Korean website.
CAMPUSMON.COM
Although its design is fancy, you can search Korean literature on selective mutism. Most of them are case studies, especially case studies of art therapy.
[Related links]
Japanese literature on selective mutism
http://selectivemutism-mm.blogspot.com/2007/03/
japanese-literature-on-selective-mutism.html
Chinese literature on selective mutism
http://selectivemutism-mm.blogspot.com/2007/05/
chinese-literature-on-selective-mutism.html
Saturday, April 28, 2007
Friday, April 27, 2007
About my self-esteem
* * * * * * * * * *
Chapter 3 I suffer from severe selective mutism
About my self-esteem
* * * * * * * * * *
When I was the 5th grade, I had very low self-esteem.
But at the same time I had high confidence in some specific things.
For instance, I was good at arithmetic and social studies, as I mentioned earlier. So, I had high confidence in getting high mark in exams in arithmetic and social studies.
Another thing I had confidence in is Shogi, a Japanese chess. When I was the 5th grade, many classmates played Shogi at break. I also did. I beated many classmates. I was known as a strong Shogi player among my classmates. In this way, when it came to Shogi, I also had high confidence.
But my self-esteem was extremely low. I suffered from terribly inferior complex even my superiority in arithmetic, social studies and Shogi.
Both high confidence and low confidence was mixed in my heart. But on the whole, my self-esteem was extremely low, probably because of my selective mutism.
(To be continued)
Index of SM story
Chapter 3 I suffer from severe selective mutism
About my self-esteem
* * * * * * * * * *
When I was the 5th grade, I had very low self-esteem.
But at the same time I had high confidence in some specific things.
For instance, I was good at arithmetic and social studies, as I mentioned earlier. So, I had high confidence in getting high mark in exams in arithmetic and social studies.
Another thing I had confidence in is Shogi, a Japanese chess. When I was the 5th grade, many classmates played Shogi at break. I also did. I beated many classmates. I was known as a strong Shogi player among my classmates. In this way, when it came to Shogi, I also had high confidence.
But my self-esteem was extremely low. I suffered from terribly inferior complex even my superiority in arithmetic, social studies and Shogi.
Both high confidence and low confidence was mixed in my heart. But on the whole, my self-esteem was extremely low, probably because of my selective mutism.
(To be continued)
Index of SM story
Tuesday, April 24, 2007
How many Japanese have Selective Mutism?
It is said that less than 1 percent of children have selective mutism.
According to a paper in Journal of the American Academy of Child and Adolescent Psychiatry, the prevalence of selective mutism is estimated about 0.7 percent.
Also in Japan, many psychologists have estimated and reported the prevalence.
Kawai (1994) gathered the Japanese literature in 1959-1980, and summarized that the prevalence of selective mutism is about 0.15-0.38 percent.
In more resent study, Muramoto (1983) sent questionnaires to public elementary schools and public junior high schools (except special schools) in Kamikawa district, norther Japan, and put the incidence at 0.027 percent in elementary schools and 0.041 percent in junior high schools.
Hasegawa and Kaneda (1996) also sent questionnaires to day-care centers and kindergartens in the City of Sizuoka, the center of Japan, and reported that the incidence of selective mutism was 0.1 percent.
As long as I know, all Japanese literature reported that there were more selectively mute girls than boys. That is common to the literature in other countries.
Looking back on my school days, I saw many reticent and shy children. But I didn't see mute and extremely shy children like me. I believed that there may have been no children like me in the world.
But other Japanese people said that there were at least one child with selective mutism in every school.
[Conclusion]
Selective mutism seems to be rare disorder also in Japan. Prevalence of selective mutism in Japan also may be less than 1 percent. But it may be not be as large as in the US. One common thing between the literature in Japan and other countries is that there are more selectively mute girls than boys.
Index of SM in Japan
According to a paper in Journal of the American Academy of Child and Adolescent Psychiatry, the prevalence of selective mutism is estimated about 0.7 percent.
Also in Japan, many psychologists have estimated and reported the prevalence.
Kawai (1994) gathered the Japanese literature in 1959-1980, and summarized that the prevalence of selective mutism is about 0.15-0.38 percent.
In more resent study, Muramoto (1983) sent questionnaires to public elementary schools and public junior high schools (except special schools) in Kamikawa district, norther Japan, and put the incidence at 0.027 percent in elementary schools and 0.041 percent in junior high schools.
Hasegawa and Kaneda (1996) also sent questionnaires to day-care centers and kindergartens in the City of Sizuoka, the center of Japan, and reported that the incidence of selective mutism was 0.1 percent.
As long as I know, all Japanese literature reported that there were more selectively mute girls than boys. That is common to the literature in other countries.
Looking back on my school days, I saw many reticent and shy children. But I didn't see mute and extremely shy children like me. I believed that there may have been no children like me in the world.
But other Japanese people said that there were at least one child with selective mutism in every school.
[Conclusion]
Selective mutism seems to be rare disorder also in Japan. Prevalence of selective mutism in Japan also may be less than 1 percent. But it may be not be as large as in the US. One common thing between the literature in Japan and other countries is that there are more selectively mute girls than boys.
