Situational and systemic dialogues around "Selective Mutism": An exploration of discourse among Educational Psychologists, Speech & Language Therapists and Secondary Teachers

Cowperthwaite, Ella 2023. Situational and systemic dialogues around "Selective Mutism": An exploration of discourse among Educational Psychologists, Speech & Language Therapists and Secondary Teachers. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Selective or Situational Mutism (SM) is a phenomenon defined as a persistent difficulty speaking in one or more contexts despite there being no barriers to their knowledge of or comfort with language, nor any existing conditions that could better explain it (Selective Mutism Association, n.d.; NHS, 2019). Usually, the context in which SM is apparent is school. Although SM has been widely studied over time, much of the available literature centres upon SM as experienced in individuals of primary school age. Although it is largely accepted as being a context specific phenomena, there is a trend in research to consider interventions and support at an individual level. The aim of this study was to open conversations and develop an understanding of different professionals’ perspectives of any systemic and contextual factors impacting on children and young people with Selective Mutism. Three profession-specific focus groups were held, where discourse was shared between three Speech and Language Therapists, four Educational Psychologists, and three Secondary Teachers. A discourse analysis of the data was used to explore the constructions held within and across the three groups with regard to contributory, maintaining and support factors, along with perceptions of the key challenges for professionals working to support children and young people with SM (CYPSM). Foucauldian approach to analysis complimented important considerations into power structures within and across discourses. Discussion of the dominant discursive constructs considered their position alongside the existing literature and with reference to the implications for future practise. Key findings at a broader systemic level pointed to the importance of professionals’ education about the phenomena of SM; clarity regarding the roles and remits across professions; establishing collaborative joined-up working, and ensuring adequate allocation of resources (both temporal and financial). Within secondary school systems themselves, the groups identified the importance and challenges of fostering a relational approach between school-based professionals and students; establishing classrooms as safe and inclusive spaces; creating opportunities for communication that are risk-free and pressure-free; mitigating the expectations and perceived expectations of a “silent” identity; and adopting a CYP-led approach to support that does not necessarily drive speech as an end goal.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Date of First Compliant Deposit:	4 October 2023
Last Modified:	04 Oct 2023 11:45
URI:	https://orca.cardiff.ac.uk/id/eprint/162924

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