Managing Selective Mutism in Children

Extract

[...] If I knew the importance of individualizing the child's care, without making their treatment unfair compared to the other children. Laura, who had just arrived, did not have this element, and her posture remained blocked on the rules and the child's attitude that she had not perceived as mute. That's why I allowed myself to propose giving a new bowl of cereal, while Laura opposed it, stating that Jessica had to speak to get what she wanted. Laura and I did not seek a compromise solution, we each remained on our positions, resulting in the creation of a communication blockage and the intensification of our own tensions. [...]

[...] I don't even hear her speak with the other children.' The beneficiary who then teaches me about Jessica's language disorders, which I will qualify in this work as selective mutism, is also affected by this silence. My colleague also seemed helpless and, by cutting off my words, wanted to show the importance of the situation. I was able to observe that Jessica's silence and her difficulties in expressing herself and communicating with others could evoke both benevolence and help from other children like Benoît, who seemed touched by her silence and helpless in the face of this little girl who did not interact with him. [...]

[...] - What means have I developed so that Jessica communicates with me? What was my posture that allowed oral communication with Jessica? What resources did I mobilize? 3.2.4.1. The educational issue The problem I have chosen to reflect on is the following: To what extent can Jessica's selective mutism interfere with meeting the child's needs? How can her educational support be provided in the absence of oral communication? Are there tensions or frustrations within the educational team that are a direct consequence of the difficulties in communicating with the mute child? [...]

[...] Within the relay house, Jordane represented a figure of attachment, it was Jessica's referring educator. The child felt safe with Jordane and was able to exchange with her. In my career as an educator, I have also learned the fundamental importance of responding or accompanying the response to the needs of beneficiaries as described by Abraham Maslow (1940) in the pyramid of needs, (see annex). He explains that every human being has primary needs, he represents them hierarchically, indicating that the individual must first satisfy the lower needs represented by the base to move to the higher level. [...]

[...] In addition, we allow for the creation of a sense of inclusion by allowing them to participate actively. If we use the word 'inclusion', I think it's important to explain that it doesn't mean integrating the child into the group. Integration means that the person is physically present in the group. However, inclusion means creating an environment where the person actively participates in the engaged group. As an educator, I believe it is essential to integrate the non-violent communication CNV. [...]