Breaking the Sound of Silence The Role of the Teacher, Educator and Therapist in the Early Identification of Selective Mutism and Subsequent Intervention

Abstract

The primary objective of this thesis is to enhance understanding and awareness of Selective Mutism (SM) and explore how educational professionals and therapists perceive their roles in identifying SM and implementing interventions. It also examines the differentiation between SM and shyness, as well as the potential use of Virtual Reality (VR) technology in therapy and inclusive classroom interventions. The study addresses three main questions: (1)What is the role of teachers, educators and therapists in the early identification of SM and subsequent intervention? (2) How do teachers, educators and therapists perceive the distinction between shyness and SM? (3) Do teachers, educators and therapists envision the future use of VR technology in therapy and intervention? The participants, recruited through purposive sampling, included individual interviews with therapists and a focus group of six educators and teachers in school settings. The participants collectively possessed professional experience ranging from 3 to 26 years, with work experience in the Middle East (Jordan and the United Arab Emirates) and Europe (the United Kingdom and Ireland). This qualitative thesis employs a Reflexive Thematic Analysis (RTA) approach, which allows for the identification and analysis of patterns and themes within the dataset. Through semi-structured interviews, participants shared their professional and personal experiences, offering insights into various aspects of SM. The findings highlight that SM can often go unnoticed, be misdiagnosed, or undiagnosed due to various factors. Additionally, there is a growing interest among teachers, educators and therapists in raising awareness about SM. The results affirm that the role of teachers, educators and therapists is crucial in addressing SM, encompassing aspects such as awareness creation, early detection, diagnosis, and implementation of effective intervention plans. Furthermore, the thesis explores VR as a potential intervention method for SM children and individuals with social anxiety, as well as a classroom tool to enhance inclusivity, communication and participation. In conclusion, there is a need for increased awareness and early identification of SM, with a focus on striking a balance between traditional therapies and innovative approaches like VR.