- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > special education
Description
Why does the girl not speak in kindergarten? Why does the boy remain silent during school? Selectively mute children have the ability to speak, but choose not to use it in unfamiliar situations or in the communication with certain people. A conversation with these children is often not possible at all or only via gestures or written messages. Nitza Katz-Bernstein elaborates in her book on the symptoms of this dysfunction and explains the diagnostics and different therapies. She takes into consideration therapeutic elements from various disciplines such as speech therapy, as well as different schools of child and adolescent psychotherapy. ContentA Brief History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Part I Theoretical Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 What is (Selective) Mutism?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 221.1 Definition and Manifestation. . . . . . . . . . . . . . . . . . . . . . . . . . . 221.2 Diagnostic Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241.3 Types of Mutism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.4 Epidemiology, Co-Morbidity and Risk Factors . . . . . . . . . . . 281.5 A Contribution to Aetiology: Why Are Children Silent?The Failure to Overcome Unfamiliarity. 332 Linguistic and Developmental-Psychological Approaches -How Speaking and (Selective) Silence Develop . 362.1 Why a Developmental-Psychological Approach?. . . . . . . . . . 362.2 Language Acquisition and Language Development -Social-Interactive Position . 382.2.1 Communication and Dialogue Structures - How Is Communication Learned? . 392.2.2 Triangular Processes - Being Able to Deal with Requirements. 432.2.3 Internal Mental Representation -The Power of Imagination and Evaluation . 472.2.4 Symbolisation and Narrative Organisation -Acquisition of Narrative Skills. 502.2.5 Separation of Internal and External Dialogue - Conversation Strategies. 532.2.6 Internalised Values - Regulating Behaviour (= Mentalising) . 552.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Part II Diagnostics and Therapy Coordination . . . . . . . . . . . . . . . . . 591 Diagnostic Surveys - How Can (Selective) Mutism be Recorded?. 602 Setting and Case Management - Who, What, Where, When and What for?. 653 Survey of Data Relevant to Therapy. . . . . . . . . . . . . . . . . . . . . 68Part III Therapeutic Approaches and Efficacious Treatments. . . . . 791 Therapeutic Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 801.1 Exert Pressure or Use Laissez Faire? -Planning the Therapeutic Relationship as a "Scaffolding" Principle. 811.2 Relationship Design and Motivation. . . . . . . . . . . . . . . . . . . . . 821.3 Models, Techniques, Training Programmes. . . . . . . . . . . . . . . 871.4 Integrative Principles for Therapeutic Work . . . . . . . . . . . . . . 882 Therapy Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 912.1 Clarification of the Tasks of the Treatment -Dealing with Ambiguous Messages. 912.2 Separation from Attachment Figures -Mum Waits Outside!. 952.3 Safe Place -The Safe Place as a Starting Point . 992.4 Strengthening the "Alter Ego" - "Prove to Me that I'm Okay the Way I Am!". 1052.5 Perseverance - Working without Response. 109Part IV Communicating Non-Verbally. . . . . . . . . . . . . . . . . . . . . . . . . 1111 Constructing Communicative Behaviour - "Turn-taking". 1122 Working with Puppets and Transitional Objects - A Hut for the Bear . 1143 The Fairytale Book with Speech Bubbles - "Howl, Boom, Sigh ...". 1184 Language Therapies - Building Language without Speaking. 1215 Symbolisation and Narrative Processing - Narration without Language. 1255.1 The Symbolic Game as Therapeutic Intervention. . . . . . . . . . 1255.2 The Relevance of Symbolic Play in Therapy. . . . . . . . . . . . . . 1275.3 The Therapeutic Role in Symbolic Play. . . . . . . . . . . . . . . . . . 1295.4 Digression: Developmental Diagnosis of Symbolic Play . . . . Prof. Dr. Nitza Katz-Bernstein, Consultant, Super visor, Child and Adolescent Psychotherapist (SPV, CH) and speech therapist, Switzerland, led the centre for counselling and therapy of the Faculty of Rehabilitation Sciences, University of Dortmund, Germany. She is visiting Professor at the Tel Aviv University / Israel.
