akkulturation auf die Entwicklung des Schweigens / Anja Starke. Betreuer: Katja Subellok. Gutachter: Christoph Käppler“. Dortmund : Universitätsbibliothek Dortmund, 2014. http://d-nb.info/1096225301/34.

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Starke, Anja [Verfasser], Katja Akademischer Betreuer] Subellok und Christoph [Akademischer Betreuer] [Käppler. „Selektiver Mutismus bei mehrsprachigen Kindern : Eine Längsschnittstudie zum Einfluss kindlicher Ängste, Sprachkompetenzen und elterlicher Akkulturation auf die Entwicklung des Schweigens / Anja Starke. Betreuer: Katja Subellok. Gutachter: Christoph Käppler“. Dortmund : Universitätsbibliothek Dortmund, 2014. http://d-nb.info/1096225301/34.

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4

ECHERNIER, FRANCOISE. „Le mutisme electif extra-familial“. Lyon 1, 1989. http://www.theses.fr/1989LYO1M004.

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Trombly, Theresa N. „Psychophysiology of selective mutism“. Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1511.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology
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6

Briz-Garcia, Angela. „What is selective mutism?“ CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2702.

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The purpose of this study was to examine the characteristics of Selective Mutism, its possible causes, the strong impact it creates in English learner students, and what teachers could do to help the students who suffer from Selective Mutism.
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Aubry, Candida. „Le mutisme sélectif : étude de 30 cas /“. Genève : [s.n.], 2002. http://www.unige.ch/cyberdocuments/theses2002/AubryC/these.pdf.

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8

Grolleau, Anne Titaut. „Le mutisme électif extra-familial de l'enfant“. Montpellier 1, 1989. http://www.theses.fr/1989MON11145.

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9

Cohan, Sharon Liza. „Developing a subtyping system for selective mutism /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3286235.

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10

Patterson, Fiona. „Personal constructs of adolescents with selective mutism“. Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/7117.

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Due to the nature of the condition, research into selective mutism has tended towards quantitative analyses or individual case studies. This study aimed to explore the personal experiences of adolescents with selective mutism whilst considering the threats to validity that exist in previous qualitative studies. In a series of case studies (n=6), methods of eliciting data derived from Personal Construct Psychology were employed. Experience Cycle Methodology was used to explore the process of construing, whilst the Repertory Grid Technique enabled an exploration of the structure of construing. It was hoped that these methods might identify obstacles to change and inform appropriate interventions. Results suggested that mutism may be ‘chosen’ because it may enable greater anticipation of their interpersonal relationships than does speaking. Furthermore, there were suggestions that selective mutism may be a way of avoiding possible invalidation. Further research into sociality and systemic discourse was proposed in order to understand this condition further.
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McCarthy, Paschale Mary. „Le mutisme sélectif chez les enfants bilingues : un silence éloquent“. Paris 7, 2009. http://www.theses.fr/2009PA070079.

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Le mutisme sélectif reste de nos jours un phénomène intrigant et peu connu dans le domaine de la psychanalyse. Il est fréquemment rapporté chez les populations bilingues, ce qui suggère un paradoxe : le choix du silence dans un monde riche en langage. En s'appuyant sur les études de cinq cas des enfants a la fois mutique et bilingue, la problématique du mutisme est exploré a travers les enjeux de la construction de l'identité, l'identification, l'affiliation à la langue maternelle, l'angoisse de separation et les processus d'attachement. Une distinction est postulée entre le mutisme des enfants monolingues et celui des enfants bilingues en termes de son rôle symbolique et son rôle fonctionnel dans la vie de l'enfant
Selective mutisme remains an intriguing and little researched phenomenon, particularly from the psychodynamic perspective. Frequently reported in bilingual populations, it seems to suggest a paradox: the choice 0f silence in a world particularly rich in language. Through careful analysis of the case studies of five bilingual,selectively mute children; the underlying issues of identity,identification, mother tongue affiliation, separation anxiety and early attachment are explored and a distinction postulate the child
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Sing, Song-Yong. „Le mutisme dans le cinéma parlant : généalogie d'images de l'autre“. Paris 10, 2006. http://www.theses.fr/2006PA100024.

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L'irruption du parlant est généralement présentée comme une rupture théorique et technique fondamentale dans l'histoire du cinéma. À travers la question du mutisme dans le cinéma parlant notre thèse cherche au contraire à faire voir quelles préoccupations et quels courants profonds et continus enrichissent le domaine du sonore au cinéma depuis ses origines. L'avancée théorique des recherches françaises permet de mettre en regard et de relier la pensée de Béla Balázs et celle de Michel Chion à propos d'une poétique cinématographique du silence. Dans une perspective diachronique, en remontant de figures emblématiques du muet comme Harpo et Mabuse aux corps mutiques de personnages modernes comme l'Elisabet Vogler (Persona, 1966) ou le Xiao-Kang de La Rivière (1997), l'étude vise à différencier et relier deux mutismes filmiques ; le premier, conscient et volontaire, doté de fonctions narratives variées à l'époque du muet, permet de dégager une forme première de l'altérité ; le second type de corps mutique, à l'époque du parlant, permet d'esquisser à partir d'un nombre restreint de films-phares, une typologie de l'altérité entre étrangeté (Persona), exil (Chronique d'une disparition et Intervention divine d'Elia Suleiman), résistance (L'Île nue de Kanedo Shindo, Libera me d'Alain Cavalier), marginalité (La Rivière, The Hole de Tsai Ming-liang). . . La thèse a donc pour ambition d'être à la fois une archéologie de la modernité et une généalogie des incarnations filmiques de l'altérité
The irruption of talking pictures is generally presented as a fundamental theoretical and technical break in the history of cinema. Through the question of silence in talking pictures, our thesis aims, on the contrary, to show which preoccupations and which profound and continuous trends enrich the domain of sound in cinema since its origins. The theoretical advances of French research allow us to compare and link the thought of Béla Balázs and that of Michel Chion on the cinematic poetics of silence. In a diachronic perspective, going back to emblematic figures of silent film like Harpo and Mabuse, to silent bodies of modern characters such as Elisabet Vogler (Persona, 1966) or Xiao-Kang of The River (1997), the study aims to differentiate and link two filmic mutisms ; the first, conscious and voluntary, endowed with various narrative functions at the time of silent film, allows a first form of otherness to be drawn ; the second type of body of mutism, at the time of talking pictures, is exemplified through a select number of landmark films, allowing a typology of otherness to be defined between strangeness (Persona), exile (Chronicle of a Disappearance and Divine Intervention by Elia Suleiman), resistance (The Island by Kanedo Shindo, Libera me by Alain Cavalier), marginality (The River, The Hole by Tsai Ming-liang). . . The goal of the dissertation is therefore to be both an archeology of modernity and a genealogy of cinematic incarnations of otherness
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Bergström, Marita. „En tyst utmaning - några pedagogers erfarenhet av att arbeta med barn som har selektiv mutism“. Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3038.

