ABSTRACT

Selective mutism (SM) is typically identified in early childhood and is characterised by a lack of speech in specific social situations, usually at school. This study interviewed 11 teachers and used qualitative methods to develop an explanatory framework to represent the lived experience of teaching pupils with SM. Interviews were analysed using grounded theory methods. The final theoretical framework captured nine categories. This included five key processes: categorisation of teacher beliefs; the development and change in beliefs through a process of scientific enquiry; teacher efforts to support pupils; measuring and monitoring pupil progress; management of teacher emotional responses, and four contextual factors; pupil characteristics, peer relationships, teacher self- identity and staff relationships. The findings highlighted a link between teacher categorisation of SM and pupil support. Implications of the framework for guiding research and educator practice to support pupils with SM are discussed.

摘要

选择性缄默症 (SM) 通常在儿童早期发现，其特征是在特定的社交场合（通常是在学校）无法说话。本研究采访了 11 名教师，并使用定性方法开发了一个解释性框架，以代表教授 SM 学生的生活经验。访谈采用扎根理论方法进行分析。最终的理论框架涵盖了九个类别。这包括五个关键过程：教师信念的分类；科学探究过程中信念的发展和变化；教师努力支持学生；衡量和监测学生的进步；教师情绪反应的管理，以及四个背景因素；学生特征、同伴关系、教师自我认同和员工关系。调查结果强调了教师对 SM 的分类与学生支持之间的联系。讨论了指导研究和教育工作者实践以支持 SM 学生的框架的含义。