Index of SM in Japan
Thursday, April 19, 2007
My favorite subjects
* * * * * * * * * *
Chapter 3 I suffer from severe selective mutism
My favorite subjects
* * * * * * * * * *
What subjects was I good at when I was the 5th and 6th grade?
[I was very good at ...]
* arithmetic
I have only a few friends to play with. So, I often solved arithmetic problems during a break between classes.
* social studies
When I was the 5th grade, my homeroom teacher taught us Japanese history in social studies classes. It was the first time I had studied Japanese history in school, and it was really fascinating for me.
When I was promoted to the 6th grade, I learned politics and economy. I was very surprised to know a concept "human rights." The constitution of Japan guarantees my fundamental human rights. Until then, I believed that I was insignificant.
[I was good at...]
* Japanese language
* science
* music
I was good at playing the recorder. So, my music performance was good when we learned recorder. But when we learned singing, my performance wasn't good. I didn't know how my music teacher measured my singing performance. I was a child with selective mutism.
[I wasn't good at...]
* physical education
* art
* home economics
I wasn't good at subjects about practical skills.
(To be continued)
Index of SM story
Chapter 3 I suffer from severe selective mutism
My favorite subjects
* * * * * * * * * *
What subjects was I good at when I was the 5th and 6th grade?
[I was very good at ...]
* arithmetic
I have only a few friends to play with. So, I often solved arithmetic problems during a break between classes.
* social studies
When I was the 5th grade, my homeroom teacher taught us Japanese history in social studies classes. It was the first time I had studied Japanese history in school, and it was really fascinating for me.
When I was promoted to the 6th grade, I learned politics and economy. I was very surprised to know a concept "human rights." The constitution of Japan guarantees my fundamental human rights. Until then, I believed that I was insignificant.
[I was good at...]
* Japanese language
* science
* music
I was good at playing the recorder. So, my music performance was good when we learned recorder. But when we learned singing, my performance wasn't good. I didn't know how my music teacher measured my singing performance. I was a child with selective mutism.
[I wasn't good at...]
* physical education
* art
* home economics
I wasn't good at subjects about practical skills.
(To be continued)
Index of SM story
Friday, April 13, 2007
Selective Mutism on YouTube
I like YouTube. Also in Japan, YouTube is one of the most popular site.
Do you know that videos about selective mutism are uploaded on YouTube? If you are interested, try to search "selective mutism" on YouTube.
Do you know that videos about selective mutism are uploaded on YouTube? If you are interested, try to search "selective mutism" on YouTube.
Thursday, April 12, 2007
My self-evaluation
* * * * * * * * * *
Chapter 3 I suffer from severe selective mutism
My self-evaluation
* * * * * * * * * *
Report card is called Tsuchibo in Japan. At the end of the school term, homeroom teachers pass report cards to children.
[Original report cards]
Mr.Y, my homeroom teacher, created original report cards.
Existing report cards measured children's performance. Japanese language, mathematics, science, social studies, physical education, music, art and home economics. But Mr.Y thought that children should be measured from more different angles. For example, did the child follow rules in school? Was the child emotionally stable? How was the child's attitude in cleaning time?
In addition, he thought that children themselves as well as teacher should measure their performance.
So, Mr.Y added evaluation items to report cards. And he altered cards to have children themselves measure their peformance.
[My self-evaluation]
I measured my performance and showed my self-evaluation card to Mr.Y.
Mr.Y also measured my performance. Compared with my self-evaluation, he evaluated my performance more positively. Looking at my card, Mr.Y said, "I think you underestimate yourself. You may as well value yourself higher."
But I thought that my evaluation was appropriate, and Mr. Y overestimated me.
[Gap between self-evaluation and evaluation by others]
Since then, I was bothered with the gap between self-evaluation and evaluation by others. Many people valued me. But I didn't.
I heard that children with selective mutism tend to have low self-esteem. Was my self-evaluation low?
(To be continued)
Index of SM story
Chapter 3 I suffer from severe selective mutism
My self-evaluation
* * * * * * * * * *
Report card is called Tsuchibo in Japan. At the end of the school term, homeroom teachers pass report cards to children.
[Original report cards]
Mr.Y, my homeroom teacher, created original report cards.
Existing report cards measured children's performance. Japanese language, mathematics, science, social studies, physical education, music, art and home economics. But Mr.Y thought that children should be measured from more different angles. For example, did the child follow rules in school? Was the child emotionally stable? How was the child's attitude in cleaning time?
In addition, he thought that children themselves as well as teacher should measure their performance.
So, Mr.Y added evaluation items to report cards. And he altered cards to have children themselves measure their peformance.
[My self-evaluation]
I measured my performance and showed my self-evaluation card to Mr.Y.
Mr.Y also measured my performance. Compared with my self-evaluation, he evaluated my performance more positively. Looking at my card, Mr.Y said, "I think you underestimate yourself. You may as well value yourself higher."
But I thought that my evaluation was appropriate, and Mr. Y overestimated me.
[Gap between self-evaluation and evaluation by others]
Since then, I was bothered with the gap between self-evaluation and evaluation by others. Many people valued me. But I didn't.
I heard that children with selective mutism tend to have low self-esteem. Was my self-evaluation low?
(To be continued)
Index of SM story
Subscribe to:
Posts (Atom)