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Selektiv mutism är en störning som försämrar prestationsförmågan i studier eller arbete samt försvårar kommunikationen. Störningen gör att barnet oftast avstår att tala på förskolan, sexårsverksamheten samt på skolan medan det däremot talar helt obehindrat hemma. Syftet var att få en ökad förståelse för hur några pedagogers arbete påverkas av vilken kunskap de har om och hur de arbetar med elever som har selektiv mutism. Undersökningen har genomförts utifrån fyra kvalitativa intervjuer med pedagoger som arbetar i tre olika kommuner i Sverige. Urvalet har gjorts utifrån deras erfarenheter av att arbeta med barn som har selektiv mutism och deras tillgång alternativt avsaknad av handledning i ämnet. Tre kvinnliga och en manlig pedagog har intervjuats och deras erfarenhetsområde utgörs av sex-årsverksamhet, grundskola, grundsärskola och gymnasiesärskola. En pedagog har erhållit begränsad handledning i ett tidigt skede, en annan har fått och får kontinuerlig handledning medan de övriga två inte har fått någon handledning alls. Resultatet påvisade ett stort behov av handledning samtidigt som ytterst få i Sverige har den speciella kompetens, som krävs för att kunna bistå med det.

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Van, der Smissen Gayle L. (Gayle Lynn). „A Content Analysis of Case Studies in Childhood Selective Mutism“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278267/.

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The problem of this study was to provide a more comprehensive and accurate profile of various aspects of selective mutism—family atmosphere/dynamics, aetiology and manifestations of mutism, usages and outcomes of therapeutic approaches, and a profile of the affected child—and to provide a more comprehensive and consistent basis to guide effective treatment strategies and facilitate additional research. A content analysis of case studies of selective mute children completed from 1929-1994 was used to educe this data.
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Joubaud, Catherine Anne-Cécile. „Le mutisme sélectif chez l'enfant : étude comparée entre enfants de migrants et enfants de non-migrants avec réalisation et utilisation d’une échelle d’évaluation du mutisme sélectif“. Paris 8, 2012. http://octaviana.fr/document/169063925#?c=0&m=0&s=0&cv=0.

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Il s’agit d’une étude comparée sur le mutisme sélectif réalisée à partir d’une population de trente enfants composée de quinze enfants de migrants et quinze enfants de non-migrants, dont le trouble a été constaté avant l’âge de cinq ans. Son but est, d’une part, de proposer une hypothèse étio-pathogénique mettant en évidence dans l’apparition du mutisme chez l’enfant, le développement d’un attachement « anxieux évitant » comme mécanisme sous-jacent. D’autre part, à travers la présentation de deux cas cliniques, elle vise à souligner les effets du Programme d’Introduction Progressive de la Parole en Milieu Scolaire. Cette méthode récente permet une disparition du mutisme de l’enfant en modifiant ses interactions sociales. Cette étude est fondée sur la réalisation d’un entretien avec chaque enfant avec administration de tests, cognitifs, scolaires et projectifs. Le Complément d’Histoires de Mac Arthur (MSSB) a été utilisé pour mesurer ses représentations de l’attachement dans des situations de séparation. L’échelle d’évaluation du mutisme sélectif conçue pour cette étude, montre d’abord, que le niveau d’interférence du trouble dans l’activité scolaire est « modéré » pour les deux groupes. Par ailleurs, elle souligne que les enfants de migrants ont souvent un mutisme sélectif « sévère » mais qu’ils bénéficient plus rarement de traitements que les enfants de non-migrants. Au vu de ces résultats, le mutisme sélectif recouvre une population hétérogène d’enfants qui peut présenter des troubles du langage et dont le niveau cognitif se situe dans la moyenne et en-deçà. Particulièrement sous-diagnostiqué chez les enfants de migrants, souvent, le mutisme est complet à l’école et apparaît dans un contexte mixte, intra et extra-familial. Il s’installe dans la petite enfance au moment de l’acquisition du langage chez un sujet au tempérament timide. En conclusion, il convient de l’envisager comme une réponse émotionnelle de l’enfant qui trouve son origine dans un trouble de l’attachement développé au cours de circonstances spécifiques
This is a comparative study of selective mutism, taken from a population of 30 children comprising 15 immigrant children and 15 non immigrant children whose disorder was noted before the age of 5. The aim is on the one hand to propose an ethio-pathogenic hypothesis which brings to light, with the appearance of the child's mutism, the development of an " anxious-avoidant" attachment as an underlying mechanism. On the other hand, through the presentation of 2 clinical cases, it aims to underline the effects of the programme of progressive introduction of speech in a school environment. This recent method enables the child's mutism to disappear by modifying his social interactions. This study is based on an interview with each child with the administration of projective, cognitive and school tests. The « MSSB » was used to measure these representations of attachment in situations of separation. The scale of evaluation of selective mutism designed for this study shows first of all that the level of interference of the disorder in school activity is "moderate" for both groups. It also underlines the fact that the immigrant children often have a "severe" selective mutism but that they benefit more rarely from treatment than non-immigrant children. In view of these results, selective mutism covers a heterogenous population of children who can present language problems and whose cognitive level is average and below average. Particularly often under-diagnosed in immigrant children, mutism is total at school and apppears in a mixed context inside and outside the family it is acquired in early childhood at the time of language acquisition in a subject with a shy temperament. In conclusion it would be advisable to envisage it as the child's emotional response which finds its origin in an attachment disorder developped during specific circumstances
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Boyer, Pascal Justin. „Radio-Canada à l'ère des compressions : Un mutisme qui parle fort“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32478.

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L’écosystème médiatique canadien est en pleine ébullition. La fragmentation des marchés rend graduellement obsolète le concept de télévision généraliste. Le numérique amène une netamorphose de la consommation et de l’usage que nous faisons des plateformes traditionnelles. S’ajoute un effritement des revenus publicitaires et des parts de marchés. Comme ses compétiteurs, la Société Radio-Canada (SRC) doit se réinventer. Un défi de taille s’ajoute à son fardeau : son budget se voit considérablement diminué depuis les cinq dernières années. Alors que les attentes envers la SRC sont hautes à cause de son mandat défini par la Loi sur la radiodiffusion, mais aussi par les exigences du CRTC, certains observateurs commencent à craindre que la société de la Couronne n’arrive plus à réaliser son mandat. Dès lors, une bataille de l’opinion publique s’est mise en branle. Nous avons identifié quatre acteurs qui sont appelés à réagir à cette situation. À l’aide de l’analyse de discours, nous nous sommes intéressés à la composition des différents discours, des trames narratives de chacun et de leur place dans la sphère publique. Nous cherchons à déterminer les liens et les dichotomies entre les différents discours afin de mieux comprendre comment et pourquoi les acteurs ont su transmettre les informations nécessaires à leur position dans l’enjeu.
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Poure, Nadia. „Chemins de la parole : recherche clinique sur quelques cas de mutisme“. Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC009.

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Quelles sont les modalités de conquête ou reconquête de la parole dans les situations cliniques de mutisme ? Le mutisme opère une mise en attente des processus de symbolisation. Cette mise en attente suppose cependant un travail de symbolisation souterrain, inconscient, dont le retour à la parole n’est que la partie émergée. Des exemples cliniques nous permettront de préciser deux chemins de symbolisation hors parole à travers :- Un usage particulier de la trace et de l’écriture à partir du cas clinique d’un enfant qui écrit avant de parler.- L’identification au muet sous la forme d’identification à l’inanimé et à l’animal, elle n’est pas seulement ce qui fait taire mais aussi ce qui permet de préserver les possibilités d’identification, de rejouer la rencontre au miroir.Nous serons amenés à nous interroger sur la perte de légitimité des mots qui conduit parfois au mutisme
What are the modalities of conquest or reconquest of the word in the clinical situations of mutism ? Mutism operates a stop of the processes of symbolization. This put on hold supposes, however, an underground, unconscious work of symbolization, the return to the word is only the emerged part of it. Clinical examples will allow us to specify two ways of symbolization except word through: - a particular use of the trace and the writing from the clinical case of a child who writes before speaking. - The identification to the mute under the form of identification to inanimate and to animal. Identification to the mute is not only what silences but also what makes it possible to replay the meeting in the mirror. We will be brought to wonder about the loss of legitimacy of the words which sometimes leads to mutism
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Kremer, Sandra. „"HAN SKADAS INTE AV DEN HAN ÄR" - En intervjustudie med föräldrar och nära anhöriga till barn med Selektiv Mutism om gynnande och missgynnande faktorer i förskolan“. Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24813.

