TPC-Journal-V1-Issue1

54 The Professional Counselor \ Volume 1, Issue 1 In addition, research should be specifically devoted to examining the impact selective mutism has on long-term social development. It is logical to expect some level of social maladjustment regarding development of social relationships with peers given that children with selective mutism have limited social interactions. This is supported by research that has linked anxiety disorders, specifically social phobias, with social withdrawal and other difficulties regarding sociability (Beidel, Morris, & Turner, 2004). Nonetheless, case studies (e.g., Cunningham et al, 2004; Kumpulainen, 1998; Pelligrini, Bartini, & Brooks, 1999) imply that children with selective mutism are not bullied or victimized more than children who do not have selective mutism. More research is needed in this area to determine the extent of social maladjustment among children with selective mutism. Additionally, research should be devoted to investigate long-term effects of this disorder after the mutism is overcome. For example, exploring the ability to form relationships during teenage and adult years may help clarify the impact of mutism on long-term social development. While an increasing amount of literature on selective mutism has been published during the last fifteen years, studies involving school personnel are virtually nonexistent. Children with selective mutism spend several hours each day with school professionals who are often involved in treatment interventions. More importantly, school is frequently the setting in which these children have the highest level of anxiety and mutism. Research has shown that teachers’ involvement in the treatment process is vital to positive treatment outcomes (e.g., Kumpulainen, 2002; Lescano, 2008), yet their role in the treatment process is rarely described in the research. There is an urgent need to carefully examine these children’s behaviors and interactions in the classroom during treatment, as well as interventions performed by the teacher. Such information would be vital to determining the overall effectiveness of treatment programs, specifically within the school setting. Suggestions for Counselor Training In addition to the recommendations pertaining to research and the counseling profession, it is important that counselor education provide training for treating this disorder. It is imperative that counselors, especially school counselors or counselors working with children, be trained in identifying the signs and symptoms of selective mutism. This training should stress that selective mutism be treated as an anxiety disorder, and the difference between this disorder and shyness, autism, or speech/language disorders should be emphasized. Additionally, instruction on non-verbal assessment tools should be provided as this is an ongoing aspect of treatment. Finally, counselors should be trained to work cooperatively with school personnel and parents when treating children with anxiety-related disorders, including selective mutism, because empathetic and knowledgeable school personnel are assets to successful treatment programs. References American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders. (4th ed., text rev.). Washington, DC: Author. Amir, D. (2005). Re-finding the voice: Music therapy with a girl who has selective mutism. Nordic Journal of Music Therapy, 14 (1), 67–77. Anstendig, K. (1998). Selective mutism: A review of the treatment literature by modality from 1980-1996. Psychotherapy, 35 , 381–390. Baskind, S. (2007). A behavioural intervention for selective mutism in an eight-year-old boy. Educational and Child Psychology, 24 (1), 87–94. Beare, P., Torgerson, C., & Creviston, C. (2008) Increasing verbal behavior of a student who is selectively mute. Journal of Emotional and Behavioral Disorders, 16 (4), 248–255. Beidel, D. C, Morris, T. L., & Turner, M. W. (2004). Social phobia. In T. L. Morris, & J. S. March (Eds.), Anxiety disorders in children and adolescents (pp. 141–163). New York, NY: Guilford Press. Beidel, D. C., & Turner, S. M. (1998). Shy children, phobic adults: Nature and treatment of social phobia. Washington, DC: American Psychological Association. Black, B,, & Uhde, T. W. (1995). Psychiatric characteristics of children with selective mutism: A pilot study. J ournal of the American Academy of Child and Adolescent Psychiatry, 34, 847–856. Blum, N. J., Kell R. S., & Starr, H. L. (1998). Case study: Audio feedforward treatment of selective mutism. Journal of the American Academy of Child and Adolescent Psychiatry, 37 , 40–43.