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”HAN SKADAS INTE AV DEN HAN ÄR”- EN INTERVJUSTUDIE MED FÖRÄLDRAR OCH NÄRA ANHÖRIGA TILL BARN MED SELEKTIV MUTISM OM GYNNANDE OCH MISSGYNNANDE FAKTORER I FÖRSKOLANSANDRA KREMERKremer, S. ”Han skadas inte av den han är” – En intervjustudie med föräldrar och nära anhöriga till barn med Selektiv Mutism om gynnande och missgynnande faktorer i förskolan. Examensarbete i handikapp och rehabiliteringsvetenskap 15 högskolepoäng. Malmö Högskola: Fakulteten för Hälsa och Samhälle, 2016.ABSTRAKTSyftet med denna studie är att se närmare på föräldrar och nära anhörigas upplevelser av vilka faktorer på förskolan som är gynnande och missgynnande för deras barn med Selektiv Mutism. Detta då det är ett mindre utforskat område och framförallt finns det lite användbart material gällande Selektiv Mutism. I denna studie har jag intervjuat föräldrar och anhöriga till barn med Selektiv Mutism som har bra insyn i barnets förskola. Under intervjuerna berättar föräldrarna och de anhöriga om de upplevelser de har om sitt barn gällande exempelvis bemötande, miljö och samverkan i förskolans kontext. För att analysera denna empiri har teoribildning om sociala representationer och KASAM tillämpats. Resultatet visar att intervjupersonerna var positivt inställda till anpassning av såväl miljö som bemötande i förskolan och att de var positiva till en samverkan mellan föräldrarna och pedagogerna på förskolan. Det nämndes också flera faktorer de upplevt vara gynnande eller missgynnande för deras barn i förskolan. Några faktorer nämns även i tidigare forskning, exempelvis vikten av barngruppens uppbyggnad och pedagogens uppmuntrande roll. Det framkom också att flertalet intervjupersoner var negativa till samverkan med professionella stödinsatser då dessa intervjupersoner misstrodde deras kunskaper. Nyckelord: Förskola, förälder, KASAM, selektiv mutism, sociala representationer och pedagog.
”HE WILL NOT BE DAMAGED BY WHAT HE IS”- A STUDY WITH PARANTS AND CLOSE RELATIVES TO CHILDREN WITH SELECTIVE MUTISM ABOUT ADVANTAGE AND DISADVANTAGE FACTORS IN PRESCHOOLSANDRA KREMERKremer, S. ”He will not med damaged by what he is” - A study with the parents and close relatives of children with selective mutism of advantage and disadvantage factors in preschool. Degree projekt in Disability and Rehabilitation Science 15 credits. Malmö University: Faculty of Health and Society, 2016.ABSTRACTThe purpose of this study is to look into the parents and close relatives' experiences of the factors at the preschool that is favorable and unfavorable for their children with selective mutism. This because it is a less explored area, and above all, there are some useful material concerning Selektiv Mutism. In this study, I interviewed parents and families of children with selective mutism that has good transparency of the child's preschool. During the interviews, the parents and the relatives described their experiences they have of their child regarding treatment, the environment and cooperation in the preschool context. To analyze the empirical data theories of social representations and SOC were applied. The results show that respondents were in favor of the adjustment of both the environment and treatment in kindergarten and that they were in favor of a collaboration between parents and teachers at the preschool. Several factors they experienced to be favorable or unfavorable for their children in preschool were also mentioned. These factors are mentioned in previous research, such as the importance of children´s group structure and educator encouraging role. It also emerged that the majority of respondents were negative about cooperation with professional support measures as the respondents distrusted their knowledge.Keywords: Preschool, parent, SOC, selective mutism, social representations and educator.
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Reeves, Nancy. „A Case Study on Elective Mutism Using a consultation Model“. TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/920.

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In the present case study, shaping/desensitization procedures, along with behavioral contracts, were implemented through a consultation model in an attempt to treat a seven year-old elective mute female within the school setting. The author (consultant) provided information to the subject's teacher (consultee) in order to treat the subject's elective mutism. The procedure consisted of trials using a sound-level meter to successively approximate the desired behavior of speaking at school. The goal was for the subject to respond verbally to questions and requests invoked by her teachers and peers within the school setting and to improve her social interactions. The results indicated that, although the subject did not initiate verbalizations at school, she did begin to interact, both socially and verbally, with her peers outside of school. Several issues are examined in an attempt to explain possible reasons for the subject's failure to speak at school. Recommendations are also made for future studies.
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Lindberg, Anna, und Erika Säfverblad. „Det gåtfulla tillståndet – Samarbete och arbetssätt kring barn med selektiv mutism“. Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10899.

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Ellis, Chris. „Selective Mutism| A Survey of School Psychologists' Experience, Knowledge and Perceptions“. Thesis, Chapman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721028.

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Selective mutism is an anxiety disorder in which a student speaks in one setting but does not speak in another where speaking is expected, most often school. Most cases are noticed when the child starts school for the first time, however they often are not referred for treatment until 1-3 years later and often are referred to private agencies or therapists. The longer selective mutism continues, the more difficult it is to treat. School psychologists are in an ideal position to support school staff in the identification and intervention of selective mutism(SM), however, there have been no studies that specifically focus on the role of school psychologists in identifying and intervening on selective mutism.

This study surveyed working school psychologists to determine how many were aware of the condition of SM, how many had worked with students with SM, what types of assessments they used, the interventions implemented and the treatment outcomes. An online survey collected data from 165 participants regarding their experience, knowledge and perceptions as related to selective mutism. All of those surveyed were aware of selective mutism, 97% had had some contact with a student with SM, and 81% had worked directly with a student with SM. The majority of assessment methods included observations, interviews, and the BASC2 internalizing scales. Most of the respondents did not use specific scales that measured speaking. The services most provided were interviews with parents and teachers, followed up with suggestions, referrals to private therapists, and comprehensive special education assessment. The interventions used most frequently included one-to-one sessions, play therapy, and smallgroup. Systematic desensitization, behavior modification and cognitive behavior therapy, interventions most supported by the literature, were used only 20% of the time. The results of interventions varied with 42% of respondents indicating no progress with one or more students, more than 60% making "a little" progress, and 30% indicating they were very successful helping one or more students to became completely verbal. The results indicated a need and desire from school psychologists for training on selective mutism.

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Wallace, Jason D. „Behavioral analysis of interactions between teachers and children with selective mutism“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000414.

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Mårtensson, Ann. „Låt tystnaden tala : Hur kan FMT-metoden stödja barn som har Selektiv mutism“. Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7848.

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Silva, Ana Maria Oliveira da. „Inclusão de Alunos com NEE (Mutismo Seletivo) nas Aulas Regulares de Língua Estrangeira - Espanhol“. Master's thesis, Porto : [Edição do Autor], 2012. http://hdl.handle.net/10216/68565.

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Este Trabalho aborda o tema da inclusão de alunos com Necessidades Educativas Especiais nas aulas de ensino regular e mostra o papel do professor de língua estrangeira na integração destes alunos, bem como das medidas e comportamentos a adotar para contribuir de forma positiva para essa integração e, ainda, da necessidade de formação contínua para os professores no geral, para que estes possam e se sintam capazes de dar respostas a esses discentes. No estudo de caso, efetuado pela professora estagiária, dá-se a conhecer um caso de sucesso e de uma escola inclusiva que trabalha para todos sem exceção; fica-se a conhecer a problemática de uma aluna com Necessidades Educativas Especiais (Mutismo Seletivo), caracteriza-se o meio envolvente, ou seja, a escola que a aluna frequentou, bem como a turma e as medidas e comportamentos adotados por toda a comunidade escolar com o objetivo de incluir e integrar todos os estudantes.
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Silva, Ana Maria Oliveira da. „Inclusão de Alunos com NEE (Mutismo Seletivo) nas Aulas Regulares de Língua Estrangeira - Espanhol“. Dissertação, Porto : [Edição do Autor], 2012. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000222364.

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Este Trabalho aborda o tema da inclusão de alunos com Necessidades Educativas Especiais nas aulas de ensino regular e mostra o papel do professor de língua estrangeira na integração destes alunos, bem como das medidas e comportamentos a adotar para contribuir de forma positiva para essa integração e, ainda, da necessidade de formação contínua para os professores no geral, para que estes possam e se sintam capazes de dar respostas a esses discentes. No estudo de caso, efetuado pela professora estagiária, dá-se a conhecer um caso de sucesso e de uma escola inclusiva que trabalha para todos sem exceção; fica-se a conhecer a problemática de uma aluna com Necessidades Educativas Especiais (Mutismo Seletivo), caracteriza-se o meio envolvente, ou seja, a escola que a aluna frequentou, bem como a turma e as medidas e comportamentos adotados por toda a comunidade escolar com o objetivo de incluir e integrar todos os estudantes.
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Drapeau, Marie-Céline. „Motus et bouche cousue, étude clinique d'un cas de mutisme sélectif suivi en art-thérapie“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64099.pdf.

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Martinez, Yvonne Julia. „An evaluation of a teacher reported measure for the early identification of selective mutism“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36764.

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Selective mutism (SM) is a childhood disorder characterized by failure to speak in social situations despite there being an expectation to speak and the capacity to do so. The prevalence of SM among children is estimated to be between approximately 0.5 to 1% (Sharp, Sherman, & Gross, 2007). Children with SM exhibit more symptoms at school than at home, yet current identification and diagnosis of SM relies exclusively on parent reports (McInnes & Manassis, 2005; Schniering, Hudson, & Rapee, 2000). There is often a 3 to 6 year delay in SM referrals because parents do not recognize symptoms until children begin school. SM appears to interfere with achievement and social-emotional development in children (Sharp et al., 2007). The first phase of the study involved the development and validation of the Teacher Telephone Interview: Selective Mutism & Anxiety in the School Setting (TTI-SM-DSM-IV; Tannock, Fung, & Manassis, 2003), to teachers of a clinical sample of 29 children (Kindergarten to Grade 5) referred to three large urban hospitals for SM across Canada. The second phase was a follow-up validation study that involved the revision of the TTI-SM-DSM-IV into a paper-pencil measure, the TTI-SM-R. The revised TTI-SM-R was administered to a sample of 30 (Kindergarten to Grade 4) teachers of children in the community with SM and normal controls in western Canada. The third phase combined the clinical and community samples for a total sample of 59 participants. The results indicated that the Mutism subscale of the TTI-SM-DSM-IV and TTI-SM-R demonstrated evidence of reliability and validity (construct, face, predictive, concurrent, convergent, discriminant) for assessing SM. Additionally, the results showed that students with SM were found to have more symptoms of social and school anxiety and greater difficulty with daily social participation compared to children without SM. The analyses also revealed a high concordance rate between parent and teacher ratings of children with SM. The development and validation of a teacher reported measure for SM may help reduce the lag time between symptom onset and treatment referral for students with SM. The findings may contribute to a better understanding of anxiety symptomatology in students with SM, and the impact of mutism on social behaviours.
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Thomas, Myra L. „Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting“. University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270.

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Evervall, Katarina. „Finna nyckeln när orden går i baklås : Att möta och vägleda barn med selektiv mutism“. Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5982.

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Selektiv mutism är en barndomsdiagnos som inte är allmänt känd. De här barnen förmår sig prata i vissa sociala situationer men kan tala problemfritt i andra. Om ett barn går helt tyst  i  förskolan/skolan  under  flera  år  kan  detta  orsaka  lidande  och  påverka  barnets utveckling.  Hälso-  och  sjukvården  har  en  skyldighet  att  diagnostisera  och  informera  om selektiv   mutism.   Efter   fastställd   diagnos   behövs   evidensbaserad   behandling.   En litteraturbaserad studie genomfördes med syfte att utifrån tidigare forskning sammanställa behandling som är gynnsam för barn med selektiv mutism. Resultatet presenteras genom två huvudteman med tre respektive fyra underteman. Huvudteman är ”Att skapa en allians ”och  ”Att  arbeta  målinriktat”.  Resultatet  visar  att  barn  med  selektiv  mutism  kräver, känslighet  och  ”timing”  av  insatser  för  att  skapa  en  trygg,  tillitsfull  relation  och  en arbetsallians  där  barnet  kan  finna  motivation  till  att  stegvis  övervinna  sin  rädsla  för  att prata.  Behandling  som  gav  resultat  vid  selektiv  mutism  används  även  inom  psykiatrisk omvårdnad  vid  andra  ångestdiagnoser.  Psykiatrisjuksköterskans  kunskap  är  användbar  i hälso- och sjukvården för att informera, samordna och erbjuda evidensbaserad behandling för barn med selektiv mutism.
Poster på detta arbete presenteras på Europeiska psykiatrisjuksköterskekonferensen Horatio i Stockholm 20-23 Sep 2012.
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Sells, Ronda. „An Archival Case Study Contextualized by a Chronological Review and Analysis of Helen B. Landgarten's Publications“. Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/109.

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This research is an archival case study examining Helen B. Landgarten’s art therapy practice as observed in a videotaped, early stage, art therapy session with a child with elective mutism. This art therapy session is transcribed, analyzed, and given context by research questions drawn from Landgarten’s 32 journal articles published between 1973 and 2001. These journal articles are chronologically presented in the literature review in a manner resembling an annotative bibliography, familiarizing the reader with Landgarten’s writings and art therapy practice as she progressed through stages in her professional life.
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Scott, Samantha L. „Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation“. Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5489.

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To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of emotion regulation theory as it pertains to children with social phobia/selective mutism. The results indicate that children with SM show elevated arousal and emotional reactivity across all interaction segments relative to other children. Unique affective, behavioral and physiological responses occur between and within groups in relation to situational demands. The temporal sequencing of behavioral and physiological responses suggests that behavioral deficits may be related to underutilized and/or deficient physiological response systems and that not speaking represents a primitive avoidance strategy by children with SM to regulate extreme physiological arousal.
ID: 031001331; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Deborah C. Beidel.; Title from PDF title page (viewed April 9, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 79-90).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
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Doup, Mallory N. „THE ROLES OF SPEECH-LANGUAGE PATHOLOGISTS AND PSYCHOLOGISTS IN THE TREATMENT OF SELECTIVE MUTISM: A COMPARATIVE STUDY“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270840715.

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Sandström, Kristina. „Tystnaden om det tysta : Specialpedagogers erfarenheter av samverkan kring barn som inte talar eller har Selektiv Mutism“. Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167454.

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Selektiv Mutism är en ångestproblematik som innebär att barnet talar obehindrat hemma men är helt tyst i andra sammanhang och situationer, vanligtvis i skolan och denna problematik drabbar ungefär en procent av alla barn i Sverige. Tillståndet försämrar prestationsförmågan i skolan och i sociala sammanhang, vilket kan få förödande konsekvenser om barnet inte ges det stöd som krävs att komma ur det. Syftet med föreliggande studie var att undersöka vilka upplevelser specialpedagoger har av att arbeta med barn med som inte talar eller har Selektiv Mutism samt bidra med kunskap och möjligheter vad gäller samverkan med andra aktörer kring dessa barn. För att besvara syftet användes semistrukturerade kvalitativa intervjuer med fyra specialpedagoger i en kommun i Sverige. Tidigare forskning visar att forskarna är eniga om att tidiga insatser är viktiga, att det finns behandling att få samt att det är av stor vikt att olika aktörer samverkar för att nå ett lyckosamt resultat. Studiens resultat visade att specialpedagogernas erfarenheter varierar beroende på hur många barn de mött samt hur arbetet organiserats på arbetsplatserna. Samtliga var eniga om att bemötande och förhållningssätt är betydelsefullt och att samverkan med vårdnadshavare är viktigt för att stödja barnets väg till att tala i alla miljöer. Resultatet påvisade att den så viktiga samverkan mellan olika instanser är näst intill obefintlig och att pedagoger behöver mer kunskap om tillståndet.
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Hajji, Michel. „La création virtuelle dans le jeu vidéo : un outil de travail clinique. Sortie du mutisme adolescent par sa progéniture virtuelle“. Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC075.

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Il s'agit d'un travail de recherche qui est venu comme réponse à un besoin de travail clinique repéré dans le suivi de plusieurs jeunes adolescents de provenances diverses et manifestant une forme de "mutisme électif". Leur refus de parler sur le fauteuil du psychologue posait une difficulté dans les consultations. Nous avons donc créé un dispositif de médiation composé d'un jeu vidéo de simulation de vie et d'un génogramme fictif. Nous tentons de démontrer qu'il est possible de retrouver une symbolisation verbale chez les jeunes en question sans avoir recours à la version réelle de leurs histoires familiales à l'origine de la difficulté. La création fictive et le travail relationnel avec le psychologue peuvent être suffisants. Les théories sur la symbolisation, la subjectivation et la psychanalyse transgénérationnelle sont au cœur des notions qui nous ont permis de comprendre et de conceptualiser les processus mis en jeu
This entails a research project which arose in response to a need in clinical work with several young adolescents from diverse backgrounds exhibiting “selective mutism”. Their refusal to speak on the psychologist's couch posed a challenge in therapy. We therefore created a mediation apparatus composed of a life simulation video game and a fictional genogram. We attempted to demonstrate that the teenagers in question can recover verbal symbolization not requiring access to the real version of their family histories which are at the root of the problem. Fictional creativity and the interpersonal work with the psychologist can suffice. Theories on symbolism and subjectivation as well as trans-generational psychoanalysis are at the heart of the notions which allowed us to understand and to conceptualize the process we put in practice
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Hoyne, Bebhinn. „Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders“. Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021825/.

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Informed by Bronfenbrenner’s (1979) eco-systemic model of development, the current research sought to explore how children and young people with selective mutism are understood, identified and supported in school settings. In order to gain detailed and distinct information about these issues, the perceptions and experiences of key stakeholders involved in cases of selective mutism were examined. Participants included nine Educational Psychologists (EPs), five Speech and Language Therapists (SLTs), 3 teachers and two parents (n=19). This research adopted a qualitative research design using semi-structured interviews which were analysed according to Thematic Analysis (Braun and Clarke, 2006). Results indicated that selective mutism can have a significant impact on not just the selectively mute child, but also the individuals around the child. However, there is not a good understanding of selective mutism or the roles which individuals can play in the cases within schools today, particularly with regards to the contributions which EPs can make to cases of selective mutism. Practice on these cases could be improved, therefore, by raising awareness of selective mutism and the work which individuals can undertake to support selectively mute children. The findings are presented and interpreted in light of their significance for promoting the role of EPs, SLTs, teachers and parents on cases of selective mutism. Further research into selective mutism is also suggested.
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Daubresse, Louis. „Esthétique(s) du silence dans le cinéma contemporain : histoire, héritage et discontinuités“. Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA132.

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Pris dans son acception la plus large, le silence est un concept polysémique et mobile, tendant à la fois vers l'idée de néant, ou, a contrario, de plénitude. Souvent évoqué et débattu, le silence au cinéma semble toucher un point fondamental du langage audiovisuel. S'il peut être incarné de différentes manières à l'écran, il passe avant tout par une diminution (à défaut d'une disparition complète) de la présence de paroles, de musiques et, plus rarement, de bruits. Présent, plus que jamais auparavant, dans un certain cinéma contemporain, le silence y apparaît en des figures variées, selon différents dispositifs (personnages mutiques, lieux désaffectés, rares paroles dépourvues de sens, étirement des temps faibles du récit). Pour étudier ces figures, il faut d'abord s'interroger, en une approche archéologique, sur les origines du silence cinématographique, sur son parcours esthétique dans le cinéma parlant (notamment dans les films de genre ou dans ceux de la modernité) avant d'en dessiner les enjeux poétiques et politiques dans les fictions contemporaines de Sharunas Bartas, de Pedro Costa, de Béla Tarr ou de Tsaï Ming-liang. Une présence invisible à l’intérieur même de ces films peut enfin être vue, écoutée et révélée. Le silence agit directement sur le rythme de ces films, renforçant l’impression de durée et induisant la sensation de dilatation temporelle. De la même façon, il peut participer à une forme de mélancolie ou de vacuité. Nous pourrons enfin nous demander si le silence implique un refus de l'état des choses, s'il revendique une nouvelle relation au monde et s'il invite à nous projeter vers un temps post-catastrophique où la parole n’aurait plus de sens. Y aurait-il ainsi, au travers de sa mise en scène, une dimension anthropologique, critique et historique du silence ?
In its broadest sense, silence is a polysemous and fluctuating concept, tending towards the idea of void and, at the same time, of plenitude. The concept of silence in cinema is frequently mentioned if not discussed, and seems to address a fundamental issue of the audiovisual language. It can be incarnated in different ways on screen, but systematically goes along with a reduction (when not a complete loss) of words, music and more rarely noises. More present than ever in some contemporary cinema, silence is represented by different figures, through different means (silent characters, disused places, rare and bland words, tensionless scenes lengthening). To study these figures, we first have to examine - through an archeological approach - the origins of silence in cinema, its aesthetical evolution in talking movies (especially in genre films and modern films). Then, we will be able to discern the poetical and political issues in the contemporary fictions of Sharunas Bartas, Pedro Costa, Béla Tarr or Tsaï Ming-liang. Therefore, the invisible presence in these films would be seen, listened to, then unveiled. Silence directly acts on the rhythm of these films, strengthening the duration feeling and generating the idea of time dilatation. In the same way it can be responsible for the emergence of some melancholia or vacuity. We will finally be able to wonder if silence implies a resistance in regards to the state of things, if it puts forwards a new relationship to the world and if it invites us to look towards a post-catastrophic time where words would be nothing but bland. Could we find out an anthropological, critical and historical dimension of silence through its dramatization ?
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WADA, KENTARO, TOMOYUKI NODA, KENICHI HATTORI, HIDEKI MAKI, AKIRA KITO und HIROFUMI OYAMA. „SURGICAL RESULTS OF PARASAGITTAL AND FALX MENINGIOMA“. Nagoya University School of Medicine, 2012. http://hdl.handle.net/2237/16041.

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Backström, Caroline. „Att tala i svenskämnet i årskurserna F–3 : Intervjustudie med lärare i ämnet svenska om arbete med att utveckla talförmågan hos elever med talängslan och selektiv mutism“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31624.

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Det övergripande syftet med den här studien var att undersöka vilka förutsättningar några utvalda lärare i ämnet svenska erbjuder elever i f-3 med talängslan eller selektiv mutism, i syfte att utveckla deras talförmåga. Att tala är centralt i svenskämnet och studien fokuserar på de förutsättningar de utvalda svensklärarna ger elever som på något sätt har svårt med talet. Intresset var att synliggöra talängslan och selektiv mutism i ett svenskämnesdidaktiskt perspektiv, med fokus på ämnets muntliga del: att tala och samtala. Särskilt riktas blicken mot digitala, sociala och rumsliga faktorer i samband med undervisningen i svenska. Kvalitativa intervjuer genomfördes med sex verksamma lågstadielärare från samma skola. Analysen gjordes med hjälp av den dialogiska teorin som utgår från att mänsklig kommunikation sker genom interaktion med andra människor och denna interaktion kan ske genom det verbala talet, men också icke-verbalt, genom exempelvis vårt kroppsspråk. Resultatet av studien visar att lärarna erbjuder elever med talängslan eller selektiv mutism en rad förutsättningar för att utveckla sin talförmåga. Förutsättningar som eleverna erbjuds är bland annat att de kan använda sig av ljud, gester och kroppsspråk för att kunna kommunicera i ett samtal. Bilder och lekar är andra stöttande faktorer som erbjuds. Resultatet visar också att det är viktigt att lärarna skapar trygghet i svenskundervisningen, för att elever med talängslan eller selektiv mutism ska våga delta i ett samtal i klassrummet.

Svenska

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Pettersson, Marie. „Det är en blick : Att kunna samverka för ökad förståelse för barn som utreds för eller har fått diagnosen selektiv mutism i förskolan“. Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180742.

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Det finns barn i förskolan som varken pratar med förskolepersonalen eller med de andra barnen trots att de pratar med vårdnadshavarna och i hemmet utan problem. Detta betecknas som ett ångestsyndrom och benämns selektivmutism (SM). Det här kan innebära att de kommer efter i sin sociala utveckling och riskerar utanförskap. Diagnosen anses relativt ovanlig men den uppkommer oftare hos flerspråkiga barn, vilket kan leda tillsvårigheter i en mångkulturell förskola. Följaktligen bör det vara viktigt för förskolepersonalen tillsammans med specialpedagogen att få ökad förståelse för vad det kan innebära att ha ett barn med diagnosen selektiv mutism (SM) i förskolan. Syftet med studien var därför att beskriva och analysera olika upplevelser och tolkningar om hur det är att arbeta med dessa barn och att beskriva de stödåtgärder som anses behövas i verksamheten. Den metod som användes var semistrukturerade kvalitativa intervjuer med tre förskolepersonal, en specialpedagog och en logoped. Urvalet av deltagarna utgick ifrån att söka forskningspersoner som har arbetat eller arbetar med barn som inte pratar eller barn som utreds för eller har fått diagnosen SM. Studien genomfördes i en mångkulturell förskola. Det insamlade materialet transkriberades och delades in i olika områden. Vidare analyserades resultatet i relation till tidigare forskning och utifrån studiens teoretiska utgångspunkter kunde en förståelse för materialet utrönas. De teoretiska utgångspunkter som studien utgick ifrån var ett sociokulturellt synsätt med ett relationellt förhållningssätt och ett inkluderande arbetssätt. Resultaten visar att det är viktigt att alla som arbetar kring barn som utreds för eller har fått diagnosen SM har ett gemensamt förhållningssätt. Och slutsatsen är att med ökad förståelse om vad det kan innebära att arbeta med barn som inte pratar är att tidiga insatser gynnar barnens utveckling. Därför framkommer också vikten av att samverka med de yrkesprofessioner som arbetar med barnen.
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Backström, Caroline. „Att tala i svenskämnet i årskurserna 1–3 : Intervjustudie om hur svensklärare arbetar med talutveckling för att utveckla talförmågan hos elever med talängslan och selektiv mutism“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30534.

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Syftet med denna studie är att undersöka hur några utvalda svensklärare i årskurserna 1–3 uppger att de arbetar med elever som har svårigheter att uttrycka sig i talet på grund av talängslan eller selektiv mutism. Att tala är centralt i svenskämnet och studien kommer att se till vilka förutsättningar de utvalda svensklärarna ger till elever som har svårigheter med detta. Arbetet kommer att präglas av den dialogiska teorin, som utgår från att kommunikation sker genom interaktion i samtalet med andra människor. Metoden för arbetet är kvalitativa intervjuer.

Svenska

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Žutautaitė, Odeta. „Ugdymas ir švietimo pagalba selektyviojo mutizmo atveju“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_101505-34643.

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Darbe atlikta teorinė selektyvųjį mutizmo sindromą turinčių asmenų ugdymo ypatumų analizė. Siekiant išryškinti ugdymosi ir švietimo pagalbos ypatumus selektyvųjį mutizmą turinčiam asmeniui Lietuvos švietimo kontekste pasirinktas atvejo analizės metodas. Atvejo analizei atlikti pasitelkti kokybiniai empiriniai metodai (pusiau struktūruotas interviu, pusiau struktūruota anketinė apklausa, pusiau struktūruotas stebėjimas, dokumentų analizė). Tyrimo duomenys apdoroti atliekant turinio (content) analizę ir diskurso analizę. Asmens socialinės, komunikacinės ir ugdymosi situacijos kitimams identifikuoti taikytas tęstinis tyrimas.
The paper deals with the theoretical analysis of the children with selective mutism education peculiarities. In order to emphasize peculiarities of education and educational assistance for person with selective mutism was chosen case study method. Qualitative empirical methods were used in case study: a semi-structured interview, semi-structured observation, semi-structured questionnaire and document analysis. The study data was processed by thee content analysis and discourse analysis. In order to identify the person’s social, communicational and educational situation changes the longitudinal study was applied.
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Andersson, Anna, und Emma Kristiansen. „Att tala är silver - att lyssna är guld : 100 lärares syn på talängslan“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35937.

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Muntliga framställningar har en relativt stor plats i Läroplanen (Lgr11, 2019) men trots det saknas det tydliga riktlinjer och verktyg för hur eleven ska få möjlighet att utvecklas till en god talare och lyssnare. Syftet med vår studie är att undersöka lärares arbetssätt vid muntliga framställningar samt att belysa begreppet talängslan. Utgångspunkten i studien är att utveckla kunskaper kring begreppet talängslan samt sammanställa arbetssätt som lärare använder för att stötta elever som upplever en oro när de talar inför andra. Vi har undersökt lärares syn på talängsliga elevers symtom och orsaker till talängslan samt hur lärare arbetar för att skapa trygghet vid muntliga framställningar. Vår vision var även att studera vilket utrymme arbetet med talängslan får inom skolan samt hur utvecklingen inom ämnet sker. Genom en enkätundersökning som besvarades av 100 lärare som arbetar i årskurserna F–3 har vi fått fram material som vi analyserat genom statistisk analys samt innehållsanalys. Enkäten innehöll både slutna och öppna frågor och gav därav både kvalitativa och kvantitativa data. Studiens resultat visar att ett tryggt klassrumsklimat är grunden för att skapa goda förutsättningar vid muntliga framställningar. Eleverna uppges visa såväl fysiska som psykiska symtom vid talängslan och en vanlig angiven reaktion är att försöka undvika muntliga framställningar på olika vis. Flera av respondenterna anger att de arbetar med elevernas självkänsla och gruppens dynamik samt att de har tydliga klassrumsregler för att skapa ett tryggt klimat i klassen. Arbetet med talängslan sker till största delen i klassrummet men diskuteras även inom arbetslaget och kan i vissa fall även beröras genom exempelvis föreläsningar och annan kompetensutveckling. Slutligen visar studien att talängslan är ett vanligt fenomen, då fyra av fem lärare i studien anger att de har talängsliga elever i sin klass.
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Ibrahim, Enas. „L'évolution de la notion d'objet dans les romans d'Alain Robbe-Grillet : Les Gommes, le Voyeur, La Jalousie, Dans le Labyrinthe, La Maison de Rendez-vous et Djinn“. Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2020.

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Cette thèse a pour objectif d’étudier la présence et l'évolution des objets dans plusieurs romans d’Alain Robbe-Grillet : Les Gommes, Le Voyeur, La Jalousie, Dans Le Labyrinthe, La Maison de Rendez-vous et Djinn. Bien qu’ils soient partout dans l’œuvre, les objets de Robbe-Grillet n’ont encore jamais été étudiés de manière spécifique, détaillée, et à partir d’un large corpus. L’approche de notre travail est littéraire mais aussi sociologique. Il convient en effet de redonner aux objets la place qu’ils occupent dans les relations humaines. C'est à la lumière des recherches d’Abraham A. Moles, Jean Baudrillard, Bernard Blandin, entre autres, que nous avons choisi de nous pencher sur les rapports qui lient l'homme aux objets. Au terme de cette exploration, nous arriverons à la conclusion suivante : les objets robbe-grillétiens sont tantôt muets et opaques, tantôt parlants. Cet effet est pleinement manifesté dans les techniques descriptives qu'adopte le romancier
This thesis aims at investigating the presence and the evolution of objects in several novels by Alain Robbe-Grillet: Les Gommes, Le Voyeur, La Jalousie, Dans le Labyrinthe, La Maison de Rendez-vous and Djinn. Although that objects have an evident existence in Robbe-Grillet’s work, they have never been studied specifically, in details, and from a large corpus. The approach of our work is literary but it is also sociological. It is suitable to give objects the statute they occupy in human relations. In the light of the research of Abraham A. Moles, Jean Baudrillard, Bernard Blandin, among others, we have chosen to dwell on the relations that link humans to objects. After this “exploration”, we reach the following conclusion: the objects are sometimes mute and opaque, sometimes talking. These characteristics are obvious in the description techniques which the novelist uses
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Jedličková, Nikola. „Logopedická intervence u žáků s diagnózou elektivní mutismus“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412067.

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The topic of the diploma thesis is speech therapy and intervention of pupils with elective mutism. The thesis is structured into four chapters. The theoretical framework is presented in three chapters, the fourth one is an empirical part of the thesis. The first theoretical chapter describes the concept of communication and the definitions of basic terms, such as speech communication, speech, language, language levels of speech, socialization and social interaction. There are also listed terminological definition of elective mutism, etiology, classification and symptomatology. The second theoretical chapter is based on the issues of speech therapy and intervention and its system in the Czech Republic in terms of diagnostics, differential diagnostics, the process of therapy, prevention and prognosis. The third chapter describes the multidisciplinary approaches and support of the pupils with elective mutism in terms of family and school education. The role of the teacher is also described and at the end of the chapter indicated the help to the pupil in basic education. The fourth empirical chapter deals with qualitative research, realized by case studies, which were supplemented by other research techniques. The main objective of the research was to analyze speech therapy and intervention in pupils...
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Páleníková, Petra. „Analýza současných názorů na mutismus v odborné české i cizojazyčné literatuře“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-335383.

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This diploma thesis deals with mutism from the perspective of specialized czech and foreign literature. The character of the thesis is theoretical and the thesis is divided into three parts. In the first chapter, there is mutism described based on the study of czech specialized literature as well as etiology, symptoms, diagnostics and treatment. The second chapter describes the same categories but based on the study of foreign literature. The last part is dedicated to the analysis and comparison of acquired knowledge in particular areas. The most signifiant differences can be found in the area of diagnostics and therapy of mutisms, which are more elaborated in foreign literature than in Czech literature. Some differences appear in all other areas of mutism. The learning theory is the characteristic feature of foreign literature in the field of etiology of mutism, also the social enxiety is the characteric feature in the area of symptoms and treatment; overall we can see a dominant influence of the Diagnostic and Statistical Manual of Mental Disorders. The Czech literature provides a number of different views not only on the definition of mutism, but also on the etiology and symptomatology. The diagnostics and the therapy of mutism is not further elaborated in the Czech literature.
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Dolozimová, Michaela. „Analýza komunikačních schopností žákyně s elektivním mutismem“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446110.

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The diploma thesis named Analysis of communication ability of a pupil with elective mutism, deals with the issue of communication of a girl with elective mutism. The teoretical part is based on a thorough analysis of literature and electronic sources. The introdictory chapter acquaints us with the development of communication and communication skills, the psychological development of the child, then defines the issue of impaired communication skills is childhood. The second chapter is devoted to mutism. It elaborates not only its terminological definition, etiology, diagnosis, therapy and prognosis, but also the issue of a pupil with elective mutism at school and principles of communication with this child. The third chapter deals with nonverbal communication, especially in connection with children's expressions. In this part are elaborated all components of non-verbal communication - kinesics (gestures, facial expressions, haptics); posture; proxemics and paralinguistic. The fourth chapter is the empirical part. This chapter describes the methodology of the research. The main objective of the research was to analyze the communication process of a pupil with elective mutism. Then the partial goals of the research and research questions were determined. Case study focused on communication...
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Rocha, Isabel Cristina Pinela da. „No silêncio das palavras... : o gesto consentido!“ Master's thesis, 2014. http://hdl.handle.net/10400.14/18959.

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Este trabalho é um estudo de caso sobre mutismo seletivo, certamente uma das problemáticas mais invulgares, desconcertantes e desafiadoras da medicina e da educação. Envolve crianças em idade escolar e a realidade mostra-nos quão diversa e única é a vivência desta síndrome, o que dificulta não só o diagnóstico mas também a definição de estratégias de tratamento. O desafio e objetivo central do estudo consiste em verificar em que medida a arteterapia constitui uma resposta adequada para os problemas de mutismo seletivo. A revisão da literatura dirige-se para este objetivo e abrange especialmente estes dois campos: mutismo seletivo e arteterapia. Refletindo sobre uma breve visão histórica da arteterapia, procuramos entender qual foi e poderá ser o papel da arteterapia na criança com mutismo seletivo, perceber de que forma pode a arteterapia ajudar a criança que se confronta com este problema. A arteterapia, sendo um processo terapêutico, utiliza técnicas de expressão e criação artística com a intenção de atenuar o sofrimento e recuperar o indivíduo. Naturalmente será uma mais-valia, um excelente recurso nas escolas, no combate à inadaptação ao meio, aos comportamentos desviantes, ao insucesso e abandono escolar, no entanto é necessário romper com mentalidades retrógradas para poder evoluir e proporcionar bem-estar. É imprescindível uma mudança de atitudes. Neste estudo, adotámos uma metodologia de investigação qualitativa com base na observação direta de sessões de arteterapia e nas entrevistas à professora titular de turma e aos pais da criança em dois momentos diferentes. Para a realização deste trabalho optámos pelo estudo de um caso único, de uma criança com diagnóstico de mutismo seletivo, a frequentar uma Escola Básica de 1º Ciclo. Os resultados demonstram, em linhas gerais, que a arteterapia desempenha de facto um papel preponderante, ativo e facilitador na possibilidade de transformação e desenvolvimento pessoal num caso específico de uma família com uma criança com mutismo seletivo. As sessões de arteterapia foram benéficas para a aluna, como forma de atenuar o sofrimento e proporcionar bem- estar.
This work is a study case about selective mutism, certainly one of the most unusual, disconcerting and defying problematic of medicine and education. It involves children in scholar age and the reality shows us how diverse and unique is this syndrome experience, which makes difficult not only the diagnosis but also the definition of treatment strategies. The challenge and central objective of the study consists in verify the extent to which art therapy constitutes an appropriate answer for the problems of the selective mutism. The literature revision addresses this objective and covers specially these two fields: selective mutism and art therapy. Reflecting about a brief historical vision of art therapy, we aim to understand which was and may be the role of art therapy in the child with selective mutism, understand how art therapy may help the child that faces this problem. Art therapy, as a therapeutically process, uses expression techniques and artistic creation intending to lessen the suffering and recover the individual. Naturally, it will be an asset, an excellent resource in schools, to fight the environment inadaptation, the deviant behaviours, failure and scholar abandonment, however it’s necessary to break up retrograde mentalities to be able to evolve and provide well-being, it is essential a change in attitudes. In this study we adopted a qualitative investigation methodology based in direct observation of art therapy sessions and in the interviews to the titular teacher of the class and to the parents of the child in two different moments. For this work we have chosen the study of a unique case of a child with a selective mutism diagnosis, attending the 1st Cycle of a Basic School. The results show, in general lines, that art therapy performs, in fact, a preponderant, active and facilitator role in the transformation possibility and personal development in a specific case of a family with a child with selective mutism. The art therapy sessions were beneficial for the student as a way to attenuate the suffering and provide well-being.
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Melo, Sara Isabel Cabral. „Mutismo seletivo: Projeto tagarela“. Master's thesis, 2017. http://hdl.handle.net/10400.12/5342.

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Dissertação de Mestrado realizada sob a orientação de Csongor Juhos apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica
O mutismo seletivo é uma perturbação que consiste na persistente falha em comunicar em contextos sociais específicos onde é esperado que haja comunicação (e.g. na escola, com os colegas ou com o professor) mas falam normalmente noutros contextos familiares (e.g. casa). Como consequência, há um evitamento da criança em aparecer em eventos sociais com medo ser vista ou ouvida por pessoas desconhecidas. Este comportamento ocorre frequentemente no início da pré-escolaridade (a partir dos 4-5 anos) e a longo prazo traz menor rendimento escolar, originando-lhe ansiedade dificuldades de ajustamento. Estudos apontam que a Teoria Cognitiva-Comportamental é a melhor abordagem terapêutica para intervir junto do MS em articulação com a terapia individual e com uma intervenção na escola. Caso nenhuma abordagem seja feita, esta perturbação pode evoluir para outras (e.g. fobia social) trazendo mais sofrimento à criança. O presente estudo apresenta uma intervenção pioneira em Portugal, feita com uma abordagem sistematizada entre a escola, pais e o terapeuta de uma menina com 6 anos diagnosticada com MS e a sua aplicação. Para a recolha de informação recorreu-se a um plano da intervenção base, entrevista semi-estruturada e ao preenchimento de fichas. Os resultados indicam que com uma abordagem sistematizada e em articulação com os principais contextos sociais em que a criança está envolvida, o MS pode ser ultrapassado.
Selective mutism is a disturbance which consists in a persistent failure in communicating in specific social contexts in which is expected to exist communication (e.g. in school, with colleagues or teacher) usually failing in family contexts (e.g. home). As a consequence there is an avoidance of the child in showing in social events afraid of being seen or heard by unknown people. This behaviour often occurs in the beginning of pre-school (e.g. from 4-5 years) reducing school performance in long term causing anxiety and adjusting difficulties. Studies suggest that cognitive behavioral theory is the best therapeutic approach to act with SM in articulation with individual therapy and with an intervention in school. If no approach is taken, this disturbance can develop into other disturbances (e.g. social phobia) causing more suffering to the child. The present study presents a pioneering intervention in Portugal, made with a systematized approach between school, parents and a little girl's therapist with 6 years old diagnosed with SM and its application. To collect information a baseline intervention plan was used, a semi-structured interview and filling forms. The results show that with a systematized approach in articulation with main social contexts in which the child is involved, the SM can be overpast.
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Seymour, William L. „Measuring the function of selective mutism the selective mutism analysis scale /“. 1997. http://catalog.hathitrust.org/api/volumes/oclc/38049898.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1997.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 40-42).
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Lo, Hsu-Ju, und 羅旭如. „The Effect of Eclectic Play Therapy on Children with Selective Mutism's Social Interaction“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/66942598779962866684.

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碩士
國立臺北教育大學
特殊教育學系碩士班
103
The purpose of this study was to invistigate the effectiveness of eclectic play on training of social interaction skills with a selective mutism child.The subject was a student with selective mutism.The single-subject research across situational with multuple probe design was used in the study. The independent variable were activity of eclectic play and the dependent variables were the effects of training of social interaction for the student with selective mutism. Data were collected based on three phases：oral behavior, non-oral behavior,and cooperation with others.Visual analysis and simplified time-eries analysis were used to analyze the effectiveness of the training. At the end of the training, interviews were used to examine the social validity of this study. Results of this study were summarized as follows： 1. The eclectic play activities for the student of selective mutism results in raise effects in oral behavior. 2. The eclectic play activities for the student of selective mutism results in raise effects in non-oral behavior. 3. The eclectic play activities for the student of selective mutism results in raise effects in cooperation with others.
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